Pre K CLASS Observation Feedback W/ECEAP Performance Standards

Pre K CLASS Observation Feedback w/ECEAP Performance Standards

Site/Classroom: Completed By: Date/Time: Adults & Children

*Please watch for key words that may indicate a low-mid range score: rarely, occasionally, few, ineffective, fail, rigid, makes no attempt, unprepared, sometimes, limited, sometimes, somewhat, inconsistent *Please watch for key words that may indicate a mid-high range score: at times, during some periods, made some attempts, mostly, frequently, always, many, often, effective, consistently, fully prepared Domain: Emotional Support

This domain refers to specific teaching behaviors that help children develop warm, supportive relationships, experience enjoyment and excitement about learning, feel comfortable in the classroom, and experience appropriate levels of autonomy or independence. Dimension Indicators and Feedback Statements Missed Opportunities ECEAP Standard Behavioral Markers  Met/ Not Met Relationships  E-7 Adult-Child Interactions Positive climate 1.Use a warm, calm and respectful tone of There is an emotional Physical proximity, shared activities, peer assistance, voice, eye contact and facial expression connection between matched affect, social  Met  Not Met the teacher and conversation students and among 2.Use positive language, saying what Positive affect children can do instead of what they students and the Smiling, laughter, cannot do enthusiasm warmth, respect and  Met  Not Met enjoyment communicated by Positive E-8 Child Guidance 1. Maintaining positive relationships with verbal and nonverbal Communication Verbal affection, physical children (E-7). interactions. affection, positive  Met  Not Met expectations 7. Modeling and teaching emotional skills Respect such as recognizing feelings, expressing Eye contact, warm, calm them appropriately, accepting others’ voice, respectful language, feelings and controlling impulses to act cooperation and/or sharing out feelings.  Met  Not Met Negative affect  E-8 Child Guidance Negative Climate Contractor’s guidance policy must prohibit Reflects the overall Irritability, anger, harsh voice, peer aggression, any person on the premises from using: level of expressed disconnected or escalating 19. Corporal punishment, including any negativity in the negativity means of inflicting physical pain or causing bodily harm to a child. classroom: the Punitive control  Met  Not Met frequency, quality and Yelling, threats, physical intensity of teacher control, harsh punishment 20. Holding, grabbing or moving the child and peer negativity are Sarcasm/disrespect in an aggressive manner to cause them to measured. Sarcastic voice/statement, comply. teasing, humiliation  Met  Not Met Severe negativity 21. Verbal abuse, such as yelling, shouting, Victimization, bullying, name calling, shaming, making derogatory physical punishment remarks about a child or the child’s family, or using language that threatens, *Negative climate is scaled in the opposite direction of the other humiliates or frightens a child. CLASS dimensions. Higher negativity indicates lower quality.  Met  Not Met

Teacher Awareness  E-4 Curriculum Anticipates problems and 3. Choice, decision-making and problem Sensitivity plans appropriately, notices solving. The teacher’s lack of understanding and/or  Met  Not Met difficulties awareness of and E-7 Adult-Child Interactions responsivity to Responsiveness 3. Validate children’s feelings. Acknowledges emotions, students’ academic  Met  Not Met provides comfort and and emotional needs. assistance, provides 4. Respond to children’s requests and individualized support questions. Addresses problems  Met  Not Met Helps in an effective and timely manner, helps resolve 7. Pay attention to children to learn about problems their individual interests, ideas, questions and theories. Student Comfort  Met  Not Met Seeks support and guidance, freely participates, takes risks E-8 Child Guidance 4. Supervising children’s activities.  Met  Not Met

6. Modeling and teaching social skills, such as turn-taking, cooperation, waiting, treating others kindly and conflict resolution.  Met  Not Met Flexibility and  E-3 Daily routine Regard for 3. Be predictable, yet flexible and Student student focus responsive to meet the interests and Shows flexibility, needs of the children. Perspectives incorporates students’  Met  Not Met Focuses on the ideas, follows students’ lead teacher’s interactions 4. Allow periods of quiet and of activity, with students and Support for responding to children’s needs.  Met  Not Met classroom activities autonomy and place an emphasis on leadership E-4 Curriculum students’ interests, Allows choice, allows 3. Choice, decision-making and problem students to lead lessons, motivations, and points solving. gives students  Met  Not Met of view and encourage responsibility student responsibility Student expression 4. Topics and materials related to and autonomy. Encourages student talk, children’s emergent interests. elicits ideas and/or  Met  Not Met perspectives 5. Opportunities for children to direct Restriction of their own learning, minimizing teacher- directed activities. movement  Met  Not Met Allows movement, is not rigid E-7 Adult-Child Interactions 10. Demonstrate the belief that children are capable by letting them try out their ideas, take safe risks, and do things at their own pace, in their own way.  Met  Not Met

11. Actively seeking and incorporating child-generated ideas. Met  Not Met

15. Coaching children to express their ideas.  Met  Not Met

E-8 Child Guidance 10. Offering choices.  Met Not Met This domain describes specific teaching behaviors that help children develop skills to regulate their own behavior, get the most learning out of each day, and maintain interest in learning activities.

Dimension Indicators and Feedback Statements Missed Opportunities ECEAP Behavioral Standard

Markers  Met/ Not Met Clear behavior  E-8 Child Guidance Behavior 3. Establishing consistent, reasonable Management expectations expectations. Clear expectations,  Met  Not Met The teacher’s ability to consistency, clarity of rules provide clear Proactive 5. Foreshadowing events and behavioral Anticipates problem expectations by letting children know expectations and use behavior or escalation, low what will happen next. effective methods to reactivity, monitors  Met  Not Met prevent and redirect Redirection of 8. Involving children in defining simple, misbehavior. misbehavior clear classroom limits. Effective reduction of Met  Not Met misbehavior, attention to the positive, uses subtle 9. Coaching appropriate behavior. cues to redirect, efficient Met  Not Met redirection Student behavior 11. Redirecting to an activity that matches Frequent compliance, little the child’s energy level. aggression and defiance  Met  Not Met

Maximizing learning  E-3 Daily Routine Productivity 2. Offer ample time for unrushed activities How well the teacher time and transitions. manages instructional Provision of activities,  Met  Not Met choice when finished, few time and routines and disruptions, effective provides activities for 3. Minimize the number of transitions so completion of managerial that there is more productive time and students so they have tasks, pacing less waiting. the opportunity to be Routines  Met  Not Met involved in learning Students know what to do, activities. clear instructions, little wandering Transitions Brief, explicit follow- through, learning opportunities within Preparation Materials ready and accessible, knows lessons Instructional Effective facilitation  E-4 Curriculum Teacher involvement, 1. Active, play-based, multi-sensory Learning Formats effective questioning, learning experiences. Ways in which the expanding children’s  Met  Not Met involvement teacher maximizes 4. Topics and materials related to students’ interest, Variety of children’s emergent interests. engagement, and ability modalities and  Met  Not Met to learn from lessons materials and activities. Range of auditory, visual, E-7 Adult-Child Interactions and movement 12. Using a variety of teaching strategies opportunities, interesting to address children’s learning styles, and creative materials, abilities, developmental levels and hands-on opportunities temperament.

Student interest  Met  Not Met Active participation, 14. Providing materials to enrich children’s listening, focused attention explorations. Clarity of learning  Met  Not Met objectives Advanced organizers, summaries, reorientation statements

Domain: Instructional Support

This domain refers to specific teaching behaviors that support children’s cognitive development and language growth. Dimension Indicators and Feedback Statements Missed Opportunities ECEAP Standard Behavioral Markers  Met/ Not Met Analysis and  E-3 Daily Routine Concept 5. A large block of free choice time, at Development reasoning least 45 minutes. During free choice, Why and/or how questions, Measures the teacher’s children initiate their own activities and problem solving, engage in play-based learning. Staff use of instructional prediction/experimentation, converse with children to support discussions and classification/comparison, decision-making, problem solving and activities to promote evaluation higher order thinking. students’ higher-order Creating  Met  Not Met thinking skills and Brainstorming, planning, producing E-4 Curriculum cognition and the 2. First-hand exploration and investigation teacher’s focus on of real-life materials, people and events. understanding rather Integration  Met  Not Met than on rote Connects concepts, 3. Choice, decision-making and problem instruction. integrates with previous solving. knowledge  Met  Not Met Connections to the E-7 Adult-Child Interactions real world 21. Describing and discussing children’s Real-world applications, learning processes rather than focusing on related to students’ lives products.  Met  Not Met

Quality of Scaffolding  E-7 Adult-Child Interactions Hints, assistance 5. Show tolerance for mistakes and teach Feedback that mistakes are for learning. Assesses the degree to  Met  Not Met which the teacher Feedback loops 6. Give descriptive feedback instead of provides feedback that Back-and-forth exchanges, generalized praise or criticism. expands learning and persistence by teacher,  Met  Not Met understanding and follow-up questions encourages continued 13. Helping children enter into and sustain play. participation. Prompting thought processes Met  Not Met Asks students to explain 16. Engaging in extended conversations thinking, queries responses with children to build on their ideas. and actions  Met  Not Met Providing information Expansion, clarification, 18. Leading discussions and activities specific feedback during daily routines, such as meals, tooth brushing and transitions. Encouragement and  Met  Not Met affirmation Recognition, reinforcement, 19. Noticing and responding to teachable student persistence moments.  Met  Not Met

20. Posing problems and open-ended questions to stimulate higher-order thinking.  Met  Not Met

Frequent  E-3 Daily Schedule Language 5. A large block of free choice time, at Modeling conversation least 45 minutes. During free choice, Back-and-forth exchanges, Highlights the quality children initiate their own activities and contingent responding, peer engage in play-based learning. Staff and amount of the conversations converse with children to support decision teacher’s use of Open-ended making, problem solving, and higher-order language-stimulation thinking. questions Met  Not Met and language- Questions require more than facilitation techniques. one-word response, students E-7 Adult-Child Interactions respond 9. Listen reflectively, staying on the child’s Repetition and topic and paraphrasing their ideas.

extension  Met  Not Met Repeats, extends/elaborates 16. Engaging in extended conversations with children to build on their ideas.  Met  Not Met Self-and parallel talk Maps own actions with 17. Using varied vocabulary. language, maps student  Met  Not Met action with language 18. Leading discussions and activities during daily routines, such as meals, tooth Advanced language brushing and transitions. Variety of words, connected  Met  Not Met to familiar words and/or ideas 20. Posing problems and open-ended questions to stimulate higher-order thinking.  Met  Not Met

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