critical performance assignments

Dr. Connie Jo Smith CFS 192

Critical Performance Assignments

Philosophy of Early Childhood Paper

Professional Development Plan

Early Childhood Program Observations


Early Childhood Program Observations

Brief Summary of Information from Blackboard


designs and organizes learning environments, experiences, and instruction

creates appropriate learning environments

introduces, implements, facilitates, and manages development and learning

assesses children’s cognitive, emotional, social, communicative, and physical development in a variety of natural environments for infants, toddlers, preschool children and kindergarten children with and without disabilities

knowledge of these natural environments is essential for the early childhood educator

The early childhood educator…


15 clock hours of observation in an early childhood program…

not the home

Required


an infant program a toddler programa preschool program (ages three and/or four)

a kindergarten classroom (Fall & Spring Only)During Summer Sessions, one 3 year old and one 4 year old class can be observed instead of one preschool and one kindergarten.

a program that serves infants and toddlers with special needs or preschoolers with special needs

3 Hours Each


…..you can observe 1 hour on Monday, 1 hour on Tuesday, and 1 hour on Friday or

3 hours on Thursday or

30 minutes a day until you are finished or

Any other combination that works for you and the program

The hours do not have to be consecutive


In BlackboardClick on Assignments

Click on Critical Performance Folder

Click on Classroom Observations


Classroom ObservationsObservation Overview

Observation Directions: Word File

The Instructor Letter: Word File

Verification Observation Form: Word File

Program Matrix Form: Word File

Observation Form: Word File

Observation Criteria and Scoring Rubric: Word File


Visually survey the whole classroom. Describe the physical appearance of the classroom, including the arrangement of equipment and materials. What does the room arrangement and choice of equipment tell you about the type of early childhood program you are observing?

Observation Directions


As you observe in the classroom or program, notice how the children are grouped. What does the grouping arrangement tell you about the type of program you are observing?



Observe how the teacher relates to the group of children. Does she/he more often address individual children or the whole group? What type of language and behaviors do you observe that indicates the teacher’s support for each individual child?



What evidence demonstrates that the teacher recognizes that children are connected to their families and cultures? Does the environment promote positive relationships with families?



Note examples of spontaneous curriculum that may have emerged from the children’s curiosity or interests. How did the teacher connect the children’s ideas with the actual learning experiences? Did the teacher demonstrate flexibility when facilitating activities? Is the classroom more teacher-directed or child-directed?



Ask about the program’s philosophy on how children learn.



Describe the group of children in the classroom.

ages

Genders

level of activity

teacher-child ratio



If you are observing during arrival or departure time, note the types of families delivering or picking up the children. Observe the adults who are picking up children.

Do they read bulletin boards?

Do they talk with the teachers about the child’s day?

Do they talk with the child about his/her day?

What type of information is posted for parents?



Are children with special needs included in this program? How are their unique needs being met?



Be Objective!

Write what you see

Write what you hear

Do not write what you think, except for



To Whom It May Concern:Students from the CFS 192, Introduction to Working with Young Children and Families, at Western Kentucky University are required to conduct 15 hours of classroom observations in a variety of early childhood settings. These observations include a minimum of three clock hours each in an infant setting, toddler setting, preschool setting, kindergarten setting, and a setting serving children with disabilities.

As the Instructor of this course, I would appreciate your cooperation in allowing students to conduct a portion of the required observations in your setting. It is a Western Kentucky University requirement that students residing in Kentucky submit documentation of a physical exam, TB skin test, and a criminal record check prior to making their observations. The students have also been provided information regarding professional behavior for field experiences.If you need to contact me, please feel free to call 270-745-4041 or 800-882-7482, or email me at [email protected]. Thanks for contributing to the professional development of students interested in early childhood education.

Connie Jo Smith, Ed.D.CFS 192 Instructor

The Instructor Letter

Optional


Verification of Observation FormTo be completed by CFS 192 students for each observation conducted and signed by teacher observed or director of program.

Student Name:____________________________________________

Name of Program Observed: _________________________________

Age Group Observed:_______________________________________

Time Observation Began: _______ Time Observation Ended __________

Verification Signature: ________________________________________---------------------------------------------------------------------------------------------------

Verification Observation Form


Program Matrix FormType of Program

Ages Served

Eligibility Require-ments

Teacher Require-ments

Length of Program

# Children Home visits

Parent Involve-ment

EX:Day Care

6 wks to four years

Ability to Pay

High School

Full year/ 5 days per wk

120 no none


Observation FormObservation FormStudent Name:Name of Program:Dates of Observations:Time Observation Began: Observation Setting (infant program, etc.):

Observations Comments


Scoring Rubric Performance Criteria

Exemplary Work(100-95 points)

Standard Met(94-80 points)

Standard Partially Met

(79-60 points)

Standard Not Met(59-1 points)

Content Development1.1. 15 hours of observations completed in a variety of early childhood settings1.2. Observation notes are objective2.3. Observation forms are completed with date, time begun and ended, and signature of teacher or caregiver3.4. A description of the observation site and the context of the observation is provided4.5. Comments reflect thought and understanding of what the student observed.

1.1. 15 hours are completed in all assigned settings2.2. Observation notes are readable and objective3.3. All information is provided on the observation form in detail4.4. A thorough description of the observation site and the context of the observation is provided5.5. Comments about observations are insightful andwell written

1.1. 15 hours are completed in all assigned settings2.2. Observation notes are readable and objective3.3. Information is complete on the observation form4.4. An adequate description of the observation site and the context is provided5.5. Comments reflect some thought about what was observed

1.1. 15 hours are completed in a variety of settings but not in the assigned settings2.2. Observation notes are not objective3.3. Information is incomplete 4.4. A minimal description of the observation site and the context is provided5.5. Comments do not reflect thought about the observation

1.1. 15 hours are not completed in a variety of settings2.2. Observation notes are not readable or objective3.3. Information is missing4.4. No description of the observation site or the context is provided5.5. Comments do not reflect thought about what was observed

Matrix1.1. Matrix is completed with all questions answered.

1. Matrix is completed with thorough answers

1.1. Matrix is completed with adequate answers

1. Matrix has some information but is incomplete

1. Matrix is not completed

Comments:


Performance Criteria

Exemplary Work

(100-95 points)

Standard Met

(94-80 points)

Standard Partially

Met(79-60 points)

Standard Not Met

(59-1 points)

Content Development1.1. 15 hours of observations in a variety of settings

1.1. 15 hours are completed in all assigned settings

1.1. 15 hours are completed in all assigned settings

1.1. 15 hours are completed in a variety of settings but not in the assigned settings

1.1. 15 hours are not completed in a variety of settings


Content Development1.1. 15 hours of observations completed in a variety of early childhood settings1.2. Observation notes are objective2.3. Observation forms are completed with date, time begun and ended, and signature of teacher or caregiver1.4. A description of the observation site and the context of the observation is provided1.5. Comments reflect thought and understanding of what the student observed.

Matrix1.1. Matrix is completed with all questions answered.

100%

Spelling, Grammar, and Format Counts!


Check Blackboard

For more detailed information in Critical Performance Folder

For due dates

For directions about submitting work


Please remember to thank the teachers and

administrators who open their doors to you.

It takes extra time on their part and they should know

that you appreciate them for helping you

learn more about programs for young children.


Confidentiality

Confidentiality is a critical element of professionalism and must be respected during observations.

Do not discuss anything you observe with friends, families, or other students, unless it is for the purpose of your professional development.

When you request permission to observe, the program may ask you to sign a confidentiality agreement.


I hope this review will be

helpful to you as you plan for your

observations.

critical performance assignments

Documents

word file observation

observation directionsask

observation directionsdescribe

observation directionsobserve

type of program

kindergarten children

preschool children

group of children