M 16
Rev 06/15
Coversheet:
CHECKLIST FOR PRESCHOOL CLASSROOMS (3-5 Yrs)
CENTER: _
____________ TEACHERS: _
Dates of observations _
____________________________
____________________________________
INSTRUCTIONS
This form is designed to help you observe and assess the classroom. In each section there are
a series of descriptions relating to what you should observe. Please place a check in the box
that best approximates what’s happening in this classroom/with the teachers’ responsibilities.
Teachers will be evaluated separately in some sections with regards to the paperwork and child
interactions. You may not observe each item and it might be necessary to discuss some items
with the appropriate staff in order to determine your rating.
EXPLINATION OF RATINGS
Not in place: you see little or no indications that this statement describes the
teachers/classroom you are observing.
Partially in place: You see some ongoing indication that this statement describes the
classroom/teachers you are observing.
Fully in place: You are confident that this statement describes the classroom/teachers you are
observing.
SUMMARY OF RATINGS
Once you have completed your observations, simply add up and record the number of check
marks made in each subsection. At the end of the checklist space is provided for you to transfer
the subsection ratings and then total them up. These summary ratings will provide an overall
picture of how well teacher/teaching team is meeting their required expectations. Now that you
know the teaching teams strengths as well as areas needing improved, you can use this
information to support these teachers.
MONITORING
This checklist is to be completed in the fall of each school year and then again in January. You
can use the same form for both checkpoints using different colored ink to indicate the different
checkpoints. Once the spring observation is completed you will be able to measure the growth
and to plan for the next school year.
Routing: Original to Children Services Coordinator; Copy to Lesson Plan book
Copy of Summary to Children Services Specialist
M 16
Rev 06/15
Pg. 1
Checklist for 3 - 5 Classrooms:
I.
1.
2.
3.
Not
In
Place
SETTING THE STAGE
A current daily Schedule will be posted (include, 1 hours playtime, ½
hours outside time, music, story, group time, meals, brushing teeth,)
activities are balanced between teacher/child initiated, schedule needs
to include pictures and written works. Rules need to be posted at the
child’s level preferable close to the circle time area.
Classroom rules both inside and outside, rules need to written words
as well as pictures that children can understand. Rules need to be
posted at the child’s level preferable close to circle time area.
Large group time will be offered daily. Groups will be planned to meet
the abilities, and interests, of the children in the group. Including
songs finger plays, discussions, stories and sharing.
Accommodations will be made for children who choose not to
participate in large group activities.
4.
Small group times will be planned daily. Small groups will be used to
teach concepts and skills to children, and to observe how children use
materials offered.
5.
Playtime is an opportunity for children to explore their environment
independently. Children will be allowed to choose interest areas,
activities, materials, and classmates that they want to interact with.
6.
Children will be responsible to assist in caring for their environment.
This will be accomplished by assigning children jobs, such as putting
their own things away.
7.
Music time is provided for children daily. It includes a variety of
singing (with and without a CD player), dancing and activity
movement, and musical instruments.
8.
Story time is offered daily either in large or small groups. Children are
encouraged to interact, and to learn about literacy during story time.
9.
Transitions run smoothly with minimal waiting time Children know
what is expected and are self -directed, with occasional reminders, if
needed. Teachers use transition time as an opportunity to teach
concepts and skills.
10.
Mealtimes are an opportunity for teachers to interact with the children
and to encourage independence, cleaning up, and social interaction
along with learning various concepts and self-help skills.
Section Total:
Routing: Original to Children Services Coordinator; Copy to Lesson Plan book
Copy of Summary to Children Services Specialist
Partially
In
Place
In
Place
M 16
Rev 06/15
Pg. 2
II.
PHYSICAL ENVIRONMENT
1.
The classroom will be divided into well-defined interests areas. Furnishings
will be arranged so that interest areas compliment and not interfere with each
other.
2.
The classroom is clean and clear of clutter.
3.
Labels will be used to identify where materials belong using pictures/photos
and written words.
4.
There is a designated place clearly labeled with the child’s name for each
child’s belongings and work.
5.
Adaptations are made to the physical environment to ensure that every child,
including those with disabilities, can be fully included in the classroom.
Photographs of the children and of their families are displayed in the
classroom at the children’s eye level.
6.
Photographs of the children and of their families are displayed in the
classroom at the children’s eye level.
7.
Bulletin boards and displays consist primarily of the child’s original artwork
and writing samples.
8.
Use non-stereotypic materials and displays (books, dolls, props, photos,
posters) that reflect a range of roles (gender, occupations), special needs
and the social/culture of the families in the classroom.
9.
Materials and pictures in the classroom will be reflective of the current topic
of study in the classroom.
Not
In
Place
Partially
In
Place
In
Place
Section Totals:
INTEREST AREAS
III.
Not
In
Place
Block Area
1.
The block area will be away from the line of traffic, preferably in a corner of
the room and defined by shelves with ample space so children can build.
2.
4.
The block area will contain hardwood unit blocks beginning with 3-4 shapes
at the beginning of the year and adding more shapes as the year
progresses.
Props to extend the children’s play such as, animals, people, cars, trucks,
trains
Additions types of blocks such as hollow blocks
5.
Books relating to construction and writing materials.
3.
Partially
In
Place
Section Total:
Routing: Original to Children Services Coordinator; Copy to Lesson Plan book
Copy of Summary to Children Services Specialist
In
Place
M 16
Rev 06/15
Pg. 3
IV.
Dramatic Play
1.
The dramatic play area contains items such as dishes and cooking utensils;
dolls; dress-up clothes, and accessories that represent occupations and
cultures of the children’s families
2.
Home-like touches such as curtains, a tablecloth, photographs, a plant or a
small rug.
3.
Materials to support literacy skills such as cookbooks, calendars, telephone
books, empty food boxes, and materials for writing.
4.
The dramatic play area can be specialized at certain times of the year to
reflect things like a grocery store, school, office, or pet store.
Not
In
Place
Partially
In
Place
In
Place
Not
In
Place
Partially
In
Place
In
Place
Section Total:
V.
1.
2.
Toys and Games
The toys and games area will include: self-correcting toys such as, puzzles,
self-help skills (zipping, typing), nesting boxes, and geometric shape sorters.
Open ended toys that have no right or wrong like Legos, interlocking cubes /
blocks, beads and pegs.
3.
Collectables such as nuts and bolts, buttons, bottle caps, keys, or small
boxes.
4.
Cooperative games such as homemade games, matching and memory
games, lotto games, card games or other board games.
5.
Materials that promote writing and books with relevant materials.
Section Total:
Routing: Original to Children Services Coordinator; Copy to Lesson Plan book
Copy of Summary to Children Services Specialist
M 16
Rev 06/15
Pg. 4
VI.
Art / Creative Area
1.
The art area will include materials for drawing such as markers, crayons,
chalk, and a variety of all colors and sizes of paper
2.
Materials for painting such as paints, easels, paint brushes, and paper
3.
Materials for cutting and pasting such as glue, scissors, paper (various size,
color shapes) a variety of college materials.
4.
Materials for molding such as play dough, clay, ‘gak’ and accessories such
as, cookie cutters, rolling pins, or plastic knives and forks.
Not
In
Place
Partially
In
Place
In
Place
Not
In
Place
Partially
In
Place
In
Place
Not
In
Place
Partially
In
Place
In
Place
Section Total:
VII.
1.
2.
Library/Writing Areas
Books are displayed on open shelves with the covers facing out to spark
children’s interests. Enough books are available to allow 5-6 books for each
child using that area.
A wide variety of books are available that reflect children’s interests and back
grounds including, cultures, disabilities, and emotions
3.
A cozy area to offer a comfortable space for reading, including items such as,
pillows, stuffed animals, etc.
4.
Props including such as; puppets, flannel or magnetic board, or listening
center.
5.
Paper pencils, markers are easily accessible on a writing table with items
such as the alphabet and displays of children’s names.
6.
A variety of other items included to be in the writing center include but are not
limited to; hole punches, stapler, clip boards, tape, small blank books,
envelopes, index cards, etc.
Section Total:
VIII.
1.
2.
Sand and / or Water Area
Sand and/or water play will be offered to children daily. Alternatives can
include are; snow table, bubbles, rock gardens, or bathing babies.
Props will be provided to support play in this area such as, shovels, funnels,
small animals, plastic flowers, etc.
Section Total:
Routing: Original to Children Services Coordinator; Copy to Lesson Plan book
Copy of Summary to Children Services Specialist
M 16
Rev 06/15
Pg. 5
IX.
Discovery Area
Not
In
Place
Partially
In
Place
In
Place
Not
In
Place
Partially
In
Place
In
Place
A discovery area will be provided or discovery items will be
strategically placed within the classroom. Items that can be included
are; collections of interesting objects to explore, magnifying glasses,
balancing scales, magnets, books, living things like plants or small
animals, etc.
1.
Section Total:
SUMMARY - 3 to 5 Classroom CHECKLIST
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Setting the Stage (10 items)
Physical Environment (9 items)
Interest Areas: Block Area (5 items)
IA: Dramatic Play (4 items)
IA: Toys and Games (5 items)
IA: Art / Creative Area (4 items)
IA: Library / Writing Area (6 items)
IA: Sand and/or Water Area (2 items)
IA: Discovery Area (1 item)
Section Totals:
Routing: Original to Children Services Coordinator; Copy to Lesson Plan book
Copy of Summary to Children Services Specialist