ECE 135: Infant/Toddler
Practicum III
Module III:
Management & Supervision
Andrew Garland-Forshee, Ph.D. & Christyn Dundorf, Ph.D.
Early Education & Family Studies Program
Portland Community College
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Table of Contents
Introduction
3
What is a Module?
3
Module III: Management & Supervision
3
Module Format, Organization & Term Preparation
6
Week 1/ Step 1: Professional Preparation
9
Week 2/Step 2: Connecting with Children and Families
13
Weeks 3-7/ Step 3: Planning and Implementing
20
Mid-Term Conference Preparation
25
Week 8/ Step 4: Evaluation
29
Weeks 9-10/ Step 5: Reflection
32
Module Submission & References
34
Final Conference Preparation
35
Sign Off Sheet
39
Forms
42
Form 1: Planning Form
43
Form 2: Evaluation Form
46
Appendices
49
Appendix A: Behavioral Goals
50
Appendix B: Anecdotal and Running Record Examples
54
Appendix C: Collection Portfolio Narrative Reflection
57
Appendix D: Mentor Teacher Environment/Experience Assessment
Rubric
58
Appendix E: Module Assessment Rubric
59
Appendix F: NAEYC Standards & Practicum 3 Skill Standards.
61
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INTRODUCTION
What is a Module?
A module is an individual learning “package” that allows you to learn core practicum
content, while practicing and enhancing skill development in the early education
laboratory school (Richardson & Bostick, 1997). The objective of the module is to
support your “real world” experiences, while providing a basic level of new knowledge,
inquiry, and proficiency. All module components are designed to be completed within a
specific timeframe as determined by the faculty.
Module III Overview: Management & Supervision
The purpose of this module is to support your developing skill-set and synthesis in
curriculum development, environmental organization, relationship building, personnel
supervision and classroom management with infants, toddlers, families, and colleagues.
Completion of this module will help you gain a better understanding of the
responsibilities and foresight involved in managing your own infant and toddler
classroom.
Early Childhood Professionals consider the entire environment when planning for the
space and for curriculum, taking into account group and individual interests, skills, and
learning styles. Professionals work cooperatively and collaboratively with other adults in
the environment. They document experiences and discoveries in the environment to
enhance children’s learning experiences and to make learning visible for family members
and other program visitors. Completion of this module will help you gain a better
understanding of the responsibilities and foresight involved in managing your own
preschool classroom.
The work in this module will help create a foundation of core knowledge from which you
will be better able to address the NAEYC Standards for Early Childhood Preparation
for Associate Degree Programs (core competencies) with confidence.
Module 3, Management and Supervision, is the third of a three-module sequence that
prepares you, the student teacher, to take on and practice increasing levels of
engagement and responsibility in all aspects of high quality practice for early childhood
environments. The diagram below indicates the module sequence.
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Module 2
Module 1
Teachers follow all
relevant rules and
regulations
Teachers monitor and
maintain high quality
practice
Teachers build
relationships with
children, families and
staff.
Teachers plan and
implement
appropriate
experiences and
environments based
on observations of
individual children's
interests, skills, and
learning styles.
Teachers support
children's engagement
across the
environment.
Teachers document
the development and
experiences of
individual children.
Module 3
Teachers maintain
awareness of the
environment as a
whole, planning
programming that
emerges from and
builds on the interests,
skills, and learning
styles of the entire
group.
Teachers coordinate
with other adults in
the room to maximize
supervision and high
quality practice.
Teachers document
experiences and
discoveries in the
environment.
Time to Completion
Module III is designed for completion in 10 weeks.
Materials Needed:
 Module II (entire module, including plans, notes, and related materials).
 Running Record/Anecdotal Observation Information (ECE 121)
 Materials from Environments & Curriculum I and II (ECE 122 & 123)
 Textbooks for ECE 133, ECE 134, and additional resources as needed
Pre-Requisite Knowledge: This module draws on information from pre-requisite courses
as well as required readings. You may find it necessary to review information from
previous terms.


ECE 121: Observation and Guidance I.
o Positive communication
o Redirection
o Social problem-solving
o Effective transitions
o Objective observation
o Anecdotal records
ECE 122: Environments and Curriculum I
o Environment set up
o Knowledge of the social-emotional, cognitive, and physical environment.
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o
o
o
o
Interest-based activities
Emergent curriculum
Role of routines in curriculum
Teacher’s role in facilitating engagement and learning

ECE 123: Environments and Curriculum II
o Interest areas
o Emergent curriculum

HEC 201: Family Partnerships
o Creating welcoming environments for families
o Communicating with parents
Objectives
By successfully completing this Module, students will be working toward the mastery of
the following NAEYC Standards for Early Childhood Professional Preparation for
Associate Degree Programs:
Standard 1: Promoting Child Development and Learning;
Standard 2: Building Family and Community Relationships;
Standard 3: Observing, Documenting, and Assessing to Support Young Children and
Families;
Standard 4: Using Developmentally Effective Approaches;
Standard 5: Using Content Knowledge to Build Meaningful Curriculum;
Standard 6: Becoming a Professional.
Module 3 was developed to provide students with opportunities to demonstrate
knowledge and skills/abilities within each NAEYC Standard and Key Element. The
knowledge and skills represented in this module are deemed to be appropriate to
Practicum 3 based on pre-requisite coursework, practicum experiences and module
exercises. The skill standards for Practicum 3 are provided in Appendix F.
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Module Format and Organization
The module for Practicum 3 takes the student through a modified inquiry and reflection
cycle used to create Emergent Curriculum for high quality programs in the early care
and education field. Review materials from ECE 122 Environments and Curriculum I and
Practicum II for more information on Emergent Curriculum in early childhood settings.
Evaluate,
Reflect &
Document
Observe
(Module Step 2)
(Module Step 5)
Observe
Plan
(Module Step 4)
(Module Step 3)
Implement
(Module Step 4)
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Get Organized!
Organization will help you keep track of where you are in the module. Plan to bring your
module with you on each day that you have lab and to seminar.
Print out a reference copy of the module and put it in a 3-ring binder with tabs. The
tabs will help you easily find each of the module steps, forms, and appendices. Module
2 is divided into 5 main sections.
1. Introduction. This is what you are reading right
now. The introduction helps you understand how the
module is organized, how it is based on your prerequisite course work and how the module fits within the
rest of the Early Education and Family Studies Program.
2. The Steps. Module 3 has 5 steps. Each step guides
you through a series of learning experiences and activities related to Management and
Supervision in Emergent Curriculum. You may wish to place a tab before each step in
your binder.
3. The Sign Off Sheet. After every Step, you will review your work with your
supervising faculty member and, occasionally, your mentor teacher. Your supervising
faculty will sign off to verify that the work is completed. A tab placed at the sign off
sheet will help you quickly locate it when needed.
4. The Forms. You will use the observation, planning and evaluation forms in this
section during your exploration of Management and Supervision in Emergent Curriculum.
5. Appendices. The Appendices are intended as reference documents. While you may
not actively use the information in the appendices and it can support your progress
through the module by providing examples and defining expectations.
The Appendices include a compilation of the behavioral goals for the term, examples of
anecdotal and running record observations, a copy of the rubric which will be used by
your Mentor Teacher to rate your curriculum implementation, a copy of the module
grading rubric which will be completed by your supervising faculty at the end of the
term, and a copy of the NAEYC Standards and Practicum Skill Standards which guides
the EEFS department in practicum development and implementation.
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Term Preparation: Build Your Collection Portfolio
Professional Portfolios document your work and represent your educational experiences
and professional development. A “Collection Portfolio” is a “compilation of evidence that
can include any and all college-level experiences and activities related to your growth”
(Wiltz et al., 2012, p.4).
PCC’s Early Education and Family Studies Program is a nationally accredited program and
therefore employs professional preparation standards from the National Association
for the Education of Young Children (NAEYC) to guide student development and learning
experiences. You will use these six standards to organize your Collection Portfolio.
Last term, you purchased a 3-ring binder of at least a 3-inch width. Using binder
dividers, you created 6 sections with the following labels to represent the Standards…
1. Promoting Child Development and Learning
2. Building Family and Community Relationships
3. Observing, Documenting, and Assessing to Support Young Children and Families
4. Using Developmentally Effective Approaches
5. Using Content Knowledge to Build Meaningful Curriculum
6. Becoming a Professional
As you work through Module III, you continue to build your Collection Portfolio. When
you see the “Portfolio Symbol”
, you will be required to add a copy of the
module activity to your portfolio in the indicated standard. This is called a Portfolio
Artifact. You should add a “clean copy” to the portfolio. That is, the artifact should be
typed, without comments from the instruction, corrections made as needed.
Each artifact in the Showcase Portfolio is always accompanied by a “Reflective
Narrative.” You must create a draft reflective narrative to accompany each Portfolio
Component so that you can remember the educational experience at a later date. The
Reflective Narrative guiding questions are located in Appendix F.
At the culmination of your Associate of Applied Science Degree in Early Education and
Family Studies, you will create and present a “Showcase Portfolio” that highlights your
best work from your experiences in the PCC program.
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Week 1/ Step 1: Professional Preparation
Behavioral Goals:
 Reconnect with the returning children in the classroom.
 Read children’s cues to connect to new children in the environment.
 Support new students in the lab, provide directions, explain routines, and help the
new students feel comfortable.
 Support the Mentor Teacher in leading routines and transitions.
 Independently take on components of a routine or transition. Assist in monitoring
the safety and supervision of children.
Step Directions: This section requires you to synthesize prior information and
experience on curricular development with new information applicable to the classroom
environment. Please read all of the resources assigned.
1. Review the entire module (including appendices). Make note of assignments and
expectations as needed.
2. Review readings from previous modules. Review materials and readings from ECE 122
and 123, Environments and Curriculum I and II.
3. From Module II, review the following chapters in Developmentally Appropriate
Practice (3rd ed.) (2009):



NAEYC Position Statement (pp. 1-31).
Chapter 1: Be an Excellent Teacher (pp. 33-50).
Chapter 2: Development in the First Three Years of Life (pp. 53-107).
4. Review COR Advantage Scoring Guide (2013).
5. Read the following new resources:
Bruno, H. E. (2007). Gossip-free zones: Problem solving to prevent power struggles.
Young Children, September 2007.
Friedman, S., & Soltero, M. (2006). Following a child’s lead: Emergent curriculum for
infants and toddlers. Beyond the Journal, July, 2006.
Gonzalez-Mena, J. (2007). What to do with a fussy baby: A problem solving approach.
Beyond the Journal, September, 2007.
Im, J., Parlakian, R., & Sanchez, S. (2007). Understanding the influences of culture on
caregiving practices… from the inside out. Young Children, September, 2007.
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Ogunnaike-Lafe, Y., & Krohn, J. (2010). Using document panels to record, reflect, and
relate learning experiences. Exchange, May/June, 2010. (There is a small charge
to download this resource).
Parlakian, R., & Rovaris, J. M. (2009). Celebrating fathers as a resource in early child
care settings. Young Children, September, 2009.
Purdue University (2009). Finding the causes of misbehavior. Retrieved from
http://www.ces.purdue.edu/providerparent/PDF%20Links/FindingCausesMisbehav
ior.pdf
Purdue University (2009). Setting limits. Retrieved from
http://www.ces.purdue.edu/providerparent/PDF%20Links/SettingLimits.pdf
Quann, V., & Wien, C. A. (2006). The visible empathy of infants and toddlers. Beyond the
Journal, July 2006.
Stroot, S., et al. (1998). Developmental stages of teachers.
6. Read and review the information from the following websites:

Dealing with Biting Behaviors in Young Children:
http://ceep.crc.uiuc.edu/poptopics/biting.html
It expected that you will identify and read additional articles to support progress
through this module. Additional articles should be formally cited as resources in the
module submission.
As you are reading, take notes of specific content as well as any questions or confusions
you may have about guidance, curriculum, classroom management, or supervision. Please
identify specific “quotes” that stood out to you as fundamentally representing concepts
of management and supervision in an infant/toddler environment. Discuss your readings
with your mentor teacher OR your faculty supervisor.
STOP! Be certain that your Supervising Faculty has signed off on your discussion on
the sign off sheet before moving on to the next portion of the module.
6. Reflect on how the readings influenced your ideas about leadership and management.
Answer the following questions, using complete sentences, proper grammar, spelling, and
mechanics. Type your answers directly into the boxes below, or type your responses on
a separate sheet of paper and attach them to this module section. NOTE: You MUST
use information and quotes from the texts and other readings to support your thoughts
and ideas. See Appendix E Grading Rubric for information on essential components for
this statement.
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What did you learn from your readings that will support you in developing your
management and supervision skills? What concepts are new?
What is your role as a teacher-caregiver in managing the classroom? Developing
curriculum (including the environment)? Facilitating relationships with colleagues and
families?
Discuss the importance of effective management and supervision in infant/toddler
classrooms (Note: use the new resources, ECE 122 & 123 resources, both copies of DAP,
and the Infants, Toddlers, and Caregivers text). Identify and describe different
approaches to management and supervision that occur in your participating classroom
that involve: (a) parents, (b) children, (c) the environment, and (d) other adults. What is
effective about each of these approaches? How do these strategies align with
Developmentally Appropriate Practice (use quotes from the materials and cite)?
Based on your reading, what do excellent teacher-caregivers consider when managing
and supervising the environment for infants, toddlers, families, and colleagues? What
specific questions should be considered?
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Choose one member of the mentoring team to interview. Inquire and write about their
classroom management and supervision strategies. Identify the teacher-mentor, date,
and time of interview.
 When managing and supervising the classroom, what objectives and
intentions does the teacher-caregiver consider (for parents, children,
the environment, and adults)?

What specific tools and resources does the teacher-caregiver use to
manage and supervise the classroom?

What are some of the challenges the teacher-caregiver faces when
managing and supervising the classroom?

How does the teacher-caregiver seek professional renewal?
Once you compile and develop your Step 1 paper, share a copy with your Supervising
Faculty and Mentor Teacher. Attach a copy of the paper (with any necessary revisions)
to the final submission at the completion of the entire module.
STOP! Be certain that your mentor teacher and faculty supervisor have signed off on
your work on the sign off sheet before moving on to the next portion of the module.
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Week 2/Step 2: Connecting with Children & Families
Behavioral Goals:
 Using your knowledge of children’s interests and needs, help them connect with
individually appealing experiences or with other children as needed.
 Using your knowledge of children’s cues and individual learning styles and
interests, practice extending children’s engagement in activities. Point things out
(“Look how it bounces.”). Ask open-ended questions (“What happened?”).
 Work to minimize use of questions that require a yes/no or one-word response
(What color is your marker?).
 As appropriate, using your knowledge of children’s cues and individual learning
styles and interests, practice supporting children’s social problem solving. Help
children calm down, identify the problem, identify a solution, and then follow up as
needed.
 Practice supporting children’s transition to the classroom or out of the classroom
(to go home). Greet family members and children. Help children find a transition
activity as needed. Continue to refer parents to the Mentor Teachers as
individual needs or issues are expressed (“How’s my child doing?”).
Week 2a: Connecting with Families in Supportive Contexts
Step Directions: This section requires you to learn more about the children and
families in the program, to explore ways to connect with and support children’s learning
through family connections.
LEARNING MORE ABOUT CHILDREN AND FAMILIES
Under the guidance of your Mentor Teacher and at a time arranged in
advance, review the collected materials provided by families about the
children in the program and their family practices (family information
sheet, ASQ, COR).
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1. List three things you learned from this review that you were previously unaware of:
2. How might the collected materials help you connect with families and plan for your
classroom management days?
CONNECTING WITH
AND
SUPPORTING FAMILIES
1. Talk with your Mentor Teacher about how he/she connects with families. What
strategies has he/she used in the past? What connection is he/she trying to make right
now/this term?
2. For which aspects of connecting with families do you feel confident in your
abilities?
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3. For you, what barriers make it difficult for you to connect with families and build
relationships? What kinds of reflections, experiences, or developing skills will help you
build family connections?
4. Parent Meeting Participation. Some time over the course of the term, you must
participate in a discussion (or parent meeting) involving you, your mentor teacher, and a
parent/family member of a child in the program.
After the meeting, reflect on the strategies used by your mentor teacher to engage the
parent and make him/her feel comfortable. What else did you learn from the
discussion/meeting?
STOP! Be certain that your mentor teacher and faculty supervisor have signed off on
your participation on the sign off sheet. Please note: Participation in a parent
meeting may occur at any point during the term. It must be complete by the end of
Week 10.
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2b Connecting With Children’s Interests and Skills
1. Review your textbook from ECE 121: Observation & Guidance I for information on
how to collect “Anecdotal” and “Running Record” observations. Review resources and
techniques used in Module II to collect observations. See Appendix B for examples of
Anecdotals and Running Records.
2a. In the first week of this step (Week 2), using the Anecdotal format (following all
formatting guidelines in the ECE 121 text. See also Appendix B.), observe children in
your participating classroom. Every 30 minutes, pause and note the location, activity, and
play partners (if any) of the children who catch your attention in your classroom*. This
will result in a minimum of 18 anecdotal observations for the one week time period.
Focus on how the children are using the materials in the different
areas of the classroom. Take note of how children are interacting
with each other in those areas. Take note of the children’s
interests.
If you are working with very young infants, you will need to
modify this observation protocol to accommodate napping and
some other “non-interactive” periods (soothing to sleep, tranquil
bottle feeding). Work with your supervising faculty to identify
reasonable modifications.
*
2b. In the second week of this step (Week 3), use the longer Running Record format
(10 – 15 minutes per observation) to observe children in the areas/experiences that
interest you. When you notice children in an area or involved in an experience or
interest record carefully what you observe. Notice on how the children are using the
materials in their preferred areas of the classroom. How children are noticing or
interacting with each other in those areas? Take note of the children’s interests.
Collect a total of eight (8) running records for Week 3 (four observations per shift in
lab).
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2c. Using the HighScope Child Observation Record (COR), for EACH observation,
take note of specific Key Developmental Indicators(s) and Level(s) that children are
currently negotiating in various Content Areas (i.e., approaches to learning, social &
emotional development, creative arts, physical development & health, language, literacy
& communication, science & technology). See Below.
Content
Area
Key
Development
al Indicators
Levels
Remember, a single observation may reflect the use of several Content Areas or Key
Developmental Indicators (KDIs). Additionally, you may find that children seem to
score in between levels. See Appendix B for examples of interpretation.
In your individual observation interpretations, include an explanation of why the event
you captured was meaningful to the child/children. What experiences, ideas, questions
or understandings do the children appear to be developing or expressing?
You must use OBJECTIVE observation and PROFESSIONAL INTERPRETATION (i.e.,
avoid basing your interpretation on personal opinion).
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2d. Organize, reflect on, and summarize the results of your observations.
Brainstorm ideas for the environment and experiences that reflect children’s interests,
play preferences, frequent playmates,
development and skills. In early childhood
Emergent Curriculum, this is sometimes called
Webbing (See Bullard text, p. 79 & 80). Your
brainstorming or webbing will become the
basis for your planning in the next step.
For Example: Look at the simple web based
on observations of a group of children who are
spending a great deal of time exploring the
kitchen area.
Webbing helps you develop a large number of
ideas from which you will identify those
environment changes and experiences you
would like to try out in the classroom.
I noticed the following things about children’s interests in the classroom…
I will build on those interests during my in-charge weeks with the following “sparks” or
“provocations” and with an area of focus or a mini “Study” that is related to …
I noticed the following things about children’s learning styles in the classroom….
I will accommodate these learning styles in my plans by ….
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I noticed the following things about children’s development in the classroom …
Which COR KDIs and Levels were represented in my observations?
I could address these developmental areas with my plans in the following ways…
2e. Submit your observations, interpretations and brainstorming webs to your
supervising faculty. Discuss your interpretations and COR rating results with your
Supervising Faculty. Revise interpretations and ratings of children as needed following
your discussion.
Module Checkpoint: Submit your observations and module progress to date to
your Supervising Faculty by Friday of Week 3.
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Weeks 3-7/ Step 3: Planning and Implementing
Behavioral Goals:
 Practice adapting your positive guidance strategies to individual children. Who
responds best to redirection? Who needs a simple, direct statement? Who can
help you solve a problem?
 Practice adapting experiences or activities to meet the needs and interests of
individual children. E.g. What would you do for a finger painter who doesn’t like to
get fingers dirty? Or, an easel painter who wants to use fingers?
 Practice connecting children’s learning to real world knowledge. Monitoring
children’s cues to maintain interest and engagement, intentionally introduce
vocabulary and information into learning interactions.
 Actively prepare for and participate in your mid-term conference. See the end of
Step 3 (p.25) for information on the Midterm Conference preparation and
expectations.
Step Directions: This section requires you to plan and implement your management and
supervision plan as a lead teacher-caregiver in the classroom environment. Step 2
contains two specific sections: Planning and Implementing.
PLANNING
1. In-Charge Dates: Meet with your mentor teacher to develop plans for managing the
classroom for two weeks for a total of four lab times over the course of a consecutive
two-week period. You must be in charge the entire 4.50 hour block of time each day.
Identify the dates and times below:
Week/Date
Week/Date:
Week/Date:
Week/Date:
Week/Date:
Time
Mentor Approval
Student Approval
Time:
Time:
Time:
Time
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2. Family Letter. Write a letter to families informing them that you will be managing
the classroom for the dates specified above. In the letter, introduce yourself, your
philosophy of education, and any specific plans you have for the children over during
your weeks in charge. Reassure families that both the mentor teacher and you will be
available to answer questions or address concerns. The letter must be typed and
approved by your mentor teacher before you distribute it to families. Attach a copy of
the final letter to Step 3 at the final submission of the module.
STOP! Be certain that your mentor teacher has signed off on your planned week
schedule and parent letter on the sign off sheet before moving on to the next portion
of the module.
Collection Portfolio Piece. Add a copy of your family letter to your Collection
Portfolio under Standard Two: Building Family and Community Relationships. Complete
a brief Reflective Narrative to accompany this artifact. See Appendix C.
3. Sensory Experience Planning.
Based on your initial webbing and planning, as well as your discussions with your
supervising faculty and mentor teacher, use the approved detailed planning form to plan
(1) Art experience, and one (1) Sand and Water experience. The detailed planning form
can be found in the forms section (Form 1).
Remember, children are at different places/goals in their
development, you should consider how all children might
interact with your Environment Changes given their skills,
abilities, and interests. What might the youngest child do
in with the change? How might the oldest child
participate? What supports or modifications might be
needed to accommodate a range of development, skills,
and interests?
In the planning form, identify two COR KDIs and Levels
(goals) to be addressed by each experience. Explain why
you believe the experiences will foster development
toward the identified COR KDIs and Levels. Remember to
thoroughly describe how you intend to facilitate
engagement, interaction, and development for children
when the experiences are taking place (Review materials from ECE 122 on the role of
the teacher).
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4. Group or Community Experiences
Based on your initial webbing and planning, as well as your discussions with your
supervising faculty and mentor teacher, use the approved detailed planning form to plan
(1) Story and Book experience and one (1) Music and Movement experience. The
detailed planning form can be found in the forms section (Form 1). You will implement
these Experiences, then revise and re-implement a second time based on your
experiences with and observations of the children.
See course materials from ECE 122 and ECE 123
Environments and Curriculum I & II.
In the planning form, identify two COR KDIs and
Levels (goals) to be addressed by the Planned
Experiences. Explain why you believe the Planned
Experiences will foster development toward the
identified COR KDIs and Levels. Remember to
thoroughly describe how you intend to facilitate engagement, interaction, and
development for children when the experiences are in place (Review materials from ECE
122 on the role of the teacher).
Once the detailed planning form and COR KDI/Level justification is complete, find a
time to discuss your thoughts and ideas about the activities with your mentor teacher
and with your supervising faculty.
Module Checkpoint: Submit planning forms to mentor teacher and supervising
faculty by Friday of Week 4. Remember, it is not possible to begin your incharge weeks until all plans have been submitted and approved. Students who
are not “ready to go” before implementation day will not be allowed to proceed with
their environment changes, experience plans, and in-charge weeks and may not have
another opportunity to do so at a later date. Failure to implement an environment or
experience results in zero (0) points for that portion of the assignment.
STOP! Be certain that your Supervising Faculty and Mentor Teacher have
signed off on your plans on the sign off sheet before moving on to the next
portion of the module.
Collection Portfolio Piece. Add your final plans to your Collection Portfolio
under Standards 4 and 5: Using Developmentally Effective Approaches and
Using Content Knowledge to Build Meaningful Curriculum. Complete brief Reflective
Narratives to accompany these artifacts. See Appendix C.
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IMPLEMENTING
In collaboration with your mentor teacher, post your curriculum plans in an area of the
classroom for parents, guests, certifiers, and co-teachers to visibly see:
Self Check






Did you post your plans?
Are your plans visible for all to
view?
Is your Family Letter up?
Did you practice your planned
experiences (song/book) as
needed?
Are your supplies ready to go?
Do your co-teachers know where
to go/
what to do during the day?
 Who
o
o
o
o
o
will you ask to help with …
Snack
Lunch
Toileting
Diapering
Transitions in and out of
the classroom
o How many adults to you
need?
You are the lead teacher for two weeks!
Behavioral Goals:
 Greet parents, families, children, and colleagues (SMILE!).
 Communicate with other teachers about their role in the classroom. Discuss any
changes to the environment, schedule, or activities for the week.
 Implement your environmental modifications and experiences according to plan.
 Initiate open and honest communication with children, teachers, and aides.
 Involve children, teachers, and aides in classroom daily schedule and
responsibilities
 Lead classroom transitions.
 Be aware of multiple dynamics that are present at any given time both in the
classroom and outdoors.
 Be available to engage and assist children and adults when necessary.
 If parents give you specific information regarding children, please share it with
mentor teachers.
 Ask for feedback from the mentor teachers, aides, and student teachers
regarding your leadership, supervision, and management skills.
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23
Observe and record the children’s reactions to the sensory and group experiences.
Refer to the anecdotal observation format as needed (Appendix B).
Based on your experiences with and observations of the children in the two (2) Group
Experiences, identify specific modifications that might be made to a) increase
children’s engagement in the experiences and/or, b) extend children’s engagement and
participation in the experiences and/or, c) draw in children who did not participate the
first time. Implement modifications and continue to observe and record children’s
reactions.
Document the responses to the Sensory and Group Experiences with photos or video.
Your Mentor Teacher or Supervising Faculty will provide you with any necessary
recording devices.
Discuss your experiences with the implementation with your Mentor Teacher and
Supervising Faculty. Based on the results of the implementation, your Mentor Teacher
or Supervising Faculty may ask you to make some additional modifications and try again.
You may be asked to be in-charge for an extra day or two. This is both an important
part of your learning process and a best practice when planning and implementing
Emergent Curriculum for young children.
Your Mentor Teacher will rate your planning and implementation of the environment
and experiences using the Environment/Experience Assessment Rubric in Appendix D.
Attach copies of all anecdotal notes, planning forms, documentation, and related
materials to your final module submission.
STOP! Be certain that your mentor teacher and faculty supervisor have
signed off on your plans on the sign off sheet before moving on to the next
portion of the module (see Appendix C).
Collection Portfolio Piece. Add your final plans to your Collection Portfolio
under Standards 4 and 5: Using Developmentally Effective Approaches and
Using Content Knowledge to Build Meaningful Curriculum. Complete brief Reflective
Narratives to accompany these artifacts. See Appendix C.
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24
Infant and Toddler Practicum Mid-Term Conferencing
Rationale: Reflection and collaboration are important skills for practitioners to
implement throughout their educational program. In most professional settings,
practitioners receive verbal feedback on a regular basis and written feedback yearly.
Although the form of feedback may vary, it generally contains information summarizing
the practitioner’s behaviors, curriculum, interactions with children and families,
comments regarding the strengths observed, and suggestions concerning improvements
or things to think about (Tyminski, 2010).
What is a “Mid-Term Conference?”
The role of the mid-term conference is for the teaching team (i.e, student, faculty, and
mentor) to meet and discuss the student’s progress to date in the laboratory school.
Collegial in nature, the meeting is intended to foster a sense of professional reciprocity
and respectful dialogue. The meeting is a venue for the team to identify areas of
strength and challenge as well as provide support for any questions or concerns. MidTerm conferences are typically held close to Week 5.
What do I need to prepare for a mid-term conference?
Students should come to the meeting prepared to discuss, and perhaps provide evidence
to support skill acquisition in working with young children. Come to the meeting
prepared to discuss the following, and provide evidence for:






Completion of Module III tasks to date
Progress on Behavioral Goals (See Appendix A)
Identified goals for improvement*
Any identified artifacts for the collection portfolio
Mid-Term Professional Development Review
Any questions you have about your experience to date.
**What goals do I need to set for myself?
The student shall identify three behavioral goals to focus on from Behavioral Goals for
Practicum 3 (Appendix A).
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25
What will the mentoring team address?
The mentoring team will address your skill acquisition about performance in working with
young children. In addition to those criteria found on the Professional Development
Review, the team will focus on the following:
Dependability:
1.
2.
3.
4.
Arrives to lab on time, alert and ready to be with children.
Calls the lab school ahead of time if going to be absent.
Regularly attends lab sessions during assigned times.
Submits assignments (modules, etc.) on time, and spaces assignments (modules,
etc.) evening throughout the quarter.
5. Conducts assignments at agreed upon time between lab teacher and student.
Working Relationships:
1. Is willing to ask questions when needing information.
2. Is willing to disagree/agree when discussing theory, policies, and procedures
regarding early childhood programs and philosophy.
3. When there is a concern, is willing to discuss it directly with the other person(s)
involved with a focus on problem solving.
4. Is observation and notices when a colleague needs assistance and supports as
appropriate.
5. Helps to brainstorm and share curriculum ideas as appropriate.
6. Is able o express individual perspective and value differing perspectives, realizing
that a diversity of ideas is the source of creativity.
Skill Acquisition
1. Demonstrates ongoing skill building in, and knowledge of, developmentally
appropriate practices.
2. Demonstrates NAEYC Initial Standards and skills in classroom setting.
3. Demonstrates continual improvement and integration of skills in the laboratory
school.
4. Exhibits knowledge learned in both the laboratory environment and seminar while
performing tasks.
5. Develops relationships with children and families.
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26
Student Identified Behavioral Goals (Mid-Term)
Using Appendix A (Behavior Goals for Practicum 1), please identify three behavioral
goals to focus on:
1. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_________________________________
2. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_________________________________
3. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_________________________________
Mentoring Team Identified Behavioral Goals (Mid-Term)
The mentoring team, based on observation, will identify three behavioral goals to focus
on from Developmentally Appropriate Practices and the NAEYC Initial Standards:
1. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________
2. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________
3. _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________
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27
NOTE: The mentor teachers and students will conference on a regular and informal
basis and use the course resources as well as Developmentally Appropriate Practice as a
guide. If behaviors are inappropriate or need improvement, students will receive an
individual conference and strategies will be provided to support the student’s success.
If behaviors remain inappropriate or there is no evidence of improvement, the student
and mentor will conference with the faculty with the purpose of problem solving.
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28
Week 8/ Step 4: Evaluation and Documentation
Step Directions: This section requires you to reflect upon and evaluate the four
experiences conducted during your two weeks in charge. Please use complete
sentences, with proper spellings and grammar. Use the corresponding number to
identify the question. Either type your responses into the boxes below, or attach a
separate sheet of paper if necessary.
1a. Discuss how the children’s responses either confirmed or challenged your
expectations for how they would respond to your planned sensory and group
experiences. How and why? What did you think would happen? What actually
occurred?
1b. Discuss how directing and supporting adults during your planned weeks either
confirmed or challenged your expectations for supervising and managing a
classroom. How and why? What did you think would happen? What actually
occurred?
29
2. Evaluate your four Experiences using the Activity Project/Experience
Evaluation Form (Form 2).
NOTE: Each Experience should have a completed
evaluation form attached. Please discuss and share
copies of the evaluation of your activities with your
Supervising Faculty and Mentor Teacher. Inquire
about ways your Mentor Teacher can help support your
developing practice of curriculum development. Attach
copies of the evaluations to the final module
submission.
module.
STOP! Be certain that your Supervising Faculty have signed off on your
responses on the sign off sheet before moving on to the next portion of the
3. Documentation
Using the article from Ogunnaike-Lafe and Krohn (May/June 2010), develop a
DOCUMENTATION PANEL to reflect and articulate significant learning from one of
the experiences that you developed during your weeks in charge. The
documentation panel must be clear, concise, and articulate learning that is directly
connected to the COR KDIs and Levels identified for the experience.
The documentation panel should do three things …
1. It should tell a story of how the children participated in an experience and
what they were learning. In telling a coherent story, you may need to only
“document“ a couple of your Planned Experiences rather than detailing each
experience of your in-charge weeks.
2. Your documentation panel should include simple written, child-centered
descriptions that might be “read” or “discussed” by the children (and their
families). These phrases or photo-captions would include the children’s
names and a simple description of what the children were doing or what they
30
said. Avoid “non-specific praise” (Jill is having fun) and, instead, describe
what the child is doing (Jill is stirring at the water table).
3. A brief but additional description of how the learning/experiences that
occurred during your Planned Experiences connect to development. This
level of explanation helps families understand how classroom experiences are
meaningful. Try to avoid “technical jargon” when creating your
developmental explanation (e.g. “developmentally appropriate” or “COR, KDI
L, Level 2”).
Your documentation panel must be displayed in the classroom by Monday of Week
10. Discuss logistics and panel placement with your Mentor Teacher.
Finally, share your documentation board with the children as they notice it. Ask
the children questions to help them “read” the board. Make notes on your
experiences to include with your final reflections (Step 5).
STOP! Be certain that your faculty supervisor has signed off on your
Evaluation and Documentation on the sign off sheet before moving on to
the next portion of the module.
Collection Portfolio Piece. Add a photo or two of your documentation
board to your Collection Portfolio under Standard Three: Observing,
Documenting, and Assessing to Support Young Children and Families.
Complete a brief Reflective Narrative to accompany this artifact. See Appendix C.
31
Weeks 9-10/ Step 5: Reflection
Step Directions: Application and Reflection Questions focus on what you are
learning from the classroom experience and materials and apply these concepts to
your developing knowledge base and practice. Application Questions require you to
access your textbooks and other materials for information. All references MUST
be cited in-text and in a separate reference section at the end of the paper.
Please type the responses to the questions in a common 12-point font and doublespaced. Use question numbers in your answers. Write your answers using complete
sentences, appropriate grammar and mechanics.
Reflection Questions:
Review all of the materials, tasks, and assignments in Steps 1-4. Using all materials
as the basis for assessment, answer the following questions (in narrative format):
1. How has your managing of the classroom influenced children, parents, and other
teachers? How do you know? Cite specific examples.
2. Provide three (3) specific examples of strategies you used to support children
through transitions in the classroom. Why were these things successful? Cite
specific best practices from your resources and specific experiences from your
implementation.
4. Identify three things that you would do differently. Why?
5. Reflect on your planning process. How did your plans change after your
meetings and discussions with your mentor teacher and supervising faculty? How
do you feel about the changes?
6. Seek ideas, feedback, and impressions from others who were present when you
were supervising the classroom. What advice did they have? What was most
valuable? Why?
7. How have your ideas about classroom management and supervision changed since
the beginning of this module?
32
8. Reflect on your experiences with infants and with toddlers in Practicum 1 - 3.
What have your learned about yourself as a practitioner working with the two
common age groupings. Which grouping feels like a better fit for your professional
skills? Why?
9a. Identify three goals you have for yourself in the area of developing effective
management and supervision skills.
1.
2.
3.
9b. Identify three strategies to achieving those goals?
1.
2.
3.
Once you have identified these goals and strategies, please discuss your Step 5
paper with your Supervising Faculty. Inquire about ways your Supervising Faculty
and Mentor Teacher can help support your developing practice in managing and
supervising environments and curriculum for infants and toddlers. Please provide a
copy of the Step 5 paper to your Supervising Faculty for feedback and dialogue.
Attach a copy to the final module submission (with revisions as requested).
STOP! Be certain that your mentor teacher and faculty supervisor have signed
off on your responses on the sign off sheet before moving on to the next
portion of the module.
Collection Portfolio Piece. Add a copy of your Practicum 3, Reflection Paper to
your Collection Portfolio under Standard Six: Becoming a Professional.
Complete a brief Reflective Narrative to accompany this artifact. See Appendix
C.
33
Module III Submission
When you have completed Steps 1-5 of Module III: Management & Supervision,
please compile the module into one cohesive “packet,” and submit the entire
document (after addressing any and all feedback) to your Faculty Supervisory
during your final conference or by Friday of Week 11 (which ever comes first). The
module will be assessed using the attached rubric (See Appendix E), and will be
returned with the final grade.
The module packet must have a cover-page, and be enclosed in a report portfolio.
The submission must contain all written work, notes, and applicable documentation
related to the module experience. The module MUST have a professional
appearance.
References
Richardson, J. G., & Bostick, G. W. (1997). Developing learning modules. Retrieved from
http://www.ces.ncsu.edu/AboutCES/Factsheets/develop.html
34
Infant and Toddler Practicum Final Conferencing
Rationale: Reflection and collaboration are important skills for practitioners to implement
throughout their educational program. In most professional settings, practitioners
receive verbal feedback on a regular basis and written feedback yearly. Although the
form of feedback may vary, it generally contains information summarizing the
practitioner’s behaviors, curriculum, interactions with children and families, comments
regarding the strengths observed, and suggestions concerning improvements or things to
think about (Tyminski, 2010).
What is a “Final Conference?”
The role of the Final conference is for the teaching team (i.e, student, faculty, and
mentor) to meet and discuss the student’s progress over the course of the present
academic term. Collegial in nature, the meeting is intended to foster a sense of
professional reciprocity and respectful dialogue. The meeting is a venue for the team to
identify areas of strength and challenge as well as provide support for any questions or
concerns.
What do I need to prepare for a Final Conference?
Students should come to the meeting prepared to discuss, and perhaps provide evidence
to support skill acquisition in working with young children. Come to the meeting prepared
to discuss the following, and provide evidence for:







Experiences with the module
The results of the Behavior Goals Checklist (See Appendix A)
Results of the identified goals developed at the Mid-Term Conference
The Collection Portfolio with added artifacts for the term.
Final Professional Development Review
Any questions you have about your experience to date.
Identified goals for continued growth and improvement in the practice of early
childhood education.*
What will the mentoring team address?
35
The mentoring team will address your skill acquisition about performance in working with
young children. In addition to those criteria found on the Professional Development
Review, the team will focus on the following:
Dependability:
6.
7.
8.
9.
Arrives to lab on time, alert and ready to be with children.
Calls the lab school ahead of time if going to be absent.
Regularly attends lab sessions during assigned times.
Submits assignments (modules, etc.) on time, and spaces assignments (modules, etc.)
evening throughout the quarter.
10. Conducts assignments at agreed upon time between lab teacher and student.
Working Relationships:
7. Is willing to ask questions when needing information.
8. Is willing to disagree/agree when discussing theory, policies, and procedures
regarding early childhood programs and philosophy.
9. When there is a concern, is willing to discuss it directly with the other person(s)
involved with a focus on problem solving.
10. Is observation and notices when a colleague needs assistance and supports as
appropriate.
11. Helps to brainstorm and share curriculum ideas as appropriate.
12. Is able o express individual perspective and value differing perspectives, realizing
that a diversity of ideas are the source of creativity.
Skill Acquisition
6. Demonstrates ongoing skill building in, and knowledge of, developmentally
appropriate practices.
7. Demonstrates NAEYC Initial Standards and skills in classroom setting.
8. Demonstrates continual improvement and integration of skills in the laboratory
school.
9. Exhibits knowledge learned in both the laboratory environment and seminar while
performing tasks.
10. Develops relationships with children and families.
*What goals do I need to set for myself for continued growth and improvement?
36
At the end of the term, the student shall identify three behavioral goals to focus on from
Behavioral Goals for Practicum 3 (Appendix A) that will help further their professional
comportment and skill in future terms (even if this is the last term in the lab).
Student Identified Behavioral Goals (Final)
Using Appendix A (Behavioral Goals for Practicum 3), please identify three behavioral
goals on which to focus:
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________
2. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________
3. ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________
37
Mentoring Team Identified Behavioral Goals (Final)
The mentoring team, based on observation, will identify three behavioral goals to focus on
from Developmentally Appropriate Practices and the NAEYC Initial Standards:
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________________
2. ________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________________
3. ________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________________
NOTE: The mentor teachers and students will conference on a regular and informal basis
and use the course resources as well as Developmentally Appropriate Practice as a guide.
If behaviors are inappropriate or need improvement, students will receive an individual
conference and strategies will be provided to support the student’s success. If behaviors
remain inappropriate or there is no evidence of improvement, the student and mentor will
conference with the faculty with the purpose of problem solving.
38
Practicum 3, Module 3
Sign Off Sheet
39
Appendix C
Sign Off Sheet
Week 1 Step 1: Reference reading completion and discussion
Faculty initials that the discussion has occurred_________ Date__________
Student initials that the readings are complete_____ Date___
Week 1, Step 1: Management and Supervision Interview & Summary
Mentor teacher initials that the student conducted the interview and obtained accurate
information and provided a copy of Step 1_________ Date__________
Student initials that the above Step 1 tasks and paper are complete_____ Date___
Faculty verification of completed tasks and review________ Date_____
Week 2, Step 2 Sign Off: Parent Partnership and Meeting
Mentor teacher initials that the student participated in the family meeting and discussed
reflection responses_________ Date__________
Student initials that the above Step 2 tasks and paper are complete_____ Date___
Faculty verification of completed tasks and review________ Date_____
Week 6, Step 3 Sign Off: In Charge Planning
Mentor teacher initials that plans were completed and approved prior to the student being
in charge_________ Date________.
Additionally, the mentor teacher verifies that the planned experiences were discussed,
planned, and implemented__________ Date_________.
The Supervising Faculty verifies that the student was considered the lead teacher (i.e., in
charge) for the dates/times specified and completed the appropriate course of activities
to being in charge________ Date_______.
Student initials that the above Step 3 tasks and activities are complete_______
Date______.
Faculty verification of completed process and tasks_________ Date________.
Week 8, Step 4 Sign Off: Evaluation Paper And Documentation
Student initials that the above Step 4 tasks are complete _____ Date______
Faculty verification of completed tasks_____ Date____
40
Week 10, Step 5 Sign Off: Reflection Paper
Student initials that the above Step 5 tasks are complete _____ Date______
Faculty verification of completed tasks_____ Date____
41
Practicum 3, Module 3
Forms
Forms are pieces of the module that must be completed and
submitted to your Supervising Faculty and/or Mentor Teacher.
Final, revised copies of the forms should be submitted with
your final module submission at the end of the term
42
Form 1: Environment Change/Experience Planning
Your Name
Type of Plan (circle)
Space (area) Involved
Environment/Experience
Max # of Children @ a Time
Number of Adults Needed
Idea Description: Please write a brief description of what you are planning to do.
Originating Ideas: What is this planned experience based on?
What did you observe children doing specifically that made you think of this planned
experience?
How is this environment change/experience based on your perceptions of children’s
interests, play preferences, or of the questions children are asking of the world?
How do you think children’s responses to your planned environment/experience will
contribute to their development or understanding of the world? Reference specific 1)
COR Content Areas, 2) KDIs and 3) Levels for each focus child.
Preparation:
What do you need to do to prepare for the planned experience?
What materials do you need to pull together? Where will you get the materials?
43
Identify five (5) vocabulary words to use that will enhance children’s experience with
the activity. Identify three (3) possible open-ended questions that could be used.
Planning for Day of Implementation:
How will you be “ready to go” when the children arrive? What needs to be portioned
out? What needs to be put in place?
What directions do you need to provide to the other adults in the room or assisting you?
Describe exactly what you will do at the beginning of the experience (or what you would
like the assisting adult to do). How will you/an adult introduce the experience to the
children?
Describe exactly what you/assisting adult will do during the middle of the experience.
What will you/an adult do and say while children are actively engaged in what you have
planned?
Describe exactly what you/assisting adult will do during the end of the experience. How
will you/an adult close interaction in the experience? How will you/an adult organize
clean up?
How will you collect data/documentation on your planned experience? How will you
direct an assisting adult in the collection of data/documentation? Remember
photographing or videotaping must take place using the CDC’s equipment.
Planned Experiences cannot be implemented until approved by your Mentor Teacher
AND Supervising Faculty (See sign off sheet). Additionally, materials must be READY
44
TO GO during the lab shift before your implementation day. Students who are not “ready to go”
before implementation day will not be allowed to proceed with their experience plans and may
not have another opportunity to do so at a later date. Failure to implement an environment or
experience results in zero (0) points for the assignment.
45
Form 2: Planned Experience Evaluation
Name__________________________
Title of Experience__________________________
Date of Implementation
Time and Location (block
area, sandbox, etc.)
of Implementation
Children who engaged or
appeared interested in the
experience
Behavioral Goals and Expectations
In implementing this environment or experience, you were asked to focus on
particular teacher behaviors that represent best practices with young children.
Describe how you or other adults engaged in these behaviors and identify areas for
practice or change.
Areas for practice or change: Consider how you could provide better direction to
or support for the adults working with you to implement the Planned Experiences.
1. How did you provide direction to
Provide at least one specific example.
adults assisting in the implementation of
the Environment Change or Planned
Identify one area for practice or
Experience?
change.
2. How did you or other adults invite
children to participate in your planned
experience?
Provide at least one specific example.
Identify one area for practice or
change.
3. What were children doing with the
Provide at least one specific example.
materials or provocations provided in the
Planned Experiences?
Identify one area for practice or
change.
46
4. How did children’s use of the
materials lead to modifications of the
Planned Experience?
Provide at least one specific example.
5. How did you or other adults hold
conversations with the children during
the Planned Experience
Provide at least one specific example.
6. How did you or other adults use
identified vocabulary words to add
information or ideas if appropriate.
Provide at least one specific example.
7. How did you or other adults use openended questions or prompts (avoiding
bombarding children with questions).
Provide at least one specific example.
8. How did you or other adults help
children transition from your experience
to the next part of the daily routine?
Provide at least one specific example.
Identify one area for practice or
change.
Identify one area for practice or
change.
Identify one area for practice or
change.
Identify one area for practice or
change.
Identify one area for practice or
change.
Environment/Activity Assessment:
Based on your observations, what interests were the children pursuing/investigating?
Where they different from what you thought might happen? (Give evidence and
explain)
How did you modify your Planned Experience? (be clear and concrete) What changes did
you make in implementing your Planned Experience a second time? What happened?
How did the changes affect children’s interaction or play?
47
All things considered, how do you feel about your involvement with the children? What
did you enjoy the most about planning, implementing and managing the experience?
What did you enjoy the least?
What did you learn about your strengths in planning, implementing, managing, and
evaluating the experience? What do you need to work on to better plan, implement,
manage and evaluate experiences? What might be a next step in your learning process?
48
Module III
Appendices
49
Appendix A: Behavioral Goals for Module 3 and Practicum 3
In addition to module exercises, students are expected to demonstrate behavioral
elements of best practice (competence). The behavioral elements are covered in prerequisite coursework (ECE 120, 121, 122, 123, 133, 134) and modeled by mentor teaching
staff. The behavioral goals that follow reflect an unduplicated set of statements seen
in the individual module steps. The goals have been identified as appropriate to
Practicum 3 and are based on the knowledge and ability skill standards for Practicum 3
(see Appendix F for reference).
Your Mentor Teacher and Supervising Faculty will collaborate to rate your progress on
the behavioral goals. This rating will factor into your grade for the Practicum 3 course.
To track and reflect on your progress on the behavioral goals, you should collect
anecdotal examples of instances in which you put the goal into practice and be prepared
to discuss the goals and your anecdotal examples at your mid-term and final conference.
Mentor Teacher & Faculty Rating
Never
Sometimes
Regularly
Student reconnects with the returning
children in the classroom.
Anecdotal Examples:
Student reads children’s cues to
connect to new children in the
environment.
Anecdotal Examples:
Student supports new students in the
lab, provide directions, explain
routines, and help the new students
feel comfortable.
Anecdotal Examples:
Student independently takes on
components of a routine or transition.
Anecdotal Examples:
50
Student independently monitors the
safety and supervision of children.
Anecdotal Examples:
Student uses knowledge of children’s
interests and needs to connect them
with individually appealing experiences
or with other children as needed.
Anecdotal Examples:
Student uses knowledge of children’s
cues and individual learning styles and
interests, to extend children’s
engagement in activities. Point things
out (“Look how it bounces.”). Ask openended questions (“What happened?”).
Anecdotal Examples:
Student minimizes use of questions
that require a yes/no or one-word
response (Do you have a red marker?).
Anecdotal Examples:
As appropriate, student supports
children’s social problem solving. Help
children calm down, identify the
problem, identify a solution, and then
follow up as needed.
Anecdotal Examples:
Student supports children’s transition
to the classroom or out of the
classroom (to go home). Greets family
members and children. Helps children
find a transition activity as needed.
Refers parents to the Mentor
Teachers as individual needs or issues
51
are expressed (“How’s my child
doing?”).
Anecdotal Examples:
Greets parents, families, children, and
colleagues with a smile/pleasant
demeanor.
Anecdotal Examples:
Communicates with other teachers
about their roles in the classroom.
Discuss any changes to the
environment, schedule, or activities for
the week.
Anecdotal Examples:
Implements experiences according to
plan.
Anecdotal Examples:
Initiates open and honest
communication with children, teachers,
and aides.
Anecdotal Examples:
Involves children, teachers, and other
adults in classroom daily schedule and
responsibilities
Anecdotal Examples:
Leads classroom transitions.
Anecdotal Examples:
Maintains awareness of multiple
dynamics that are present at any given
time both in the classroom and
outdoors.
Anecdotal Examples:
52
Student is available to engage and
assist children and adults when
necessary.
Anecdotal Examples:
Student asks for feedback from the
mentor teachers, other adults, and
student teachers regarding leadership,
supervision, and management skills.
Anecdotal Examples:
During group experiences, student
demonstrates that he/she is very
familiar with or has memorized the
story book or song/finger play.
Anecdotal Examples:
During group experiences, student
involves children in songs/fingerplay,
story book reading.
Anecdotal Examples:
53
Appendix B: Sample Anecdotal and Running Record Observations
Anecdotal Observation:
Write BRIEF objective descriptions of the children. Keep subjective comments in
parentheses ().
4/24 Jacquie (4;10)
Writing Center – J announces that she is going to draw a picture of her cat, Grizzy.
Used black and orange markers. Face of the cat fills the page. Includes details like nose
and whiskers. Fills in face with orange color (fill-in coloring goes all over the place, over
the lines). J. writes: GRZE
Anecdotal Interpretation:
Content Area: Approaches to Learning.
KDI: Initiative and planning
Level: 3, Child expresses a plan with a simple sentence and follows through.
Content Area: Language, Literacy, and Communication.
KDI: Writing
Level: 5, Child combines letters to form words (other than his/her name) for a purpose.
Content Area: Creative Arts
KDI: Art
Level: 4, Child makes simple representations with a few details.
54
Running Record Observation:
Center/Age Level: Peaceable Kingdom Day Care/4-year-old classroom Date: 2/8 Observer: Christyn Time: 8:10 - 8:15 a.m. Child/Age: Delia/4;2 Teacher: Gita
Time
Notice how the time
intervals are very short. If
your running record covers
more than 10 - 15 minutes,
it is too long!
8:10 a.m.
8:12
Observation
Notice how the
information in the
observation cells is about
ONE child. You might
mention other children
(e.g. "Delia tells Bob he
can't help her."), but the
focus is on a single child.
Notice the use of words
that are descriptive
without being interpretive
or subjective.
Comments
Notice how these
comments are
SHORT. Comments are
designed to help you when
you write your conclusions
at a later time.
Words used in the
comments section can be
interpretive/subjective
because they are your
interpretations of the
actions you are recording.
Note the use of the
present tense.
Delia (4;2) stacks three
Fine motor, balancing.
blocks and angles a long,
flat board from the top of
the blocks to the
ground. Then she rolls a
ball down the incline,
watching where it stops.
Next, she adds two more
Proud/happy.
blocks vertically so that the
incline is even steeper and
rolls another ball down the
higher ramp. As then
second ball races down the
incline and speeds past the
55
8:14
first ball, an ear-to-ear
smile fills her face.
Without hesitation, she
constructs a ramp seven
blocks high and again rolls a
ball down the ramp.
Returns ball to ramp and
repeats.
Continues for 10 minutes.
Running Record Interpretation:
Content Area: Approaches to Learning.
KDI: Problem Solving
Level: 4, Child persists with one idea or tries several ideas until he or she is successful
at solving a simple problem with materials.
Content Area: Science and Technology.
KDI: Experimenting
Level: 2, Child uses trial and error to investigate a material itself and/or an idea.
Content Area: Physical Development and Health
KDI: Fine Motor Skills (hand-eye coordination)
Level: 3, Child uses his or her small muscles with moderate control.
56
Appendix C
Portfolio Artifact Reflective Narrative
1. What is the artifact?
2. How does the artifact connect to the NAEYC Standards?
3. How does this artifact connect to my learning or reflect my skills?
4. In what way does this artifact reflect how I have a positive effect on children’s
development and learning?
57
Appendix D
Project Assessment Rubric
Assessment Rubric: Classroom Project/Experience
Student Name:
Name of Project/Experience:
Lab Mentor:
Does not demonstrate standard
(0 points)
Adequately demonstrates
Demonstration of standard
standard
achieved
(2 points)
(3 points)
Standard 1a: Knowing and understanding young children’s characteristics and needs; Standard 3a: Understanding the goals, benefits, and uses of assessment, including its use in
development of appropriate goals, curriculum, and teaching strategies for young children; Standard 4b: Knowing about and understanding effective strategies and tools for early
education, including appropriate uses of technology; Standard 4d: Reflecting on own practice to promote positive outcomes for each child.
Preparation:
Student not prepared; no
Student minimally prepared;
Student adequately prepared;
Student fully prepared; Planning
Student is prepared in advance
submission of Planning Form; late Planning Form submitted late;
Planning Form submitted on time;
form submitted on time and
for project/experience.
submission.
Planning does not indicate
Planning indicates adequate
indicates a clear knowledge of
knowledge of children’s interests
knowledge of children’s interests
children’s interests or needs;
or needs; minimal/underor needs; adequate objectives.
objectives are logical and aligned
developed objectives.
with developmental goals.
Comments:
Implementation:
Student implements
project/experience as planned.
Minimally demonstrates standard
(1 points)
Does not implement
project/experience; Student
implements project/experience
but not prepared; no advanced
approval.
Implements project/experience;
uses minimal vocabulary or
description; materials minimally
available; minimal
responsiveness; disorganized.
Implements experience; uses
adequate vocabulary or
description; materials available;
adequate responsiveness;
adequately organized.
Implements experience; uses
appropriate vocabulary and
description; materials consistently
available; fully responsive; fully
organized.
Does not collaborate; does not
ask questions or request support;
is not willing to problem-solve;
does not value differing
perspectives; does not accept
feedback.
Minimally collaborates; few
questions and minimal requests
for support; minimal problem
solving; tolerates different
perspectives; receives feedback.
Collaborates; asks questions and
seeks assistance; some problemsolving; understands different
perspectives; hears feedback.
Fully collaborates; asks questions
and seeks assistance; problemsolves; values and seeks different
perspectives; incorporates
feedback into practice.
Does not evaluate experience; no
submission of Project Evaluation
Form; late submission.
Minimally evaluates experience or
process (little substance);
submitted on time.
Adequately evaluates process
(moderate substance); few “next
steps” identified; submitted on
time.
Fully evaluates process and
experience (substantial); “next
steps” fully identified; submitted
on time.
Does not follow directions; does
not communicate effectively; does
not use appropriate writing
conventions.
Minimally follows directions;
minimal communication; underdeveloped writing conventions.
Adequately follows directions;
adequate communication;
adequate writing conventions.
Fully follows directions; fully
communicates; clear and
appropriate writing conventions.
Comments:
Collaboration:
Student collaborates with
colleagues to support children’s
engagement and learning.
Comments:
Evaluation:
Student critically reflects on
project/experience.
Comments:
Supportive Skills: Student
follows directions; communicates
effectively; uses appropriate
writing conventions.
Total Points
(per standard)
Recommended Total for Project/Experience:_________
58
APPENDIX F: Assessment Rubric: Management & Supervision
Performance Indicator/NAEYC
Does not demonstrate standard
Minimally demonstrates standard
Adequately demonstrates standard
Associate Standard 1: Promoting Child
Development and Learning; Standard 3:
Observing, Documenting, and
Assessing to Support Young Children
0 points
5 points
7 points
and Families; Standard 4: Teaching &
Learning
Standard 1a: Knowing and understanding young children’s characteristics and needs.
Standard 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches.
Standard 4b: Knowing, understanding, and using effective approaches, strategies, and tools for early education.
Student completes all requirements for
Student does not complete
Student completes minimal
Student adequately completes all
Step 1; all required components are
requirements for Step 1; required
requirements for Step 1; required
requirements for Step 1; all required
complete (e.g., reading
components are incomplete (e.g.,
components are incomplete (e.g.,
components are complete (e.g.,
reflections/analyses,
reading reflections/analysis, mentor
reading analyses,
readings, mentor discussion, etc.) and
strengths/opportunities, mentor
discussion, etc.) and indicate lack of
strengths/opportunities, mentor
indicates adequate time spent
discussion, etc.) and indicate quality
time spent completing the step; faculty,
discussion, etc.) and indicates lack of
completing the step; some sections
time spent completing the step; faculty,
and student have not verified complete
time spent completing the step (i.e.,
may be of lesser quality than others;
and student verifies complete
information.
“rushed through”); faculty, and student
faculty, and student verify complete
information.
have not verified complete information.
information.
Student completes all requirements for
Student does not complete all
Student completes minimal
Student adequately completes all
Step 2; all required components are
requirements for Step 2; required
requirements for Step 2; required
requirements for Step 2; all required
complete (e.g., anecdotal observations,
components are not complete (e.g.,
components are minimally complete
components are complete (e.g.,
interpretations and webbing.) and
anecdotal observations, interpretations
(e.g., anecdotal observations,
anecdotal observations, interpretations
indicate quality time spent reflecting and
and webbing.) and indicate a lack of
interpretations and webbing, etc.) and
and webbing etc.) and indicates
completing the step; mentor teacher,
quality time spent reflecting and
indicate lack of quality time spent
adequate time spent reflecting and
faculty, and student verifies complete
completing the step; mentor teacher,
reflecting and completing the step (little
completing the step; some sections
information.
faculty, and student have not verified
reflection or ability to apply information);
may be of a lesser quality than others;
complete information.
mentor teacher, faculty, and student
mentor teacher, faculty, and student
have not verified complete information.
verifies complete information.
Student completes all requirements for
Student does not complete
Student completes minimal
Student adequately completes all
Step 3; all required components are
requirements for Step 3; required
requirements for Step 3; required
requirements for Step 3; all required
complete (e.g., planned activities,
components are not complete (e.g.,
components are minimally complete
components are complete (e.g.,
implementation, curricular goals and
planned activities, implementation,
(e.g., planned activities,
planned activities, implementation,
objectives, etc.) and indicate quality
curricular goals and objectives, etc.)
implementation, curricular goals and
curricular goals and objectives, etc.)
time spent reflecting and completing the
and indicates a lack of quality time
objectives, etc.) and indicates a lack of
and indicates adequate time spent
step; mentor teacher, faculty, and
spent reflecting and completing the
quality time spent reflecting and
reflecting and completing the step;
student verifies complete information.
step; mentor teacher, faculty, and
completing the step (little information or
some sections may be of a lesser
student have not verified complete
ability to reflect and apply); mentor
quality than others; mentor teacher,
information.
teacher, faculty, and student have not
faculty, and student verifies complete
verified complete information.
information.
Student completes all requirements for
Student does not complete all
Student completes minimal
Student adequately completes all
Step 4; all required components are
requirements for Step 4; all required
requirements for Step 4; all required
requirements for Step 4; all required
complete (e.g., planned experience
components are not complete (e.g
components are minimally complete
components are complete (e.g.,
evaluations, documentation, etc.) and
planned experience evaluations,
(e.g., planned experience evaluations,
planned experience evaluations,
indicate quality time spent reflecting and
documentation, etc.) and indicate s a
documentation, etc.) and indicate a lack
documentation, etc.) and indicate
completing the step; faculty, and student
lack of quality time spent reflecting and
of quality time spent reflecting and
adequate time spent reflecting and
verifies complete information.
completing the step; faculty, and
completing the step (little information or
completing the step; some sections
student have not verified complete
ability to reflect and apply); faculty and
may be of a lesser quality than others;
information.
student have not verified complete
faculty, and student verify complete
information.
information.
Student completes all requirements for
Student does not complete all
Student completes minimal
Student adequately completes all
Step 5; all required components are
requirements for Step 4; all required
requirements for Step 4; all required
requirements for Step 4; all required
complete (e.g., all six questions, three
components are not complete (e.g., all
components are minimally complete
components are complete (e.g., all
goals, discussion with mentor, etc.) and
seven questions, three goals,
(e.g., all seven questions, three goals,
seven questions, three goals,
indicate quality time spent reflecting and
discussion with mentor, etc.) and
discussion with mentor, etc.) and
discussion with mentor, etc.) and
completing the step; faculty, and student
indicate s a lack of quality time spent
indicate a lack of quality time spent
indicate adequate time spent reflecting
verifies complete information.
reflecting and completing the step;
reflecting and completing the step (little
and completing the step; some sections
faculty, and student have not verified
information or ability to reflect and
may be of a lesser quality than others;
complete information.
apply); faculty, and student have not
faculty, and student verify complete
verified complete information.
information.
Demonstration of standard achieved
10 points
Student completes all requirements for
Step 1; all required components are
complete (e.g., reading
reflections/analyses, mentor discussion,
etc..) and indicate quality time spent
completing the step; faculty, and
student verify complete information;
professional quality work.
Student completes all requirements for
Step 2; all required components are
complete (e.g., anecdotal observations,
interpretations and webbing, etc.) and
indicate quality time spent reflecting
and completing the step; mentor
teacher, faculty, and student verifies
complete information; professional
quality work.
Student completes all requirements for
Step 3; all required components are
complete (e.g., planned activities,
implementation, curricular goals and
objectives, etc.) and indicates quality
time spent reflecting and completing the
step; mentor teacher, faculty, and
student verifies complete information;
professional quality work.
Student completes all requirements for
Step 4; all required components are
complete (e.g., planned experience
evaluations, documentation, etc.) and
indicate quality time spent reflecting
and completing the step; faculty, and
student verify complete information;
professional quality work.
Student completes all requirements for
Step 4; all required components are
complete (e.g., all seven questions,
three goals, discussion with mentor,
etc.) and indicate quality time spent
reflecting and completing the step;
faculty, and student verify complete
information; professional quality work.
59
Supportive Skills: Written and verbal communication
Student follows directions as outlined in
Student does not follow the directions
the module.
outlined in the module.
Communicates effectively, both written
and orally; uses appropriate
conventions: grammar, mechanics,
spelling, capitalization, sentence
structure; evidence of self-editing.
Does not communicate effectively in
written or oral contexts; substantial
errors; difficult to read; no clarity; no
cohesion; poor mechanics;
disorganized module.
Student minimally follows directions as
outlined in the module.
Student adequately follows directions
as outlined in the module.
Student fully follows directions as
outlined in the module.
Many errors; difficult to read; no/little
clarity; little cohesion; disorganized
module.
Some errors; adequate clarity;
moderate cohesion; sometimes difficult
to read; adequately organized module.
Few to no errors; module is clear;
cohesive; spelling, capitalizations,
mechanics, sentence structure is clearly
developed; organized module.
60
NAEYC Standards and Skill Standards for Practicum 3
Standard 1: Promoting Child Development and Learning
1a. Knowing and understanding young children’s characteristics and needs, from
birth through age 8.
Knowledge of child growth and development and changing abilities of individual
children.
 Knowledge of early brain development.
 Knowledge of children’s social interactions and group dynamics.
 Knowledge of child growth and development.
 Knowledge of attachment theory for infants and toddlers.
*Key Element 1b. Knowing and understanding the multiple influences on early
development and learning.
 Knowledge of early brain development.
Key Element 1c. Using developmental knowledge to create healthy, respectful,
supportive, and challenging learning environments for young children.
 Knowledge of licensing regulations/performance standards.
 Knowledge of state and federal food program requirements.
 Knowledge of food pyramid and nutrition guidelines.
 Knowledge of child health and safety procedures.
 Knowledge of separation issues.
 Ability to recognize and respond to each child’s health needs.
 Ability to determine the safety of indoor/outdoor spaces relative to the
age/abilities of children using the space.
 Ability to develop and follow safety procedures and correct safety hazards.
 Ability to recognize, document and correct safety hazards.
 Ability to create an emotionally safe environment.

61
Standard 2: Building Family and Community Relationships
Key Element 2a. Knowing about and understanding diverse family and
community characteristics
 Knowledge of ways to develop family and provider relationships.
*Key Element 2b. Supporting and engaging families and communities through
respectful, reciprocal relationships.
 Knowledge of cultural influences on communication styles.
 Ability to interpret and communicate information.
 Ability to share information with parents in a variety of formats.
 Ability to accept and adapt to family.
Key Element 2c. Involving families and communities in young children’s
development and learning.
 Ability to share information with families.
 Ability to identify and articulate issues relevant to infants and toddlers.
 Ability to share information with parents in a variety of formats.
Standard 3: Observing, Documenting, and Assessing to Support Young Children
and Families.
Key Element 3a. Understanding the goals, benefits, and uses of assessment –
including its use in development of appropriate goals, curriculum, and
teaching strategies for young children.
*Key Element 3b. Knowing about assessment partnerships with families and
with professional colleagues to build effective learning environments.
Key Element 3c. Knowing about and using observation, documentation, and
other appropriate assessment tools and approaches, including the use of
technology in documentation, assessment, and data collection.
 Ability to write accurate and objective observations.
 Ability to retain relevant information and record information accurately.
 Ability to maintain appropriate records of children’s development.
Key Element 3d. Understanding and practicing responsible assessment to
promote positive outcomes for each child, including the use of assistive
technology for children with disabilities.
 Ability to fully document observations.
 Ability to use a variety of observation methods to collect and interpret
62








assessment data.
Ability to clearly organize, analyze and summarize information.
Ability to analyze possible causes/reasons.
Ability to generate/evaluate solutions.
Ability to set well-defined, realistic goals.
Ability to analyze and adjust goals.
Ability to devise and implement a plan of action.
Ability to plan and follow through on a plan of action to achieve goals.
Ability to present ideas and information.
Standard 4: Using Developmentally Effective Approaches
Key Element 4a. Understanding positive relationships and supportive
interactions as the foundations of their work with young children.
 Knowledge of attachment theory for infants and toddlers.
 Knowledge of and ability to read child’s cues regarding approach and
avoidance.
 Knowledge of and the ability to deliver nurturing and loving touch.
 Ability to create an emotionally safe environment.
 Ability to encourage and support individuality.
Key Element 4b. Knowing and understanding effective strategies and tools
for early education, including appropriate uses of technology.
 Knowledge of appropriate responses to children’s behavior.
*Key Element 4c. Using a broad repertoire of developmentally appropriate
teach/learning approaches.
 Ability to apply appropriate rules and limits both indoors and outdoors.
 Ability to teach age-appropriate self-help skills.
 Ability to recognize and respond to child initiated activities.
 Ability to promote age appropriate initiative, independence, and responsibility.
 Ability to facilitate the development of children’s problem-solving skills.
 Ability to ask children open-ended questions.
 Ability to modify routines, activities, and transitions to meet individual needs
within the group.
Key Element 4d. Reflecting on own practice to promote positive outcomes for
each child.
 Ability to predict outcomes.
 Ability to analyze and adjust goals.
63


Ability to demonstrate belief in self worth.
Ability to use positive methods of guidance that are individually and culturally
sensitive.
Standard 5: Using Content Knowledge to Build Meaningful Curriculum
Key Element 5a. Understanding content knowledge and resources in academic
disciplines: language and literacy; the arts – music, creative movement,
dance, drama, visual arts; mathematics; science; physical activity, physical
education, health and safety; and social studies.
 Ability to research relevant topics.
Key Element 5b. Knowing and using the central concepts, inquiry tools, and
structures of content areas or academic disciplines.
*Key Element 5c. Using own knowledge, appropriate learning standards, and
other resources to design, implement, and evaluate developmentally
meaningful and challenging curriculum for each child.
 Knowledge of one-on-one activities.
 Knowledge and ability to promote cultural and age appropriate environments
and materials.
 Ability to teach age-appropriate self-help skills.
 Ability to promote age appropriate initiative, independence, and responsibility.
 Ability to encourage and support individuality.
 Ability to encourage/support individuality and learner independence.
 Ability to facilitate the development of children’s problem-solving skills.
 Ability to modify activities to meet the needs of children in care.
 Ability to modify routines, activities, and transitions to meet individual needs
within the group.
 Ability to devise and implement a plan of action.
 Ability to plan and follow through on a plan of action to achieve goals.
64
Standard 6: Becoming a Professional
Key Element 6a. Identifying and involving oneself with the early childhood
field.
 Knowledge of self-awareness and the ability to obtain appropriate support.
 Knowledge of career opportunities for work with infants and toddlers.
 Ability to display enthusiasm/positive attitude.
 Ability to actively seek self-improvement opportunities.
Key Element 6b. Knowing about and upholding ethical standards and other
early childhood professional guidelines.
 Knowledge of and ability to use personal hygiene aides.
 Knowledge of signs and symptoms of child abuse, prevention measures, and
mandated reporting requirements.
 Knowledge of state licensing requirements and health department
recommendations.
 Ability to order and maintain inventory.
 Ability to respect the rights of others.
 Ability to understand own impact on others.
 Ability to understand/accept responsibility for own behavior and impact on
others, and resolve conflicts.
 Ability to apply rules and principles to process and procedure.
 Ability to perform infant/child First Aid and CPR.
Key Element 6c. Engaging in continuous, collaborative learning to inform
practice; using technology effectively with young children, with peers, and as
a professional resource.
 Ability to interpret and communicate information.
 Ability to actively participate in group discussion and practice problem-solving
skills.
 Ability to actively seek self-improvement opportunities.
 Ability to resolve conflicts.
 Ability to plan and follow through on a plan of action to achieve goals.
*Key Element 6d. Integrating knowledgeable, reflective, and critical
perspectives on early education.
 Ability to follow through on assigned tasks.
 Ability to follow up on assigned tasks.
 Ability to prioritize tasks.
 Ability to acknowledge differences of opinion.
 Ability to demonstrate open-mindedness to new ideas, learning and growth
65
opportunities.
Key Element 6e. Engaging in informed advocacy for young children and the
early childhood profession.
 Ability to identify and articulate issues relevant to infants and toddlers.
66