Adapted Guide to Best Practices in Early Childhood

(This is a data collection tool only, but can be used to inform appraisal)

Teacher: ______________________________Campus: _______________________________Instructional Setting:________________________
Check items below that are observed
Domain I: Active, Successful Student Domain II: Learner-Centered Instruction Domain III: Evaluation and Feedback
Participation in the Learning Process on Student Progress













































Active Learning:

________Children construct knowledge through active
engagement, play with peers or adults, and hands-on activities (1)

________Differing levels of classroom noise is indicative of
active learning and communication (1)

________Differentiation of instruction is based on childrens
individual ability levels (2)

________Children are provided choices of materials and are
encouraged to extend the complexity of the activity (2, 3)

________Adults foster independence and encourage problem
solving (Higher Level Thinking) (3)

________Children are engaged in high-interest, self-directed
activities (4)

________A sufficient amount and a variety of materials are
provided for each child that match individual interests and
abilities (4)

________Adults interact with children during outdoor time or PE,
providing a variety of motor and sensory experiences (5)

________Learning experiences promote independence and social
skills (self-regulation, turn-taking, toileting) (5)

________During art and other fine motor activities, the focus is
on using the process to develop skills rather than an end product
(5)
Adult/Child/Peer Interactions:

________Learning objectives and concepts are achieved through
purposeful play activities, games, and interactive group times (1)

________Children make connections between prior experiences and
new activities (1, 3, 5)

________Children initiate activities and make choices (2)

________Children explore materials and their use (2, 3)

________Children have opportunities to initiate communication and
conversations (2, 4, 6)

________Adults interact with children at the childrens eye-level (4)

________Themes and academic content are linked to concrete or
experiential concepts (5)

________Pace and length of instructional activity or conversation
are appropriate for the childs developmental level (6)

________Children are given time to respond to questions or during
conversations (6)

________Children interact enthusiastically and playfully with adults
and other children during learning activities (7)

________Children use problem solving and questioning strategies
(3, 4, 8)

________Instructional strategies may incorporate the use of picture
symbols, visuals cues, gestures and other assistive technology
devices (9)

Comments:


( ) Numbers in parenthesis indicate corresponding PDAS domain indicators on Scoring Criteria Guide
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________A variety of data is collected to monitor child
progress and plan instruction (anecdotal notes, student
work, parent input, behavioral logs, and formal
assessments)(1, 2, 3)
________Use of formal assessment instruments/tools
are recommended at beginning, midpoint and end of
year (can be used for regression/ recoupment data) (3)
________Childrens learning is reinforced with specific
feedback using child-friendly language (4, 5)
________Children are successful with re-learning
opportunities using a variety of materials and activities
(6
________Lessons and groupings are adjusted based on
data (2
________Teacher has linked lessons plans to individual
IEPs, the PreK guidelines and any adopted curriculum.

_________Plans include daily time for:
o Reading aloud
o Oral language development
o Pre-writing/ writing
o Pre-math /math
o Phonological awareness
o Science
o Art
o Gross and fine motor
o Social Skills
Administrators Guide to Best Practices in Early Childhood
(This is a data collection tool only, but can be used to inform the teacher appraisal system)

Domain IV: Management of Student Discipline,
Instructional Strategies, Time and Materials


Domain IV: Management of Student Discipline,
Instructional Strategies,
Time and Materials (Continued)
Additional critical area for EC
________Adults consistently use developmentally
appropriate and individualized behavior management
strategies to maintain discipline (1)

________Redirection of inappropriate behavior is used as an
opportunity to teach correct behavior (2, 5)

________Behavioral expectations are consistently and clearly
reinforced with groups and individual children using child-
friendly language or communication devices (6)

________Adults directly teach strategies to help children
manage their own behavior (2)

________Adults create a physically and emotionally safe
learning environment for young children (3)

________Adults demonstrate fair, respectful, courteous, and
supportive interactions with all children (3)

________Rules are concrete, few in number, and stated in a
positive way that the children can understand. Rules are
displayed in print and icons. (4)

__________Daily schedule is represented by pictures or
symbols that children can understand and posted at
childrens eye level (may need individual schedules for some
students) (4, 8)

__________ There is evidence that children interact with the
daily schedule

________References to schedule and routines are reinforced
throughout the day (first, next, last) (6, 8)

________Open-ended materials support a variety of play
scenarios (7)





________Combination of large group and small group
activities throughout the day (8)

________Transitions are few, well-planned and smooth (8)

________Materials are reflective of the experiences and
cultures of the children and reflect human diversity in
unbiased ways (7)

________Use of authentic, real items whenever possible
(avoid worksheets and flash cards) (7)

________Time periods of activities are appropriate for
childrens developmental levels (5-20 minutes for large
group times) (8)

Circle Time
Circle time is used 2-3 times per day, and limited in time
(5-15 minutes each)
Age appropriate Calendar activities are integrated
Children interact with teacher, materials and each other
All children have a way to participate and respond
Children engage in songs, fingerplays and rhymes
Centers and new materials are explained
Classroom Environment:

________Child-friendly, clearly labeled work areas and centers may include:
Blocks dramatic play art
computer library writing
science listening manipulatives
Science: sand/water/sensory
independent work station

________Centers are divided by low furniture and arranged so that adults can
easily see each area of the room
________Centers are clearly labeled with icons and have visual borders (tape,
Velcro or furniture defining where the center ends)
_______All materials have a clearly labeled space or labeled bins to assist in
clean up and material management

________Physical adaptations to room, equipment, and materials for
childrens specific disabilities

________Tables and chairs are adjusted to appropriate heights

________Childrens artwork displayed

________A print rich environment consisting of print paired with icons

________A variety of manipulatives are available in center areas. These may
include: puzzles, counters, cars, measuring cups, cause and effect learning
toys

Comments:










Date: _______________________________________ Time:_______________________________________


Observers Signature: ______________________________________________________________________
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ESC Region 13 2013