Lead Teaching Implementation Rubric

Student Name__Brittany Oman____________________________ Date _3/2/2015____________

Observer __Sister Brown_______________________________________________
Please note: The lesson plan hard copy must be in the lesson plan or faculty box, and the lesson plan must
reflect the revisions suggested by faculty, or the implementation score is reduced by 10%.
1 Lesson plan for faculty is in box.
1 Followed faculty suggestions on plan
Lab Time
Relating to Children
2 Greets children by name;
2 Stays at childs eye level appropriately throughout the day.
Room Awareness

Comments

Score

1
1

2
2

2
2

2
2

1.5

1.5

2
2
2

2
2
2
2
2
2

Aware of each child throughout the day as evidenced by visually scanning and moving throughout the room.
Responds in a timely manner to meet children's needs or when people enter the classroom.
Attentive to children; avoids adult-related tasks
Seems to be aware of what is happening inside and outside

Continue to improve in this area. Door

was opened several times, I didn't see you
look up any time the alarm went off.
This will improve as room awareness
improves.
You did well to prep and plan for your
lead teaching day, but remember to be
the lead teacher through the whole day
(this will also improve with room

Leadership
Provides direction for adults in the room (for example, lets adults know what they need to do to ensure an
activity's success and help children develop; reminds adults of appropriate behaviors such as awareness and
positioning; redirects ADULTS to areas of the room where they are needed and provides rotation to provide
2 variety).
Facilitating Learning and Development
Demonstrates flexibility in responding to the interests and needs of children (for example, builds upon ideas
and actions initiated by children, provides support and encouragement only as necessary for children to
independently accomplish tasks, Uses childrens peers to re-engage children, Recognizes opportunities to
2 meaningfully engage children in self-selected activities).
Provides opportunities for children to physically, socially and cognitively engage in learning experiences
2 throughout each aspect of the self-selected activity time.
2 Encourages children to discover for themselves with active participation.
Self-Selected
Activity selection and adaptation
2 Ensures a balance of activities throughout the room and across developmental domains.
Snack and dramatic play were very
Activities are interesting throughout the room as evidenced by children's participation throughout the day in popular today. :) Math was less popular.
2 multiple areas of the room.
Nice variety of centers that engaged
2 Some activities provided sustained interests.
children in wonderful learning activities.
2 Some activities provided sustained social interaction.
2
2

Activities that fail to teach and engage children are replaced with more appropriate activities.
Outdoor play is set up and follows the plan.

Lead Teaching Implementation Rubric

2
2
2

2
2
2
2
2
1.5
2
2

2 Adequate time is available for outdoor play.

2 Some activites teach the ITBE.
2 Dramatic play has an obvious script and props that support the script and children's play.
Clean up
Preparation for the transition
2 Gives adequate warning (5 minutes is typical).
Appropriately cues children and teachers that it is time to clean up; actively involves children in clean up,
2 giving children specific tasks when needed.
Prioritizes Clean up
2 Cleans gathering area in a timely manner to ensure the next transition is smooth and timely.
2 Provides direction for "messier" areas of the room to get cleaned first or with the most children.
2
Encourages children to clean throughout the day as they finish a project or make messes.
Transition to gathering
2 Begins transition immediately as first children complete clean up.
2 Utilizes a creative, engaging transition activity with a clear connection to ideas to be emphasized.
2

Transitions children to a position and behavior that prepares them for the next activity.

Gathering Time

2
2
2
2
2
2
2
2
2
2
2
2

Maybe start the CD a little quicker.

"The music is getting quieter so you need

Intro
to sit on your rug!" was a wonderful
Immediately gets childrens attention with an interesting introduction as evidenced by where they are paying transition within the transition. :) It
2 attention.
worked well with the children and you
had their attention to start your lesson.
Implementation
2 Follows plan with minor deviations.
2 Opportunities to explore the ideas to be emphasized are apparent in gathering time.
2 Knows the sequence without referring to the lesson plan.
2 Knows stories, songs, finger plays well and presents them with enthusiasm.
DAP
2 Gathering time activities are developmentally appropriate for the children in the group.
Material Effectiveness
2 Visual aids used effectively; large enough for all children to see; creative and of good quality
2 Uses actual objects
Teaching Strategies/ Methods
Set clear expectations for behavior when
2 Communicates expectations (where to sit, how to interact, etc)
you asked them to sit on their rug and
2 Maintains childrens interest and engagement throughout the gathering time.
then folded up the paper showing you
2 Uses appropriate voice tone (expressive, animated, energy, not too cutesy) and volume.
wouldn't move on until they did.
Invites children to participate in activities and conversation, allows them time to respond, and responds
2 appropriately.

Lead Teaching Implementation Rubric

2
2
2
2
2
2

1
2
2
2

2
2
2
2

2
2

2
2

2
2
2

Asks appropriate open-ended questions or engages children in content rather than over-using gimmicks (Put
your finger on your nose, "If you can hear me, . . . ", etc., or asking children to raise hands).

Shows the ability to use a variety of methods and material to teach a concept.
Teaches before assessing
Pacing/ Rate
2 Sustains an appropriate pace while maintaining a calm learning environment.
2 Ensures that there are no gaps or unplanned down time
2 Uses narrative to transition between activities.
Transition to Small Group
Uses a theme related transition that effectively gets children to the next activity quickly and with minimal
confusion.All children are engaged during the transition. Avoids the "turn-taking" approach that requires
2 some children to wait while other children are moved.
Leadership
2 Is aware of the room during groups and helps children and teachers as needed.
Prepares the room for checkout by sending children's work home, preparing their lockers, and getting ready
2 for closing circle.
Closing
2 Has an interesting transition to closing circle that draws children to the large group area.
Activities are interesting, fun, and demonstrate effort to try something new (not the same old boring filler
stuff). At least one story is presented in a way besides reading a book. Includes a music and/or movement
2 activity. Children can actively participate in activities.
Teaches concepts (instead of merely entertaining children) in most other activities. One meaningful activity to
2 review/assess ideas to be emphasized.
2 Has enough activities planned to keep children engaged for 15-20 minutes
2 Is prompt and ready for children to depart.
Professionalism
Dress
2 Well groomed, dresses appropriately, looks professional, and has modest coverage
Promptness
2 Punctual; keeps day on schedule
Professional Conduct
Maintains confidentiality in all matters (e.g. ensures material is removed from copy machine). Follows
2 program policies and procedures.
Relating with Families Professionally
2

Greets, speaks, and interacts positively with families.

Some wait time while groups were being

dismissed.

Try to avoid, "Should we be a ____?" and

say instead something like "Let's be a
_____!" that can't be answered with a
"NO!" :)

You have great enthusiasm and appear to

be enjoying yourself and the children
Demeanor
Enthusiastic, maintains appropriate eye contact, smiles and appears excited to be there, projects voice, is not respond well to that!! You are fun to
observe! :)
2 reliant on lesson plan, and appears to be in charge

Lead Teaching Implementation Rubric

Communication
Uses professional language (e.g., avoids OK, umm, alright, "kids," "you guys," "good job" ). Uses
professional vocabulary relevant to the content and appropriate to the age of the learners. Uses respectful
2
2 nonverbal communication. Maintains composure in difficult situations.
Team Relations
2
2 Is friendly to and respectful of all team members.
119 122
97%

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric

Lead Teaching Implementation Rubric