ECD 350L Toddler Lead Teaching Observation Rubric

Name: Katie Davis Date: 11/9/2017

Scoring for the toddler teaching evaluation form reflects the students degree of ability to accomplish the tasks outlined on the
evaluation form. Use the following continuum description to score his/her performance.
Level 1: Unsatisfactory Score:
Performance: A toddler teacher at this level does not understand the concepts underlying the skills of planning and implementation or does
not care to apply the knowledge effectively. They make many mistakes and continue to rely heavily on support and guidance in a highly
structured environment. Consequently, performance at this level is below the licensing stand of do no harm.
Level 2: Emerging Score:
Performance: A toddler teacher at this level is given opportunities to try the use of basic skills learned and observed relating to planning and
implementation yet they have fragmented skills in regards to planning and implementation, with some developed further than others. They
continue to learn through trying new skills, making mistakes, and continue to require significant support and guidance.
Level 3: Developing Score:
Performance: A toddler teacher at this level has skills relating to planning and implementation that are beginning to be applied more
consistently and confidently, and with fewer mistakes, yet continues to require some support and guidance.
Level 4: Applying Score:
Performance: A toddler teacher at this level is able to plan and implement effective instruction with minimal input or assistance. They apply
with confidence and regularity the skills they have acquired over their experiences well enough to merit confidence from others with
minimal support and guidance.
1. Classroom Environment: Creating and Managing a Learning Environment (20%)
Level of performance - The toddler teacher:
Applying Developing Emerging Unsatisfactory Comments:
a. Consistently creates an Creates an inviting, accessible, Creates an inviting, accessible, Does not understand how to The set up of the classroom was
inviting, accessible, safe, and safe, and positive environment safe, and positive environment create a positive environment very inviting today. Children really
positive environment that most of the time that generally some of the time that that is safe, accessible, inviting, enjoyed exploring in the sand.
promotes independence in promotes independence in inconsistently promotes or promotes independent
exploration, skill development, exploration, skill development, independence exploration, skill exploration and skill
and child-directed play. and child-directed play. development, and child-directed development. Lack of
play. knowledge could lead to a
harmful, negligent environment.

5.0 - 4.5 points 4.45 - 4.0 points 3.95 - 3.5 points 3.45 - 0 points Item Score: 5

Page 1 of 8

Name: Katie Davis
b. Always practices awareness
of the environment by
positioning self to see the room
and playground.
5.0 - 4.5 points
c. Always follows the health and
safety procedures outlined in
the student handbook (i.e.
diapering, health checks,
accident reports, fire drills,
emergency backpack).
5.0 - 4.5 points
d. Consistently leads the
routines of the class
independently and confidently
and always keeps routine on
schedule.
5.0 - 4.5 points
Level of performance - The toddler teacher:
Applying
ECD 350L Toddler Lead Teaching Observation Rubric
Date: 11/9/2017
Generally practices awareness
of the environment by
positioning self to see the room
and playground most of the
time.
4.45 - 4.0 points
Generally follows the health and
safety procedures outlined in
the student handbook (i.e.
diapering, health checks,
accident reports, fire drills,
emergency backpack).
4.45 - 4.0 points
Generally leads the routines of
the class independently and
keeps it on schedule. Is
confident most of the time.
4.45 - 4.0 points
2. Instruction: Free Play Engagement & Instruction of Children (20%)
Developing
Practices awareness of the
environment some of the time,
inconsistently positioning self to
see the room and playground.
3.95 - 3.5 points
Inconsistently follows the health
and safety procedures outlined
in the student handbook (i.e.
diapering, health checks,
accident reports, fire drills,
emergency backpack).
3.95 - 3.5 points
Inconsistently leads the routines
of the class, somewhat keeps it
on schedule, and is confident
some of the time.
3.95 - 3.5 points
Emerging
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Does not understand the This gets better every lead teaching.
concept of room awareness or You were always moving around the
how to position oneself to see room today, interacting with a
the room while at activities or majority of the children. You also
on the playground. Behavior would look up from the activity and
resembles negligence. monitor the room, making sure
things were running smoothly. If
there was a problem or a concern
you would quickly address the issue.
You noticed that Corbin was playing
by himself at the water activity. You
quickly moved to help him put on a
smock.
3.45 - 0 points Item Score: 4.5
Does not understand the health Just remember to put toy food in
and safety procedures or how to the sanitation bin if it went into
implement them. Lack of children's mouths.
knowledge could be considered
harmful and negligent.
3.45 - 0 points Item Score: 4.5
Does not know the routines,
how to lead them or how to
keep it on schedule. Behavior
could be considered negligent.
3.45 - 0 points Item Score: 5
Category Score: 95%
Unsatisfactory Comments
 ECD 350L Toddler Lead Teaching Observation Rubric

Name: Katie Davis Date: 11/9/2017

a. Always shows respect for
every child by interacting at
their level, showing interest and
concern for them and making
and maintaining eye contact.
5.0 - 4.5 points
b. Consistently promotes
independence in skill
development (including self-
help skills), child-directed
exploration and play
purposefully and confidently.
5.0 - 4.5 points
Generally shows respect for
most children by interacting at
their level, showing interest and
concern for them most of the
time and generally making and
maintaining eye contact.
4.45 - 4.0 points
Generally promotes
independence in skill
development (including self-
help skills), child-directed
exploration and play
purposefully and with
confidence.
4.45 - 4.0 points
Inconsistently shows respect for
some children by interacting at
their level, sometimes showing
interest and concern for them
and inconsistently making and
maintaining eye contact.
3.95 - 3.5 points
Inconsistently promotes
independence in skill
development (including self-
help skills), child-directed
exploration and play with some
purpose and confidence.
3.95 - 3.5 points
Does not understand the
importance of being engaged
with children at their level,
being respectful to them, or
making eye contact with them.
Behavior could be considered
negligent and harmful to
children.
3.45 - 0 points Item Score: 5
Does not understand how to
promote skill development or
support children at play and
actions could be considered
negligent or harmful.
3.45 - 0 points Item Score: 4.5

c. Always sets suitable
behavioral expectations for
every child, explains, and
follows through appropriately.
Generally sets suitable
behavioral expectations for
most children and explains, and
follows through appropriately
most of the time.
Inconsistently sets somewhat
suitable behavioral expectations
for some children, explains, and
follows through some of the
time.
Does not understand how to set
expectations for children or
follow through. Behavior could
be considered negligent or
harmful.
"We need to keep the fishing poles
low so we can catch the fish. Lets
practice catching the fish." You
modeled how to keep the fish low.
"Corbin can we walk in our
classroom? We don't want to fall
and get hurt." This is great. You
explained why we shouldn't run in
the classroom just continue to work
on not using "can you". This will
help set firm expectations. You
helped Toddlers take turns in the
rocking boat by explain to them
they have until the song is over. You
followed through by singing the
song and then inviting the next
toddler to have a turn.

Page 3 of 8
 ECD 350L Toddler Lead Teaching Observation Rubric

Name: Katie Davis Date: 11/9/2017

5.0 - 4.5 points 4.45 - 4.0 points 3.95 - 3.5 points 3.45 - 0 points Item Score: 5

d. Consistently uses a variety of
strategies to support every
toddler in their skill
development and language
acquisition.
5.0 - 4.5 points
Level of performance - The toddler teacher:
Applying
Uses some strategies to support
most toddlers in their skill
development and language
acquisition most of the time.
4.45 - 4.0 points
3. Instruction: Large Group Engagement & Instruction of Children (20%)
Developing
Inconsistently uses a few
strategies to support some
toddlers in their skill
development and language
acquisition some of the time.
3.95 - 3.5 points
Emerging
Does not understand how to You modeled how to play with the
support children in their pretend food in dramatic play. You
development and behavior promoted friendship and awareness
could be considered negligent with other toddlers by looking
or harmful. throw the binoculars and naming
the other children in the classroom.
You used self talk and parallel talk
as you squeezed the water out of
the sponges. Continue to be aware
of children's individual goals and
implement strategies to help them.
You are doing a great job. You used
sign language "thank you" With
hunter as helped you clean up for
large group.
3.45 - 0 points Item Score: 4.5
Category Score: 95%
Unsatisfactory Comments

Page 4 of 8

Name: Katie Davis
a. Consistently leads large group
and all transitions
independently and confidently
including preparing the large
group area and being ready with
all materials before gathering
the children.
7 - 6.3 points
b. Always introduces activities,
sets expectations for
involvement, models how to
participate, and hands out and
collects props confidently and
appropriately.
7 - 6.3 points
c. Consistently engages the
children in the activities
appropriately with purpose and
confidently manages all
childrens behaviors during large
group efficiently and effectively.
ECD 350L Toddler Lead Teaching Observation Rubric
Date: 11/9/2017
Generally leads large group and
all transitions independently
and confidently including
preparing the large group area
and being ready with all
materials before gathering the
children most of the time.
6.23 - 5.6 points
Generally introduces activities,
sets expectations for
involvement, models how to
participate, and hands out and
collects props confidently and
appropriately.
6.23 - 5.6 points
Generally engages most of the
children in the activities
appropriately with purpose and
confidently manages most of
the childrens behaviors during
large group efficiently and
effectively.
Inconsistently leads large group
and some transitions
independently, including
preparing the large group area
and being ready with all
materials before gathering the
children. Is somewhat
confident.
5.53 - 4.9 points
Inconsistently introduces
activities, sets expectations for
involvement, models how to
participate, and hands out and
collects props somewhat
confidently and appropriately.
5.53 - 4.9 points
Inconsistently engages some of
the children in the activities
with purpose and somewhat
confidently manages some of
the childrens behaviors during
large group.
Page 5 of 8
Does not understand how to
prepare for or lead large group.
Behavior could be considered
irresponsible.
4.83 - 0 points Item Score:
Does not know how to
introduce the activities, set
expectations for involvement,
model how to participate, or
hand out and collect props from
the children. Behavior could be
considered irresponsible.
4.83 - 0 points Item Score:
Does not know how to engage
children in a group activity or
manage their behavior. Actions
could be considered negligent
and/or irresponsible.
You gave a 2 minute transition
warning to all of the children who
were playing in the water before
you closed it off for large group. This
is great. You prepared your area and
you were ready with all of your
props before you started to invite
children over for large group. You
were a great support for Kylie. You
helped children while kylie was
doing her large group. You got your
bins down and you were prepared
for clean up. Make sure you to close
down the sensory bin in the
beginning of clean up time. Clean up
was great. You announced all of
your transitions loud and clear.
7
"Do you remember when we were
dinosaurs last week" Make sure not
to ask unnecessary questions. You
modeled how to participate and you
were really enthusiastic as you were
explaining how to march like
dinosaurs. "Can I have all of your
paws". "Thank you for bringing me
all of your paws."
6.3
 ECD 350L Toddler Lead Teaching Observation Rubric

Name: Katie Davis Date: 11/9/2017

6 - 5.4 points 5.34 - 4.8 points 4.74 - 4.2 points 4.14 - 0 points Item Score: 6
Category Score: 97%
4. Teacher Presence in the Classroom (20%)
Level of performance - The toddler teacher:
Applying Developing Emerging Unsatisfactory Comments
a. Is always professionally Is generally professionally Inconsistently dresses Does not understand
dressed, well-groomed and dressed, well-groomed and professionally, may be appropriate dress, grooming
demonstrates proper hygiene. demonstrates proper hygiene. somewhat casual in dress, and hygiene standards.
grooming and hygiene.

6 - 5.4 points
b. Always shows enthusiasm
and a positive attitude as they
engage and support children
individually and as a group.
5.34 - 4.8 points
Generally shows enthusiasm
and a positive attitude as they
engage and support most of the
children individually and as a
group.
4.74 - 4.2 points
Inconsistently shows
enthusiasm and a positive
attitude as they engage and
support some of the children
individually and as a group.
4.14 - 0 points Item Score:
Does not show enjoyment at
being with children and has a
negative attitude about
engaging with them.
6
As children were coming into the
room today you used great
enthusiasm as you welcomed them
in. You are always showing
enthusiasm with the children. The
children seem to enjoy interacting
and playing with you.

7 - 6.3 points
c. Always uses appropriate
statements and questions with
children including appropriate
grammar (no slang terms such
as guys), syntax, tone, and
volume of voice as they talk
with children in both one-on-
one and group situations.
4 - 3.6 points
d. Consistently demonstrates
flexibility to meet the needs of
the children both individually
and as a group.
3 - 2.7 points
6.23 - 5.6 points
Generally uses appropriate
statements and questions with
children including appropriate
grammar (no slang terms such
as guys), syntax, tone, and guys), syntax, tone, and
volume of voice as they talk
with children in both one-on-
one and group situations.
3.56 - 3.2 points
Generally demonstrates
flexibility to meet the needs of
most children both individually
and as a group.
2.67 - 2.4 points
5.53 - 4.9 points
Inconsistently uses appropriate
statements and questions with
children including appropriate
grammar (no slang terms such
considered inappropriate or
volume of voice as they talk
with children in both one-on-
one and group situations.
3.16 - 2.8 points
Inconsistently demonstrates
flexibility to meet the needs of
some of the children both
individually and as a group.
2.37 - 2.1 points
4.83 - 0 points Item Score: 7
Does not use appropriate This is getting better every lead
language with children or tone teaching day. You have great tone
and volume of voice. and syntax with the children. Just
Communications could be continue to work on not using slang
terms such as "You guys"
disrespectful.
2.76 - 0 points Item Score: 3.56
Does not understand how to be Some children had to go to the
flexible and meet the needs of bathroom right before your large
children. group. You waited patiently and
demonstrated flexibility as you
2.07 - 0 points Item Score: waited for those children
3 to get
Category Score: 98%

Page 6 of 8

Name: Katie Davis
Level of performance - The toddler teacher:
Applying
a. Is always prepared for their
lead teaching day with revised
and approved activity plans,
parent handouts, and send-
home activities and is
consistently respectful and
responsive to feedback.
5.0 - 4.5 points
b. Is always punctual arriving to
lab and for any other set-up
times and is always prepared
with any materials brought from
home and all set-up instructions
for support teachers.
5.0 - 4.5 points
c. Consistently starts and leads
pre and post conferences on
time with confidence, purpose
and direction collaborating with
lab team and, reviewing child
progress.
5.0 - 4.5 points
d. Is always courteous in
communication and interactions
with parents, peers, community
partners, mentors, and faculty.
5.0 - 4.5 points
ECD 350L Toddler Lead Teaching Observation Rubric
Date: 11/9/2017
5. Professional Commitment & Responsibility (20%)
Developing
Is generally prepared for their
lead teaching day with revised
and approved activity plans,
parent handouts, and send-
home activities and is generally
respectful and responsive to
feedback.
4.45 - 4.0 points
Is generally punctual arriving to
lab and for any other set-up
times and is most always
prepared with any materials
brought from home and set-up
instructions for support
teachers.
4.45 - 4.0 points
Generally starts and leads pre
and post conferences on time
with confidence, purpose and
direction collaborating with lab
team and, reviewing child
progress most of the time
4.45 - 4.0 points
Is generally courteous in
communication and interactions
with parents, peers, community
partners, mentors, and faculty.
4.45 - 4.0 points
Emerging
Is inconsistently prepared for
their lead teaching day with
revised and approved activity
plans, parent handouts, and
send-home activities and is
inconsistent in being respectful
and responsive to feedback.
3.95 - 3.5 points
Is inconsistent in being on time
to lab and for any other set-up
times and is sometimes
prepared with materials
brought from home and set-up
instructions for support
teachers.
3.95 - 3.5 points
Inconsistently starts and leads
pre and post conferences on
time with some confidence,
purpose and direction
sometimes collaborating with
lab team and, reviewing child
progress.
3.95 - 3.5 points
Is inconsistently courteous in Does not understand respectful
communication and interactions communication. Interactions are
with parents, peers, community considered disrespectful.
partners, mentors, and faculty.
3.95 - 3.5 points
Page 7 of 8
Unsatisfactory
Does not understand the need
to be prepared for lead day with
approved plans, parent
handouts, and send home
activities. Does not make
requested revisions. Behavior is
considered disrespectful and
irresponsible.
3.45 - 0 points Item Score:
Does not understand the You always show up to Toddler lab
importance of being on time for early to set up your materials and
lab and set-up times, prepared activities.
with materials and plans for
support teachers and behavior
is considered irresponsible and
negligent.
3.45 - 0 points Item Score:
Does not respect the pre and
post conference process of
collaboration and review of
child progress or know how to
implement them. Behavior is
considered irresponsible and
negligent.
3.45 - 0 points Item Score:
3.45 - 0 points Item Score:
Comments
You had all of your supplies ready
for your lead teaching day. You
turned in your take home activity on
time and had it approved ready to
be sent home with the parents. All
of your activities were set up before
we started pre-conference.
5
5
We started pre-conference early
and you collaborated with your
team about what needed to be
done for the day. You made sure
changes were implemented to the
activities from Tuesday's lab.
Continue to work on starting post
conference on time.
4.5
When encountered difficult
situations with parents, You were
professional in demeanor and
attitude.
5
 ECD 350L Toddler Lead Teaching Observation Rubric

Name: Katie Davis Date: 11/9/2017

Category Score: 98%

Category 1: Classroom Category 2: Free Play Category 3: Large Group Category 4: Presence Category 5: Professionalism
95% 95% 97% 98% 98%
Final Overall Score: 0.96
Final Overall Percentage 96%
Lead Teaching Observation Focus: Section 2. Criteria a. I interact at the toddlers level.
When I am interacting with the children I want to be observed on my use of calling the child by their name.
You were always on the children's level today. When you were interacting with them and you would call them by their name. Great work today.
Today went great. Your transitions were quicker and smoother. Keep up the great work.

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