Standard 3: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
1. The teacher collaborates with others to build a positive learning climate marked by respect, rigor, and responsibility.
Evidence 1: Evidence 1: Letter from Second Grade Teacher
Description: This letter describes a discussion between the K-1 teacher, 2-3 teacher and myself regarding concerns for a second grade student.
Analysis: At the beginning of the school year, the 2nd and 3rd grade teacher asked the K-1 teacher and myself to aid in planning some strategies for one of her students that the K-1 teacher and I had experience with while in first grade the previous year. As we discussed the student and the tools that helped to encourage and motivate him, along with those that put him off, we were able to help his current teacher plan and implement some strategies to aid the student while in specific learning situations. This conversation remains on-going with the student making progress.
Evidence 2: Conference Report
Description: This document was written while meeting with a parent, our principal and the after school provider to ease the transition from preschool to after school care.
Analysis: When one of my students seemed to be struggling with the transition from the school day to after school care, a meeting was planned with the parent, our after school provider, the principal and myself. During the meeting each member was able to share observations of the child which created a clearer picture of the child's strengths and weaknesses. With this information we were able to create a plan that would ease the transition process for this individual. The child was invited to the last five minutes of the meeting to identify tools that would aid him in this transition. Through our collaboration we were better able to serve the child and his family.
Evidence 3: Photograph of Job Chart
Description: Children helped to create a list of classroom jobs, and each day children are assigned these classroom responsibilities.
Analysis: As children perform various tasks within their environment, they develop a sense of respect and responsibility for the items that they use each day. Children will frequently arrive at school, and before even taking their coats off, will run to the job chart to see what task they will need to assist in that day.
2. The teacher manages the learning environment to engage learners actively.
Evidence 1: Photographs of Classroom
Description: The preschool moved from it's original space into the main school for the 2014-2015 school year. These photographs depict the intended usage of space (as a 2/3 classroom), and the actual usage of space (as a Pre-Kindergarten classroom).
Analysis: The classroom environment and the careful selection of materials can engage each learner in furthering their development. By providing many open ended materials, children are able to explore and learn in ways that are meaningful to them. Through my observations I am able to determine developmental milestones being worked on, and can then provide new materials to further engage the children in my care.
Evidence 2: Early Childhood Environment Rating Scale
Description: This rating scale assesses many aspects of the Early Childhood curriculum and aids professionals in creating a better program for children and families.
Analysis: As I complete this assessment on a yearly basis (if not more), I am able to look at different areas of our preschool environment and determine changes that need to be made in order to extend the learning and growth of the children within my care.
Evidence 3: Photographs of Sunflower Exploration
Description: Children explore sunflowers in our science center with magnifying glasses and rulers.
Analysis: When a child returned to school excited about some sunflowers that he had seen at a local farmer's market, I decided to incorporate some of these blooms into our classroom. Children used various materials in the classroom to explore the properties of these flowers. Magnifying glasses, rulers and the scale have aided in our investigations. Children are becoming interested in other plants and trees, and a trip to a local apple orchard has been planned.
