Standard 6: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
1. The teacher uses designs or adapts multiple methods of assessment to document, monitor, and support learner progress appropriate for learning goals and objectives.
Evidence 1: Developmental Assessment
Description: This checklist was developed based on information found in the Vermont Early Learning Standards, and is used bi-annually to assess the children within my classroom.
Analysis: The checklist included here is one tool used within my classroom to aid in the assessment of the children I work with. Along with written observations, I use this material to aid in classroom and curriculum planning.
Evidence 2: Observation Station
Description: These materials are located in a centralized location in my classroom to record daily observations of children.
Analysis: Observation is the primary method of gaining insight into the various facets of a child's development. By setting up an area in my classroom containing all of the materials that I need for recording my observations of children, I am better able to take note of behaviors and attempt to better understand and predict those behaviors exhibited by the children within my care.
Evidence 3: Individual Child Assessment Form
Description: This form aids in observing children as they interact with mathematical materials in the classroom during free play.
Analysis: Through observations during free play periods, I am able to see children in various stages of mathematical reasoning. As I observe them interacting with materials freely, I use this form to check off strategies I see them use, various ways in which they experiment with addition and at times errors they are making. All of this information aids in planning future lessons and in creating appropriate learning goals and objectives for each child.
2. The teacher uses assessment to engage learners in their own growth.
Evidence 1: Portfolio Station
Description: Each child has a binder containing artifacts created throughout the year and completed developmental assessments, as well as conference reports.
Analysis: One of my jobs as a teacher is to assess, compile and document the learning occurring in my classroom. One tool that I use to aid in this process is to create a portfolio for each student. I collect artifacts and pictures that document children reaching and maintaining specific developmental milestones. Children are also able to choose pieces of work to add to their portfolios as well.
Evidence 2: Teaching Strategies Gold Webinar
Description: This video provides an overview of using Teaching Strategies Gold for assessment. It details the color coding system, the break down of developmental domains and the importance of observation and gathering of evidence.
Analysis: The purpose of Teaching Strategies Gold is to plan for, support and tell the stories of young children. Through the collection of anecdotal records, photographs, videos, audio recordings and completed work, children show teachers where they are on the developmental spectrum.
Evidence 3: Making the Connection: Linking Curriculum and Assessment Online Training
Description: This webinar discussed the importance of using Teaching Strategies Gold and the Creative Curriculum within the classroom to benefit teachers, administrators and children and families.
Analysis: The Creative Curriculum and Teaching Strategies Gold aid teachers in organizing a classroom environment that is based on the interests of the children in the group, as well as developmental objectives that aid in extending and individualizing learning for each student.
3. The teacher implements assessments in an ethical manner and minimizes bias to enable learners to display the full extent of their learning.
Evidence 1: Assessment Envelope and File Cabinet
Description: These are photographs of the envelopes sent home to families containing assessments and the filing cabinet in the Main Office where assessments are kept in folders clearly labeled with each preschoolers name.
Analysis: Confidentiality is a very important piece of education across grades and ages. One way in which I maintain this confidentiality for each student in my classroom, is by sending assessments home in an dark envelope that is sealed and clasped. I also double check envelopes and assessments before sealing and placing in child's mailboxes. The school copy of each assessment is kept in each child's file in a locked filing cabinet located in the main office.
Evidence 2: Parent/Teacher Conference Notes
Description: While meeting with a parent, the after school teacher and the principal, this document was created to indicate tools to aid the child in transitioning from the preschool day 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: Excerpt from Family Handbook
Appropriate Practices and Curriculum for Young Children*: Each child is viewed as a unique person with an individual pattern and timing of growth and development. The curriculum and adult interactions are responsive to individual differences in ability and interests. Different 22 levels of ability, development and learning styles are expected, accepted and used in planning activities that promote learning through active exploration and interactions with adults, other children and materials. Concrete learning activities with materials and people relevant to the children’s own life experiences are planned. Children are expected to be physically and mentally active. Social, physical, emotional, creative, lingual and cognitive growths transpire through child-initiated, teacher-supported play and a variety of integrated activities and interest areas teachers prepare. During each day, children choose from among a variety of learning areas including dramatic play, blocks, science, math, games, puzzles, books and art. Children
participate in whole group, small group and individual activities that are planned, spontaneous, child-initiated and teacher-directed.
(*Excerpt taken from Developmentally Appropriate Practice in Early Childhood Programs Serving Children Birth through Age 8, Sue Bredekamp, Editor, NAEYC)
Description: Our Family Handbooks is given to parent's when they enroll their children in our program. Families are asked to read the manual and sign a page stating that they have read the policies included therein.
Analysis: As stated in this excerpt from our Family Handbook, each child develops and progresses at their own level. It is my job as a teacher to be aware of where each child is on the developmental spectrum and then to plan curriculum to aid each child in progressing to the next level of development.
