Appendix G

Preschool Practicum Evaluation

(Formative & Summative)

Candidate: Christy Reese Term/Year: Fall 2020

University Supervisor: Catherine Nyznyk

X☐ Formative (at the midpoint of the practicum)
Site: Laura’s Barn
☐ Summative (completed at the end of the
Age: 3-5 practicum)

Each candidate will be evaluated on the CA Early Childhood Educator Competencies and CLASS (Classroom
Assessment Scoring System) domains/dimensions listed below. Check the most appropriate box to indicate
the level of performance achieved by the candidate. A Focused Attention Needed rating in any CLASS
dimension on the Summative Evaluation indicates failing performance in the practicum.

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4= Exceeds expectations: The candidate has demonstrated a thorough and consistent

implementation concepts underlying the domain/dimension.

3=Meets Expectations: The candidate demonstrates an adequate implementation of the

domain/dimension.

2=Progressing Toward Meeting Expectations: The candidate demonstrates a limited (sporadic or

intermittent) implementation of the domain/dimension.

1=Focused Attention Needed: The candidate is not able to implement the domain/dimension.

N/A= Not Observed: If a dimension cannot be observed, please mark N/A and do not include this
area in rating the candidate’s performance.
4 3 2 1 N/A
CA ECE Competencies
Utilizes play as a strategy for fostering learning and development x
Respects cultural and family beliefs, values, traditions and practices, x
including provision of culturally responsive activities
Utilizes communication that is effective, respectful and culturally x
responsive
Provides research-based scaffolds for dual language learners x

Positive Climate
Fosters warm, supportive relationships with children x
● Physical proximity
● Shared activities
● Peer assistance
● Matched affect
● Social conversation
Demonstrates positive affect with children x
Communicates, verbally and physically, positively with children x
Demonstrates consistent respect for children x
● Appropriate eye contact
● Warm, calm voice
● Respectful language
Cooperation/sharing

Teacher Sensitivity
Demonstrates consistent awareness of children who need extra x
support, attention or assistance
Responds and consistently matches children’s needs and abilities with x
appropriate support
Addresses children’s problems and concerns consistently and x
effectively
Creates an atmosphere where children are comfortable seeking x
support from, sharing ideas with and responding to the teacher

Regard for Student Perspectives

Demonstrates flexibility in implementing lesson plans by going along x
with children’s ideas
Organizes instruction around children’s interests x
Provides consistent support for children’s autonomy and leadership x
Provides multiple opportunities for children to talk and express x
themselves
Allows children to move during activities x

Behavior Management
Enforces rules and expectations clearly and consistently x
Monitors the classroom consistently and proactively to prevent x
problems from developing
Redirects misbehavior by focusing on the positive and/or using subtle x
cues
Prevents management from interfering with learning x

Productivity
Provides activities and choices for children x
Completes managerial tasks efficiently x
Implements classroom routines that allow children know to what is x
expected
Transitions children from one activity to another quickly and efficiently x
Has materials for lessons ready and accessible x

Instructional Learning Formats

Facilitates engagement in activities by consistently encouraging x
participation and expanding involvement
Employs a variety of modalities including auditory, visual, and x
movement
Uses a variety of materials to engage children in lessons x
Focuses children’s attention toward learning objectives using x
advanced organizers, summaries and/or reorientation statements

Concept Development
Uses why and/or how questions to facilitate discussions that x
encourage analysis and reasoning
● Implements activities that require
prediction/experimentation
● Implements activities that require
classification/comparison
● Implements activities that require
evaluation

Provides opportunities for children to be creative and/or generate x

their own ideas
Relates concepts to the children’s experiences and lives
\
Quality of Feedback
Scaffolds for children who are having a hard time understanding a x
concept, answering a question or completing an activity
Creates frequent back and forth exchanges between him/her and the x
children
Asks or prompts students frequently to explain their thinking and x
rationale for responses and actions
Provides additional information to expand on children’s understanding x
or action
Encourages children’s efforts by providing recognition and/or x
reinforcement

Language Modeling
Engages in frequent conversations with children x
 Asks many open-­­ended questions x
Repeats AND expands or extends children’s responses x
Maps own and/or children’s actions with language x
Uses a variety of advanced vocabulary words with children x
Connects advanced vocabulary to familiar words/ideas x

Please provide any additional comments or recommendations here:

With the small group, Christy feels that she was able to have more personal interaction with the
children.

University Supervisor’s Signature: Catherine Nyznyk Date: 10/9/2020

Candidate’s Signature: Christy Reese Date: 10/9/2020

*University Supervisors submit this form (formative and summative) in LiveText at the end of the
practice.