Education

1. ENVIRONMENTAL OBSERVATION

For approximately one (1) hour:

· Observe class activities and environmental displays. Interview staff if permitted and necessary.

· Look for evidence of family representation, family engagement, teacher-family partnership, and a caring community throughout the classroom.

· Optional: observe the overall center/school environment (e.g., administrative office, corridors)

· Using explicit details, objectively record your observations.

· Submit the completed environmental observation instrument at the end of Unit 6.

Name of Center/School: ____________________________________________________________ Date & Time: ________________________

CHS236 Student Observer: _____________________________________ Observed: # Children: _____ # Staff: _____ # Families: _____

2. DOCUMENTATION REVIEW

Review a minimum of five documents for all categories listed below.

· For approximately 45 minutes to 1 hour:

· Review the same center/school’s documents (“Guidance for Program Documents by Category” is provided below and in the assignment instructions).

· If the center/school provides copies that you can keep, the review can occur on- and/or off-site.

· Objectively record evidence of written procedures and strategies for engaging families. 

· Using objective and explicit details, complete the review instrument.

· Submit the completed instrument at the close of Unit 6.

Name of Center/School: ________________________________________________________ Date & Time: _________________________

CHS 236 Student Observer: _____________________________________________

Guidance for Program Documents by Category

1. Intake and Enrollment: methods and forms (e.g., families’ goals, hopes and dreams for their child -- “Who is This Child?”)

2. Communication: range of methods and tools

· family/parent handbook

· written program mission philosophy, policies and practices (e.g., Code of Ethics; policies on safety, nutrition, naptime, guidance and discipline)

· face to face, scheduled meetings; informal, impromptu conversations

· verbal: face to face, scheduled meetings; informal, impromptu conversations; translation support for limited and non-English speaking families

· written notices: sent home, email

· daily records (e.g., infants and toddlers’ experiences), school-home journals

· newsletters and announcements (flyers and postings)

· community resources book

· meeting notifications and/or minutes (e.g., Open House, Parent Committees, joint curriculum planning by families and teachers, participation records)

3. Curriculum: curriculum philosophies, plans and practice

· specific curriculum (e.g., Creative Curriculum, High Scope, CT Preschool Curriculum Framework)

· lesson plans

· written class experiences

· family input (e.g., curriculum committee meetings, section on lesson plans)

4. Assessment: plan, practices and tools

· assessment approach/framework/instrument (e.g., CT Preschool Assessment Framework, Work Sampling)

· assessment documentation (e.g., observation forms, work samples, child profile of developmental benchmarks)

· family input (e.g., form for sharing at-home child observations)

5. Family-Teacher Conferences: schedule, process and forms, child documentation, family

· number per year; conference notification

· pre-conference preparation by families (e.g., sharing home observations)

· use of a formal child progress profile indicating strengths, interests, abilities, benchmarks, areas for growth

· family input (e.g., individual development plan)

· agreed and signed plan by family and teacher: consistent goals and complementary action steps for home and school implementation

· educational and/or family support home visits