help with 303 communication signature assessment

Form for Teacher Interview:

(Use this to complete your signature assessments)

Provide context information about your school:

In what type of school are you teaching? (i.e. preschool, elementary school, rural, urban, etc.) Preschool in rural West Alabama

What grade-level/age group are you teaching? I currently teach 1-turning 2-year-olds

List any special features of your school or classroom setting (i.e. charter, co-teaching, classroom aide, bilingual, team taught with a special education teacher) that will affect your communication. The University of West Alabama Campus School (UWACS) is maintained by the University of West Alabama as a training facility for students enrolled at the Julia S. Tutwiler College of Education.

Describe any district, school, or cooperating teacher requirements or expectations that might affect your communication, such established routines. There should be an atmosphere of mutual support between parents and staff in order to create an effective learning environment. We believe that parents need to be kept informed and have opportunities for involvement in classroom activities. We strongly encourage an open communication between our staff and families.

Describe any unique parental characteristics that should be considered when developing a communication plan. Different families may have various ways of communicating, so I strive to be flexible and adapt to varying styles. Whether a parent prefers face-to-face conversation, emails, notes, or phone calls, I try to be prepared to use the parents’ ideal method. I also reassure parents that their concerns matter. If I am unable to accommodate them, I will give the exact reasons why if due to a policy or minimum standards concern. We will ask the parents first if they have any suggestions on how to issues can be resolved. We also check in periodically to see how the parents are feeling about the school’s routines and their child’s progress.

Tell me about:

* Routine Communications (frequency, format, typical content) Routine communications are sent via email, weekly newsletters, on our private Facebook page, through the free GroupMe app, and face-to-face conversations.

* Alternative Communication Options (used when it appears communications have not been received) We will also make individual phone calls and/or send individual text messages.

* Communication Protocols (discipline infractions, school emergencies, last minute notices)

UWACS believes that classroom management/discipline incorporates proper organization of the environment, appropriate activities and clear expression of expectations with natural and logical consequences. Our classroom management policy employs a positive approach, combining consistency with empathy.  

The University of West Alabama and UWACS utilize a state-of-the-art emergency notification system called SchoolCast. This system allows subscribers to receive instant notification should an emergency occur on campus. Subscribers can receive alerts via email, text messaging, land-line and/or cell phone.

Last minute notices are sent via email, on our private Facebook page, through the free GroupMe app, and individual phone calls and/or text messages.

Tell me about your discipline plan:

UWACS utilizes developmentally appropriate behavior management practices. Disciplinary procedures utilized do not include corporal punishment. Our guidance techniques provide a socially and emotionally secure environment for growth and development. These guidance techniques include:

o Provide developmentally appropriate activities in which children can actively be

involved,

o Respect the needs of each individual,

o Use opportunities to develop positive self-esteem in each child,

o Maintain a positive atmosphere through frequent positive interactions and praise,

o Establish a predictable and consistent approach to dealing with problems that arise.

Natural and logical consequences are used when dealing with behavior problems. Discipline is viewed as a teaching opportunity that encourages growth and responsibility in the child.

Time away from the group is sometimes used at UWACS. If a child is unable to behave appropriately, he or she may be moved a short distance from, though in full view of the group, for a short period of time. If an extreme problem arises, parents will be notified and a plan of action will be agreed upon to help the child make better choices in behavior.

Steps in the UWACS behavior management process include:

1. Assisting the children in making a smooth transition from home to the Campus School.

2. Observation with necessary intervention and questioning of the child to determine the cause of the inappropriate behavior.

3. Development of a plan of action to encourage positive change in behavior with the child.

4. If behavior problems continue to occur, parents will be asked to meet with the director and teacher.

Progress will be reviewed with parents and all efforts will be made to help resolve the problem.

What are your rules?

SHINE

S it up straight

H ands still

I n one space

N o noise (listen)

E yes on the speaker

How did you create your rules?

SHINE is used school-wide. When I teach 3 and 4 year olds, we decide and create our classroom rules together as a group on the first day of the school year.

Notice the layout of the classroom.

The Campus School’s curriculum is guided by Creative Curriculum. Using a thematic approach, the curriculum is developed to promote growth in all areas of development: social/emotional, language, cognitive and physical. The core of the program uses well-planned learning centers that provide children with opportunities for choice and self-directed play. There are constant changes to the environment to reflect emerging interests. The purpose of this approach is to guide the children through experiences that promote optimum growth and development. The Campus School follows the curriculum guidelines set forth by the state of Alabama’s Office of School Readiness and the Alabama Course of Study for kindergarten. The centers in my toddler classroom include dramatic play, music and movement and block and cars around the perimeter of the room, with fine motor and reading in the center of the room to discourage running. We also research often what our students should have available to them to promote growth in all areas of development and will purchase items we do not have, ask for donations, and/or add the items to our classroom wish list.