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Section Three - A: Surveys


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TEACHER/CHILDREN INTERACTIONS: These items deal with the ways in which you interact with the children in your classroom.
Most Competent: (I am a role model for other teachers), Competent: (I feel I am on par with my colleagues), Less Competent: 
(I am not confident and could use additional resources in order to raise my competence level) and Not Applicable.

1. I engage in meaningful conversations with each child in my classroom regularly and consistently
          Most competent
               Competent        Less competent             Not Applicable

2. I frequently and consistently talk with individual children more often than I talk to the whole group
          Most competent
               Competent        Less competent             Not Applicable

3. I am comfortable with children expressing their feelings, both negative and positive
          Most competent
               Competent        Less competent             Not Applicable

4. I actively encourage children to verbalize their feelings
          Most competent
               Competent        Less competent             Not Applicable

5. I model, coach, and encourage prosocial behaviors (e.g., empathy, helping others, sharing)
          Most competent
               Competent        Less competent             Not Applicable

6. My expectations for children's behavior are based on the age of the children, the individual development of each child, and knowledge of the child's culture
          Most competent
               Competent        Less competent             Not Applicable

7. I use positive guidance techniques (e.g., giving choices, using contingencies, using I-messages, using active listening, facilitating negotiation between children) to help children develop appropriate social skills
          Most competent
               Competent        Less competent             Not Applicable

8. I am able to confidently and effectively handle problem behavior (i.e., behaviors that are not typical for the age group)
          Most competent
               Competent        Less competent             Not Applicable

9. I use "teachable moments" frequently, even if it means departing from my lesson plan
          Most competent
               Competent        Less competent             Not Applicable


RELATIONSHIPS WITH FAMILIES: The following group of questions relates to relationships between teachers and families.
Most Competent: (I am a role model for other teachers), Competent: (I feel I am on par with my colleagues), Less Competent: 
(I am not confident and could use additional resources in order to raise my competence level) and Not Applicable.

10. I give parents a written description of my teaching philosophy and classroom procedures that I then expect them to know and follow
          Most competent
               Competent        Less competent             Not Applicable

11. I encourage family involvement in the early childhood program (e.g., volunteer in the classroom, go on field trips, contribute curriculum activities)
          Most competent
               Competent        Less competent             Not Applicable

12. I provide families with opportunities to have input regarding their child's educational experience (e.g., ideas for topics, curriculum resources, field trips, and resource visitors)
          Most competent
               Competent        Less competent             Not Applicable

13. I have a system that helps ease the transition for a child coming in new to my classroom
          Most competent
               Competent        Less competent             Not Applicable

14. I have a system that helps ease the transition for a child leaving my classroom for another classroom or program
          Most competent
               Competent        Less competent             Not Applicable

15. I have a system that provides regular two-way communication between families and myself
          Most competent
               Competent        Less competent             Not Applicable

16. I am able to communicate effectively with families from various cultural backgrounds
          Most competent
               Competent        Less competent             Not Applicable

17. I have purposeful and relevant conferences with parents on a regular basis
          Most competent
               Competent        Less competent             Not Applicable

18. I am familiar with community resources to which I can refer families if necessary (e.g., libraries, health agencies, other educational programs, social services)
          Most competent
               Competent        Less competent             Not Applicable

19. If any problems arise in my interactions with families, I can get support from the program director, a school counselor, or the school headmaster
          Most competent
               Competent        Less competent             Not Applicable

Health and Safety: These items deal with your responsibility to keep children safe and healthy within the school setting.  Most Competent: (I am a role model for other teachers), Competent: (I feel I am on par with my colleagues), Less Competent:  (I am not confident and could use additional resources in order to raise my competence level) and Not Applicable.

20. I am acquainted with and comply with the school's policy for dealing with sick children
          Most competent
               Competent        Less competent             Not Applicable

21. I am alert to the health of each child
          Most competent
               Competent        Less competent             Not Applicable

22. I record and report accidents and illnesses
          Most competent
               Competent        Less competent             Not Applicable

23. I am familiar with the different types of abuse and neglect that children may experience
          Most competent
               Competent        Less competent             Not Applicable

24. I can identify children who may be victims of abuse or neglect
          Most competent
               Competent        Less competent             Not Applicable

25. I follow the established procedure to report suspected incidents of abuse or neglect
          Most competent
               Competent        Less competent             Not Applicable

26. I have emergency first aid training and CPR (cardiopulmonary resuscitation) training
          Most competent
               Competent        Less competent             Not Applicable

27. I am familiar with the school's policy for dealing with medical emergencies
          Most competent
               Competent        Less competent             Not Applicable

28. I wash my hands upon arrival, after helping children with toileting, after helping children with wiping their noses, and after handling animals
          Most competent
               Competent        Less competent             Not Applicable

29. I am familiar with and use universal precautions to prevent transmittal of blood-borne diseases
          Most competent
               Competent        Less competent             Not Applicable

30. I make sure that children wash hands after toileting, wiping or blowing their noses, and before and after meals
          Most competent
               Competent        Less competent             Not Applicable

31. I am acquainted with all the primary and secondary evacuation routes within my school setting
          Most competent
               Competent        Less competent             Not Applicable

32. I practice emergency evacuation of the classroom with the children
          Most competent
               Competent        Less competent             Not Applicable

NUTRITION: The next four items relate to nutrition and the children with whom you work.   Most Competent: (I am a role model for other teachers), Competent: (I feel I am on par with my colleagues), Less Competent:  (I am not confident and could use additional resources in order to raise my competence level) and Not Applicable.

33. I know the nutritional needs of the age group with which I work
          Most competent
               Competent        Less competent             Not Applicable

34. I know about any special nutritional requirements for individual children in my classroom
          Most competent
               Competent        Less competent             Not Applicable

35. I inform the families of the children in my classroom about the foods their children are served
          Most competent
               Competent        Less competent             Not Applicable

36. I inform the families of the children in my classroom about eating patterns that I observe
          Most competent
               Competent        Less competent             Not Applicable

37. I make sure mealtimes for the children are learning experiences-nutritional awareness, self-help skills, and language are all strengthened
          Most competent
               Competent        Less competent             Not Applicable


PHYSICAL ENVIRONMENT: The next group of questions requires that you think about the physical environment in which you teach.   Most Competent: (I am a role model for other teachers), Competent: (I feel I am on par with my colleagues), Less Competent:  (I am not confident and could use additional resources in order to raise my competence level) and Not applicable.

38. The indoor classroom environment is arranged so that children can work individually, in small groups, and in large groups
          Most competent
               Competent        Less competent             Not Applicable

39. The classroom arrangement includes six to ten interest/activity centers appropriate for the age group with which I work
          Most competent
               Competent        Less competent             Not Applicable

40. The classroom arrangement allows the children to have direct access to the materials and activities
          Most competent
               Competent        Less competent             Not Applicable

41. The classroom is arranged so that it has positive effects on child behavior (e.g., smooth traffic patterns, the use of dividers between learning centers, the use of furniture or dividers to prevent running)
          Most competent
               Competent        Less competent             Not Applicable

42. There are areas indoor and outdoors where children can be alone if they want to be
          Most competent
               Competent        Less competent             Not Applicable

43. I've set up the classroom to include soft areas (e.g., cushions in the library area and carpeting in the block area)
          Most competent
               Competent        Less competent             Not Applicable

44. I've set up the classroom with sensitivity to the noise level by using sound-absorbing materials (e.g.,window coverings, carpeting, fabric drop ceilings)
          Most competent
               Competent        Less competent             Not Applicable

45. I provide individual areas where children keep their belongings
          Most competent
               Competent        Less competent             Not Applicable

46. The outdoor area includes a variety of surfaces: sand, hard surfaces for wheel-toys, digging areas, and a variety of climbing equipment
          Most competent
               Competent        Less competent             Not Applicable

47. I include a variety of learning center materials outdoors for children (e.g., art materials, dramatic play props, and books)
          Most competent
               Competent        Less competent             Not Applicable

48. I have set up a system to regulate the number of children in each learning center so that no center becomes overcrowded
          Most competent
               Competent        Less competent             Not Applicable

49. I include rebus charts in a variety of ways so that children can be self-directive (a rebus chart is a combination of words and simple pictures that children can "read")
          Most competent
               Competent        Less competent             Not Applicable

50. I use center markers to identify the kinds of activities that go on in each learning center (i.e., pictures, mobiles, wall hangings)
          Most competent
               Competent        Less competent             Not Applicable

51. I provide 1 � play spaces per child (i.e., if there are 15 children in my classroom, there are 23 play spaces from which children can choose)
          Most competent
               Competent        Less competent             Not Applicable

CURRICULUM: This section of questions is the most extensive. It requires you to think critically about your early childhood curriculum.   Most Competent: (I am a role model for other teachers), Competent: (I feel I am on par with my colleagues), Less Competent:  (I am not confident and could use additional resources in order to raise my competence level) and Not Applicable.

52. I follow a written curriculum plan (whether authored by me or someone else) based on current research in early childhood
          Most competent
               Competent        Less competent             Not Applicable

53. I have individual goals written down for all children in my classroom
          Most competent
               Competent        Less competent             Not Applicable

54. I can identify children who may have special learning needs for whom I may need additional assistance and resources (e.g., attention deficit disorder, hearing problem, vision problem)
          Most competent
               Competent        Less competent             Not Applicable

55. I make curriculum modifications for children who may have special learning needs
          Most competent
               Competent        Less competent             Not Applicable

56. I develop individualized education/family plans for children with special education needs
          Most competent
               Competent        Less competent             Not Applicable

57. I follow individualized education/family plans for children in my class who have special education needs
          Most competent
               Competent        Less competent             Not Applicable

58. I have a daily schedule that reflects current research in early childhood education
          Most competent
               Competent        Less competent             Not Applicable

59. The materials in my classroom reflect the diversity of the community in which we live
          Most competent
               Competent        Less competent             Not Applicable

60. Any media equipment (e.g., computers, cameras, video players, tape recorders) included in my classroom or early childhood program is actively used, controlled and accessible to the children (this applies to children 3 years and older).
          Most competent
               Competent        Less competent             Not Applicable

61. The use of media such as films, videos, TV programs and computer software has educational goals
          Most competent
               Competent        Less competent             Not Applicable

62. I actively help children develop skills by discussing and analyzing what they see and hear in the media we use
          Most competent
               Competent        Less competent             Not Applicable

In the following questions, the word "meaningful" is used to insure that the activities are significant to the children in relation to their age and cultural background; the word "relevant" is used to insure that the activities are applicable and purposeful in regard to the children's interests and lives.

63. I am able to locate meaningful and relevant computer software programs for the age group with which I work
          Most competent
               Competent        Less competent             Not Applicable

64. I provide a variety of meaningful large motor activities designed to strengthen physical development for children
          Most competent
               Competent        Less competent             Not Applicable

65. I provide a variety of meaningful and relevant small motor activities designed to strengthen fine motor physical development
          Most competent
               Competent        Less competent             Not Applicable

66. I provide a variety of meaningful and relevant activities that strengthen speaking skills
          Most competent
               Competent        Less competent             Not Applicable

67. I provide a variety of meaningful and relevant activities that strengthen listening skills
          Most competent
               Competent        Less competent             Not Applicable

68. I provide a variety of meaningful and relevant activities that strengthen reading skills
          Most competent
               Competent        Less competent             Not Applicable

69. I provide a variety of meaningful and relevant activities that strengthen writing skills.
          Most competent
               Competent        Less competent             Not Applicable

70. I provide a variety of meaningful and relevant activities that strengthen reasoning skills
          Most competent
               Competent        Less competent             Not Applicable

71. I provide a variety of meaningful and relevant activities that strengthen questioning skills
          Most competent
               Competent        Less competent             Not Applicable

72. I provide a variety of meaningful and relevant activities that strengthen mathematics skills
          Most competent
               Competent        Less competent             Not Applicable

73. I provide a variety of meaningful and relevant activities that strengthen science (discovery) skills
          Most competent
               Competent        Less competent             Not Applicable

74. I provide a variety of meaningful and relevant activities that strengthen creative visual art skills
          Most competent
               Competent        Less competent             Not Applicable

75. I provide a variety of meaningful and relevant activities that strengthen dramatic play skills
          Most competent
               Competent        Less competent             Not Applicable

76. I provide a variety of meaningful and relevant activities that strengthen music skills
          Most competent
               Competent        Less competent             Not Applicable

77. I provide meaningful and relevant opportunities to strengthen social/emotional skills.
          Most competent
               Competent        Less competent             Not Applicable

78. I teach meaningful and relevant health practices throughout the curriculum (e.g., in an investigation of the human body, I include activities about disease prevention)
          Most competent
               Competent        Less competent             Not Applicable

79. I teach meaningful and relevant safety practices throughout the curriculum (e.g., in an investigation of transportation, I include activities about the importance of seat belts, bike helmets, life jackets, etc.)
          Most competent
               Competent        Less competent             Not Applicable

80. I include meaningful and relevant nutrition information in the curriculum (.e.g., in an investigation of gardening, I include activities about the nutritional values of different foods)
          Most competent
               Competent        Less competent             Not Applicable

81. I use an integrated approach in which I connect the various curriculum areas rather than separating them into distinct lessons about math, reading, social studies, etc.
          Most competent
               Competent        Less competent             Not Applicable

82. I plan the curriculum so that children move from knowledge to higher leveling thinking skills of synthesis and evaluation
          Most competent
               Competent        Less competent             Not Applicable

83. I provide more time during the day for children to individually choose activities (from those provided in the classroom) they wish to engage in and I limit the number of teacher-directed activities
          Most competent
               Competent        Less competent             Not Applicable

84. During group activities, I plan and prepare so that children are actively involved in manipulating materials rather than sitting quietly while they look at and listen to me
          Most competent
               Competent        Less competent             Not Applicable

85. I use transitional activities to help children move from one activity to another (e.g., clean-up songs, songs or games to move from indoors to outdoors or vice versa, songs to gather children into a group, games to move children out of a group)
          Most competent
               Competent        Less competent             Not Applicable

86. The transitional activities I use are learning opportunities for the children
          Most competent
               Competent        Less competent             Not Applicable

87. Even though my curriculum is planned, I am flexible and able to make changes based on the children's needs and interests
         
Most competent               Competent        Less competent             Not Applicable

88. Routine times such as mealtimes and hygiene activities are handled smoothly and encourage learning in many skill areas
         
Most competent               Competent        Less competent             Not Applicable

89. I understand and use the concept of constructivist learning in my classroom; that is, children create their individual understanding of knowledge through their experiences and active participation
          Most competent
               Competent        Less competent             Not Applicable

90. I use the Primary Years Programme (PYP)
          Most competent
               Competent        Less competent             Not Applicable

91. understand the theoretical basis of the Primary Years Programme (PYP).
          Most competent
               Competent        Less competent             Not Applicable

ADMINISTRATION: These items deal with your role in administering parts of the school program and/or in working cooperatively with administrators.  Most Competent: (I am a role model for other teachers), Competent: (I feel I am on par with my colleagues), Less Competent:  (I am not confident and could use additional resources in order to raise my competence level) and Not applicable.

92. I meet with the school or program director at least once each year to identify strengths and weaknesses of the program
          Most competent
               Competent        Less competent             Not Applicable

93. After meeting with the director, I develop goals for the year
          Most competent
               Competent        Less competent             Not Applicable

94. I am acquainted with the school's written policies, procedures, and guidelines that may affect my role as a teacher
          Most competent
               Competent        Less competent             Not Applicable

95. I am acquainted with my official job description, salary scales, benefits, policies for resignation and termination, and grievance procedures
          Most competent
               Competent        Less competent             Not Applicable

96. I keep records required by the school and program (e.g., attendance, parent participation, progress reports, etc.)
          Most competent
               Competent        Less competent             Not Applicable

97. I maintain confidentiality about all knowledge regarding children and families
          Most competent
               Competent        Less competent             Not Applicable

98. I treat colleagues with respect, mutual trust, and support
          Most competent
               Competent        Less competent             Not Applicable

99. I respect colleagues' right to confidentiality
          Most competent
               Competent        Less competent             Not Applicable

100. I talk directly to the person with whom I have a problem
          Most competent
               Competent        Less competent             Not Applicable

101. I attend and participate in staff meetings on a regular basis
          Most competent
               Competent        Less competent             Not Applicable

EVALUATION: These items deal with self-evaluation as well as your role in evaluating children's development and learning.   Most Competent: (I am a role model for other teachers), Competent: (I feel I am on par with my colleagues), Less Competent:  (I am not confident and could use additional resources in order to raise my competence level) and Not Applicable.

102. I go through a self-evaluation at least once a year
          Most competent
               Competent        Less competent             Not Applicable

103. I use authentic assessment (i.e., portfolios) to describe children's development and learning
          Most competent
               Competent        Less competent             Not Applicable

104. I use information gathered from authentic assessment as a basis for planning for individual children
          Most competent
               Competent        Less competent             Not Applicable

105. I have a developmental checklist I use to analyze individual children's development and learning
          Most competent
               Competent        Less competent             Not Applicable

PROFESSIONALISM: The next group of items relates to your professional qualifications and professional development.   Most Competent: (I am a role model for other teachers), Competent: (I feel I am on par with my colleagues), Less Competent:  (I am not confident and could use additional resources in order to raise my competence level) and Not Applicable.

106. My educational experiences have prepared me for working with my assigned age group
          Most competent
               Competent        Less competent             Not Applicable

107. When faced with an ethical dilemma I refer to a code of ethical conduct designed for early childhood teachers
          Most competent
               Competent        Less competent             Not Applicable

108. My educational experiences have prepared me for working with adults with different personalities and learning styles
          Most competent
               Competent        Less competent             Not Applicable

109. My educational experiences have prepared me for working with children with different personalities and learning styles
          Most competent
               Competent        Less competent             Not Applicable

110. My educational experiences have prepared me for effectively handling job-related stress
          Most competent
               Competent        Less competent             Not Applicable

111. I routinely engage in professional development activities
          Most competent
               Competent        Less competent             Not Applicable

112.  Please rank the following items from 1 to 6 with 1 being your first choice. Use each number once.
I prefer getting my professional development from:
 

Reviewing professional books and articles                        1          2          3          4          5          6

Interacting with other teachers in my school or region        1          2          3          4          5          6

Attending conferences and workshops                             1          2          3          4          5          6

Surfing the Internet                                                         1          2          3          4          5          6

Enrolling in structured courses                                        1          2          3          4          5          6

Viewing videotapes                                                         1          2          3          4          5          6

 

113.   Other (please explain): If you can think of additional training needs that are not addressed on this survey, please list them below:



 

 



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