Standard+Three+-+Teaching

CRITERIA 3.9

// Teaching staff supervise children primarily by sight. Supervision for short intervals by sound is permissible as long as teachers check frequently on children who are out of sight (e.g. those who can use the toilet independently, who are in the library area, or who are napping.) //

//From Handbook://


 * Supervision Policy ** (NAEYC 3.C.02, 3.C.03, 3.C.04, 3.C.05, IQPPS 9.2)

Before children arrive at school, the preschool teacher will complete the following daily safety checklist indoor and outdoor:  All safety plugs and electric outlets covered, heat/AC, water temperature, and toilets, etc. in working order.  All cleaning supplies/poisons out of children reach and stored properly.  Classroom and materials checked for cleanliness/broken parts, etc. including playground.  Supplies checked - first aid kit, latex gloves, soap, paper towels, etc.  Daily monitoring of environment - spills, sand, etc. Other serious problems reported to head custodian.  Upon arrival, each child is observed by the teacher for signs of illness or injury that could affect the child’s ability to participate in the daily activities.

All staff has the responsibility of supervising students regardless of what grade the student is assigned. Each teacher will be responsible for the discipline of his/her assigned pupils when they are under his/her supervision. Pre-school children will be escorted to the bathroom, lunchroom, office, gym, library, nurse and other special activities when it is necessary.

No child will be left unsupervised indoors or outdoors while attending preschool. Staff will supervise primarily by sight. Supervision for short intervals by sound is permissible as long as teachers check every two to three minutes on children who are out-of-sight (e.g. those who can use the toilet independently, who are in the library area, etc.) (IQPPS 3.9)

CRITERIA 3.13

// Teachers use curriculum in all content and developmental areas as a flexible framework for teaching and to support the development of daily plans and learning experiences. //

// From Handbook: //


 * Curriculum **

Curriculum is a framework for learning opportunities and experiences. It is a process by which learners obtain knowledge and understanding, while developing life skills. It is continually revised and evaluated to make learning fun and exciting. Teaching staff evaluate and change their responses based on individual needs. The curriculum guides teacher’s development and intentional implementation of learning opportunities consistent with the program’s goals and objectives. (IQPPS 2.3) Teaching staff vary their interactions to be sensitive and responsive to differing abilities, temperament, activity levels, and cognitive and social development. Creative Curriculum provides a coherent focus for planning children’s experiences. It allows for adaptations and modifications to ensure access to the curriculum for all children. (IQPPS 2.2) Creative Curriculum guides teachers to integrate assessment information with curriculum goals to support individualized learning. (IQPPS 2.6)

It is the policy of this district that the curriculum content and instructional materials utilized reflect the cultural and racial diversity present in the United States and the variety of careers, roles, and life styles open to women as well as men in our society. One of the objectives of the total curriculum and teaching strategies is to reduce stereotyping and to eliminate bias on the basis of sex, race, ethnic origin, religion, and physical disability. The curriculum should foster respect and appreciation for the cultural diversity found in our country and an awareness of the rights, duties, and responsibilities of each individual as a member of a multicultural nonsexist society. (IQPPS 1.7) The curriculum is implemented in a manner that reflects responsiveness to family home values, beliefs, experiences and language. (IQPPS 2.4)

The Creative Curriculum Model is used by the Mustard Seed Preschool Program to assist our teachers in planning a classroom and outdoor environment. A wide variety of learning materials with curriculum goals in mind are provided so that no matter where the children choose to play, they are learning. The materials are all at the children’s access level in containers or on hooks so children can get them independently and also are able to put the materials away again. Children learn through direct, hands-on experiences with people, objects, events, and ideas. The Mustard Seed Preschool staff understand how children develop and how to scaffold the important areas of learning in the preschool years offer guidance and support. Activities are adapted to meet the developmental level of all the children.

The environment is organized into a variety of interest areas, which might include: blocks, dramatic play, toys and games, art, library, discovery, sand and water, music and movement, cooking, computers and outdoors. These areas support children’s development.

A daily schedule is planned and the teacher arranges the day to best meet the needs of that group of children. A large part of the child’s day is spent in play. This is because preschool children learn best by exploring, experimenting and creatively using their imagination. Through play, children also learn to make choices, learn to share, practice language, express emotions and develop muscles and coordination.

Teaching staff talk frequently with children and listen to children with attention and respect. (IQPPS 1.4)

They:

• Respond to children’s questions and requests;

• Use strategies to communicate effectively and build relationships with every child;

• Engage regularly in meaningful and extended conversations with each child.

Teaching staff support children’s development of friendships and provide opportunities for children to play with and learn from each other. Teaching staff assist children in resolving conflicts by helping them identify feelings, describe problems, and try alternative solutions. (IQPPS 1.5)

The Creative Curriculum is consistent with the Iowa Quality Preschool Program Standards and Guidelines for developmentally appropriate practice. The goals and objectives outlined by Creative Curriculum guide teacher’s ongoing assessment of children’s progress. (IQPPS 2.5) The Creative Curriculum is the leading curriculum model used by early childhood programs. (IQPPS 2.1, 2.2) Teachers use the curriculum in all content and developmental areas as a flexible framework for teaching and to support the development of daily plans and learning experiences. (IQPPS 3.13)