Sie sind auf Seite 1von 6
Wisconsin Assistant Child Care Teacher Certificate Program Checklist for Assessment The intent of the Wisconsin Assistant

Wisconsin Assistant Child Care Teacher Certificate Program Checklist for Assessment

The intent of the Wisconsin Assistant Child Care Teacher (ACCT )Certificate Program is to recognize a student's mastery of employability skills valued by employers, to help students explore their career interests, and to provide a state credential of student mastery. This program allows:

 

students and workers to document their assistant child care teacher skills

employers to assess the skills they are looking for in quality employees

educators to customize instruction to help students to acquire skills that assistant child care teachers require

Areas Completed

 

Assistant Child Care Teacher Competencies

Investigate the necessity for and purpose of quality group care for young children

Illustrate factors that affect space organization such as program goals, group size, licensing rules,

etc. Discriminate among the varying stages of child development

Analyze techniques of positive guidance for interacting with young children

Select developmentally appropriate activities, equipment, and materials for children

Explore career advancement opportunities within child care services

Apply the USDA dietary guidelines for children and infants

Identify center responsibilities related to health and safety of children

Identify modifications needed for children with special needs

Student complete 10 hours of volunteer experience in a licensed child care facility.

 

STUDENT INFORMATION

 

Student/Employee Name

Supervising Teacher

 

Supervising Teacher’s Email

   Daniella Charbonneau

  Jill Lewinski  

 

    jlewinski@nfdlschools.org 

School District

School Name and Address: (Street, City, State, and Zip)

   North Fond du Lac  

   325 McKinley St, North Fond du Lac, WI 54935  

School Telephone Area/No.

School Fax Area/No.

 

     (920)-929-3740

Workplace Mentor

Mentor’s E-Mail Address

 

Mentor’s Phone

    Ginnie Harney

    GHARNEY@nfdlschools.org

 

Student’s Position

Start Date

     Teachers Assistant

   3-10-16  

Work-Based Learning Site (Employer name, street address, city, state, zip code) Early Learning Center

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. 08/11

 

Directions for Evaluator or Employer

 

Thank you for your help in mentoring an entry-level employee at the beginning of their work experiences to become a more effective future employee. Please use the certificate program assessment to rate the employee based on the 3- 2-1 scale. Select the appropriate work experience environment code or codes to show where the student has demonstrated the skills or attitudes. Be sure to provide as much feedback as possible to the student under comments. If you cannot assess the employee on some of the items due to lack of access to practice or opportunity to observe the skill, please rank the student at a 1 level and provide ways for the student to gain this experience in the goal section after the category.

School: Please review this Assistant Child Care Teacher Certificate Program Assessment with the participating employee and ensure that s/he understands the items to be assessed. Between the employer, community based partner, or the school, all items must be rated.

Certification: In order to receive a State Certificate in Assistant Child Care Teacher, the employee skill rating must be at least 18 points, with a minimum of a “2” rating for each assessed skill standard.

Rating Scale:

Code:

  • 3 Exceeds Expectations: Exceeds entry-level criteria; requires minimal supervision; consistently displays this behavior

  • 2 Meets Expectations: Meets entry-level criteria; requires some supervision; often displays this behavior

  • 1 Working to Meet Expectations: Needs improvement; requires much assistance and supervision; rarely displays behavior

Work Experience Environment

SB School Based (Supervising Teacher) WB Work Based (Workplace Mentor)

CB

Based

Community Based or Service Agency

Directions for Evaluator or Employer Thank you for your help in mentoring an entry-level employee at

Assistant Child Care Teacher Skills

Rating

Environment

Directions for Evaluator or Employer Thank you for your help in mentoring an entry-level employee at

Introduction to Child Care

1. Investigate the necessity for and purpose of quality group care for young children

Choose one here:

☐ 3

☐ 2

☐ 1

Students demonstrate their competence when they:

Identify trends that impact child care

Differentiate among the various types of quality child care programs

Point out the historical contributions that have influenced how child care services are currently provided

Choose one or more here:

☐ WB

☐ SB

☐ CB

Job Specific Examples:

     Children were seen as “savages” and that they didn’t need to be shown affection, but now we know that their physical well-beings need to be supported. By supporting a child and showing them affection the child will feel more secure both physically and mentally. Nurturing and showing them affection also allows children to become more social by interacting with others outside of their home. By treating a child and showing them that you care about them allows them to become an individual.

Comments:      
Comments:
     

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. 08/11

Goals:      
Goals:
     

Center Environment

  • 2. Illustrate factors that affect space organization such as program goals, group size,

licensing rules, etc.

Students demonstrate their competence when they:

Describe the safety of physical space of a child care center

Describe the impact of licensing has on center space

Discuss the room arrangement for each of the classroom areas

Job Specific Examples:

Choose one here:

☐ 3

☐ 2

☐ 1

Choose one or more here:

☐ WB

☐ SB

☐ CB

  In the classroom or playroom, door handles should be lowered for an easier exit. Also in the classroom/playroom each child should have a rectangular 35 square foot area, and every outlet in reach of a child should be covered. The door to the classroom/playroom should only open one way so children don’t get hit in the face by the door. For outdoor areas usually the requirement is 75 to 200 square feet per child. And for the child’s safety, there is a requirement that there should be a certain amount of wood chips to be placed on the ground.

Comments:

     

Goals:

     

Children

 

3. Discriminate among the varying stages of child development

Choose one here:

Students demonstrate their competence when they:

☐ 3

☐ 2

☐ 1

 

Identify developmentally appropriate practice for each age

Choose one or more

Differentiate among physical, intellectual, social, emotional, and moral

here:

development

☐ WB

☐ SB

☐ CB

Job Specific Examples: Daps will change on the developmental milestones of the child. NAEYC is a reliable place to find out the ages and stages of a child. DAP is hands on, uses all senses, and there are no winners or losers. Children explore and predict through hands on props and activities. The basic of NAEYC is to teach children using DAP guidelines; three theories of development are: behaviorist- give reinforcements, maturationist-child can’t learn until he is old enough, and constructivist-children learn through interacting with the environment.

Comments:

 
 

Goals:

Guiding Children

 

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. 08/11

4.

Analyze techniques of positive guidance for interacting with young

Choose one here:

 

children

☐ 3

☐ 2

☐ 1

Students demonstrate their competence when they:

Choose one or more

 

Identify appropriate behavioral limits for a child based on the

here:

developmentally appropriate practice

☐ WB

☐ SB

☐ CB

Cite resources for positive guidance when caring for children

 

Cite state licensing rules related to guiding children

Identify strategies for handling behavioral issues

Job Specific Examples: The lack of affection and nurturance a child gets is a big reason why children lash out on others. You need to guide the child by using positive manners or otherwise it’s just going to be worse. You can visit this website http://www.naeyc.org/tyc/article/planning-for-positive-guidance to learn how to guide a child by using positive manners. To find out state licensing rules relating to guiding children click on this link and you will find how to guide a child on page 66, http://www.dcf.wisconsin.gov/childcare/licensed/CommManuals/GCC/dcf_p_pfs4024.pdf .

An example of how to use positive guidance is by removing the child from the situation in a non-humiliating way. You could also redirect the child, by having them do a different activity.

 

Comments:

 
 

Goals:

 

Activities Curriculum

 

5.

Select developmentally appropriate activities, equipment, and

Choose one here:

 

materials for children

☐ 3

☐ 2

☐ 1

 

Students demonstrate their competence when they:

Choose one or more

Include a learning objective

here:

Include materials needed

☐ WB

☐ SB

☐ CB

Are developmentally appropriate for the age

 

Are referenced appropriately

Job Specific Examples: Historically there have been multiple influences on early development of learning. Developmentally appropriate practices include: choosing learning activities that are appropriate for a child’s emotional, social, physical, and mental development. There are predictable developmental milestones that I have observed in the classroom.

 

Comments:

 
 

Goals:

 

Professional Development

 

6.

Explore career advancement opportunities within child care services

Choose one here:

 

Students demonstrate their competence when they:

☐ 3

☐ 2

☐ 1

 

Identify the roles and functions of individuals engaged in early childhood, education, and services

Choose one or more here:

Analyze opportunities for employment

☐ WB

☐ SB

☐ CB

Summarize education and training requirements and opportunities for

 

career paths in child care services Explain the role of professional organizations in education and early

childhood

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. 08/11

Job Specific Examples: Approved Training is training awarded a specific tier as approved by The Registry
Job Specific Examples: Approved Training is training awarded a specific tier as approved by The
Registry and taught by a Registry approved trainer. 2 Montessori Credential accredited by MACTE only.
Other out-of-state Credentials submitted will be evaluated on an individual basis. 3 Must be taken in the
role of Mentor. 4 Equivalent is the 9-12 credit technical diploma from Northeast Wisconsin Technical
College. 5Each individual Registry Credential eligible for Level 9 is comprised of 4 specific courses (12
total credits) per Credential. 6 Each individual Registry Credential eligible for Level 10 is comprised of 6
specific courses (18 total credits) per Credential. 7One-year diploma comprised of specific coursework
from WTCS totaling 24 or more credits. Other out-of-state Credentials submitted will be evaluated on an
individual basis. 8DPI licenses recognized are for Professional Educator license type. Substitute teacher
and/or instructional aide are not eligible. 9 Credits calculated as semester credit.
     
Comments:
     
Goals:
     

Food and Nutrition

 

7.

Apply the USDA dietary guidelines for children and infants

Choose one here:

Students demonstrate their competence when they:

☐ 3

☐ 2

☐ 1

Identify the nutritional needs of children

Choose one or more

Describe safety modifications of food choices for children of different ages

here:

and abilities

☐ WB

☐ SB

☐ CB

Explain modifications for children with special dietary needs and restrictions

 

Explain procedures for food safety, storage, preparation and handling

Job Specific Examples: USDA recently revised the CACFP meal patterns to ensure children and adults have access to healthy, balanced meals throughout the day. Under the new child and adult meal patterns, meals served will include a greater variety of vegetables and fruit, more whole grains, and less added sugar and saturated fat. The changes made to the meal patterns are based on the Dietary Guidelines for Americans, scientific recommendations from the National Academy of Medicine, and stakeholder input. CACFP centers and day care homes must comply with the new meal patterns by October 1, 2017.

Comments:

 
 

Goals:

 
 

Health and Safety

 

8.

Identify center responsibilities related to health and safety of children

Choose one here:

 

Students demonstrate their competence when they:

☐ 3

☐ 2

☐ 1

 

Relate the WI licensing rules and regulations

 

Identify first aid, emergency, sanitary and routine care procedures

Choose one or more here:

Obtain SIDS training

☐ WB

☐ SB

☐ CB

Obtain the Shaken Baby Syndrome certification

 

Obtain Child Abuse prevention training

Job Specific Examples: Age of Children Minimum Number of Child Care Workers to Children, Maximum Number of Children in a Group:

 

Birth to 2 Years 1:4 8 2 years to 2½ Years 1:6 12

 

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. 08/11

2½ Years to 3 Years 1:8 16

 
  • 3 Years to 4 Years 1:10 20

  • 4 Years to 5 Years 1:13 24

  • 5 Years to 6 Years 1:17 34

  • 6 Years and Over 1:18 36 (c) When 8 or fewer children are present in a center, there shall be a second adult available.

 
 

Comments:

 
 

Goals:

Special Needs

 

9.

Identify modifications needed for children with special needs

Choose one here:

Students demonstrate their competence when they:

☐ 3

☐ 2

☐ 1

 

Explain the need for inclusive programming

 

Identify specific modifications for special needs children

Choose one or more here:

 

☐ WB

☐ SB

☐ CB

Job Specific Examples: Accommodations are changes in how a student accesses information and demonstrates learning. Accommodations include presentation of a lesson, instructional strategies, student response format and procedures, time/scheduling, environment, equipment, and assignment structure- paper/pencil work. Modifications are changes in what a student is expected to learn. Modifications are made to provide a student with opportunities to participate productively along with other students in classroom and school learning experiences. Modifications include changes in: instructional level, content/curriculum, performance criteria, and assignment structure-paper/pencil work.

Comments:

 
 

Goals:

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. 08/11