Visual Inventory of Practice (Copy)

The Inventory of Practices for Promoting Social-Emotional Competence is designed to be used by individuals and/or teams to identify training needs and plan a course of action to address those needs related to four general areas: (a) building positive relationships, (b) creating supportive environments, (c) socialemotional teaching strategies, and (d) individualized intensive interventions. The Inventory encourages individual self-reflection, opportunities for teaming between classroom teachers, mentor coaches, supervisors, site directors, and other administrators, and promotes effective practices for direct service staff.

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Modules

Skills

Module 1A: Nurturing and Responsive Social Relationships

Indicators & Exemplars

a. Considers personal beliefs regarding the acceptability and unacceptability of specific types of child behavior

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b. Considers personal beliefs regarding the causes of specific types of unacceptable child behavior

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c. Acknowledges contrasting or conflicting beliefs held by others regarding acceptable and unacceptable types of child behavior

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Indicators

Exemplar

a. Understands the relationship between children’s social-emotional development and challenging behaviors

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b. Understands that children’s challenging behaviors are conveying some type of message

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c. Understands there are many things that can be done to prevent challenging behaviors

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d. Identifies what behaviors “push my buttons”

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e. Understands “flipping the lid” and how that impacts both children and teacher behavior

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f. Practices reframing to help develop strategies for engaging with children when behaviors “push my buttons”

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g. Works together with a team to problem solve around issues related to challenging behaviors

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Indicators

Exemplar

a. Establishes a warm and collaborative relationship with each child’s family

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b. Informal communication with families occurs on a regular basis (at drop off/pick up, during parent visits)

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c. Uses a variety of strategies for building relationships with all families

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d. Teacher has a system for regular communication with families that includes celebrations of the child’s accomplishments

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e. Creates a communication system with families that is bi-directional, offering families a way to share information about the family or child with the teacher

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f. Offers periodic communication to the families from the school/program or teacher (newsletter, open house, parent conferences)

g. Provides formal opportunities for families to visit the classroom

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h. Includes the culture of the family in the classroom (family photos on bulletin board, my family book, activities, language, materials)

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i. Provides directions or instructions to other team members about how to work within the classroom

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j. Staff have time to meet together for support and planning

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k. All staff contribute ideas for classroom planning

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l. Staff acknowledge one another’s efforts throughout the day

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Indicators

Exemplar

a. Greets children on arrival; calls them by name

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b. Communicates with children at eye level

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c. Verbally interacts with individual children during routines and activities

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d. Participates in children’s play when appropriate

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e. Shows respect, consideration, warmth to all children

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f. Speaks calmly to children

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g. Uses a variety of strategies for building relationships with all children

h. Promotes child’s understanding of self and relationship to others (likes/dislikes, characteristics, similarities/differences)

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i. Attends to children in positive ways when they are engaging in appropriate behavior (not giving attention only when a child has challenging behavior)

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j. Creates a classroom that is a place that children and families like to be (i.e., feel comfortable, welcome, and safe)

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k. Considers a child’s temperament when getting to know and understand the child

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Visual Inventory of Practice (Copy)

Module 1A: Nurturing and Responsive Social Relationships

Module 1b: High-Quality Supportive Environments

Module 2: Targeted Social-Emotional Supports

Module 3: Individualized Intensive Interventions