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Each statement below refers to behaviors or attributes you should demonstrate when interacting with children, families, or colleagues. Some of the competencies are directly observable during your typical workday. Other competencies may be assessed through conversations with your trainer, coach, or administrator. For each of the statements, select your current level of mastery. A similar version of this tool will be used by your trainer, coach, or administrator to guide their observation of your competencies in this content area.

1Emerging

You believe you need more information to understand or incorporate a particular competency into your practice

2Developing

You believe you have an understanding of the competency, and are working to properly apply it your work

3Mastered

You believe you have fully mastered and consistently implement a particular competency

Competency Reflection Notes
I

Direct Observation
1 Share information with families in a respectful and meaningful way. 1 2 3

2 Use family-friendly language when sharing information with families. 1 2 3
3 Use ongoing opportunities to engage in conversations with families. 1 2 3
II

Observation or Conversation
1 Respectful and supportive of all families. 1 2 3

2 Honor and respect family diversity. 1 2 3
3 Examine personal beliefs about families and think about how these beliefs affect work with families. 1 2 3
4 Always welcome families in the classroom. 1 2 3
5 Be aware of and sensitive to families’ needs and circumstances. 1 2 3
6 Demonstrate sensitivity and consideration for families’ experiences, backgrounds, values, and cultures. 1 2 3
7 Think about personal background, values, and culture to help enhance personal sensitivity and appreciation of families’ own backgrounds, values, and experiences. 1 2 3
8 Invite families to share their cultures and experiences in the classroom. 1 2 3
9 Be open-minded when interacting with families. 1 2 3
10 Establish and maintain positive relationships with families. 1 2 3
11 Encourage and support family involvement in the classroom. 1 2 3
12 Provide opportunities for families to participate in routines or events throughout the year. 1 2 3
13 Let families know about available opportunities to be involved in the classroom. 1 2 3
14 Learn about families’ interests and backgrounds in a respectful way. 1 2 3
15 Be sensitive to families’ cultural and language backgrounds when asking questions. 1 2 3
16 Provide several opportunities for families to hear about their children’s development and progress in the program. 1 2 3
17 Strive for effective communication with families. 1 2 3
18 Invite families of children with special needs to share their knowledge and inputs or concerns about their children. 1 2 3
19 Maintain ongoing communication with families of children with special needs. 1 2 3
20 Collaborate with related professionals who may also work with families of children with special needs. 1 2 3
21 Acknowledge family strengths. 1 2 3
22 Acknowledge that families know their children best. 1 2 3
23 Provide opportunities for families to get to know one another and network. 1 2 3
24 Acknowledge that there are many factors that can affect relationships between children and their families. 1 2 3
25 Acknowledge that families are complex systems of individuals. 1 2 3
26 Acknowledge that each family’s needs and preferences are different. 1 2 3
27 Be flexible and creative when working with families facing challenges. 1 2 3
28 Be nonjudgmental when working with families facing challenges. 1 2 3
29 Be aware that each family’s needs are different and that there are no one-size-fits-all solutions to challenges. 1 2 3
30 Acknowledge family strengths when working with families facing challenges. 1 2 3
31 Maintain families’ confidentiality and treat their information with respect. 1 2 3
32 Keep protective factors in mind when providing resources to families. 1 2 3
33 跟教练,教练或管理员当我t is unclear how to handle situations with families. 1 2 3
34 Consider the unique circumstances that affect military families. 1 2 3
35 Provide resources to military families who need support. 1 2 3
36 Plan appropriate supports for children and families before, during, and after deployment. 1 2 3
37 Acknowledge family strengths when working with military families. 1 2 3
38 Be sensitive to children’s needs and emotions and watch for signs of stress in children who come from military families. 1 2 3
39 Help military families identify possible sources of support. 1 2 3
40 Talk to the trainer, coach or administrator if there are questions about how to handle situations with military families. 1 2 3
III

Environmental Evidence
1 Make the classroom a welcoming environment for all families. 1 2 3

2 Include children’s books about families in the classroom. 1 2 3
3 Make resources available to families to help them meet their needs. 1 2 3
Ⅳ

Concluding Reflections

My overall strengths in this area:

I want to strengthen my practice in:

My plans to achieve these goals: