Independence.
Children are able to choose their own work, become engaged, construct their knowledge and complete it to their satisfaction. Guidance is given and children are able to seek help when necessary.
Confidence and Competence.
The children upon observation, reflection, and/or discussion, should be capable of correcting their own work. They should be able to manage the various materials with a clear sense of purpose, leading them to further understanding.
Intrinsic Motivation.
Children are able to work for the pleasure of doing so, without rewards or fear. Children routinely demonstrate newly achieved competencies to one another.
Ability to Handle External Authority.
Children should be able to manage the classroom rules that have been established. They should demonstrate a level of discipline with or without the direction and correction of an adult.
Social Responsibility/Leadership.
Children demonstrate social responsibility and leadership skills, such as empathy, communication, initiative and resiliency.
Academic Preparation.
Children are acquiring academic skills appropriate to their age and stage, their interests, their abilities, potential and achieving individualized success.
Global Awareness.
The children are encouraged to develop qualities of citizenship and stewardship through an understanding and respect for cultural diversity and environmental awareness.
Respect.
There are opportunities to develop and practice qualities of peace and conflict resolution in their interactions with others.
Recordkeeping of Children’s Progress.
The teacher shows an understanding of children’s progress and keeps clear and adequate records, as a continuous form of assessment.
Approachability.
The children approach the teacher with ease and confidence, reflecting a personal connection and a sense of security.
Role Modeling.
The teacher reflects the essential qualities of respect, order, enjoyment and engagement.
Spontaneity and Joy.
The teacher nourishes and encourages spontaneity and expressions of the joy of learning.