1. Chapter 15 Evaluating Center Components ©2013 Cengage Learning. All Rights Reserved.

2. Chapter Objectives Explain the purpose of evaluation. Describe the director’s role in evaluation. Describe how the center, the staff, and the director may be evaluated. List several methods of assessing children’s progress. List criteria for selecting an assessment tool. ©2013 Cengage Learning. All Rights Reserved.

3. Purpose of Evaluation Purpose of evaluation is to: –Measure center’s program and services –Determine staff’s effectiveness –Assess children’s progress –Determine the progress toward the goals of the center –To determine the efficiency of time, costs, and energy –To have a solid basis for future planning ©2013 Cengage Learning. All Rights Reserved.

4. Staff Evaluation Ongoing evaluation should begin when staff members are hired Goals for the center and individual classrooms should be shared Staff should be made aware of the evaluation process ©2013 Cengage Learning. All Rights Reserved.

5. Director’s Role Director’s role is to: –Observe and analyze work of staff person –Encourage the development of that person’s strengths and discourage weaknesses –Promote growth rather than to provide total on-the- job training –Observations, video taping –Develop a work plan for teacher improvement ©2013 Cengage Learning. All Rights Reserved.

6. Discussion Question 1.How can a director with limited resources provide motivation for the staff to reach their potential? ©2013 Cengage Learning. All Rights Reserved.

7. Staff Evaluation Assessments are gathered about the children and information is gathered. Evaluation is the process of making judgments about a program or techniques. ©2013 Cengage Learning. All Rights Reserved.

8. Child Evaluation / Assessment Assessment –Process of gathering information about children in order to make educational decisions Evaluation –Process of making judgments about the merits, value, or worth of educational programs, projects, materials, or techniques ©2013 Cengage Learning. All Rights Reserved.

9. Child Assessment Methods Appropriate materials of assessing children –Developmental appropriateness of methods –Cultural and linguistic responsiveness of the methods –Connection of the methods to children’s daily activities –Support of the methods by professional development –Inclusion of families –Connection of the methods to specific, beneficial purposes ©2013 Cengage Learning. All Rights Reserved.

10. Child Assessment Ethics Assessment Ethics –We shall do no harm to children is most important principles (NAEYC) –Will not put children in stressful situations –Results help in enabling families, teachers, and other professionals to plan for child’s continued growth –Assessments will not detract from other important opportunities for children (i.e., art, physical activity) ©2013 Cengage Learning. All Rights Reserved.

11. Assessment Tools Assessment tools –Teacher observations –Checklists –Rating scales –Portfolios –Reports from other professionals –Standardized tests Assessments should not drive curriculum ©2013 Cengage Learning. All Rights Reserved.

12. Teacher Observations Running records Anecdotal records Notes recorded on file cards or in logbook Teacher notes –Changes in developmental levels –Social/emotional changes –milestones ©2013 Cengage Learning. All Rights Reserved.

13. Checklists Checklist that names behaviors toward which center objectives are aimed –Teacher checks whether or not the child exhibits the listed behavior ©2013 Cengage Learning. All Rights Reserved.

14. Rating Scales Rating scales lists behaviors aimed at center’s objectives and teacher rates on a scale as to where she believes the child is operating. ©2013 Cengage Learning. All Rights Reserved.

15. Discussion Questions 1.What are the advantages and disadvantages of using a checklist to assess young children? 2.What are the advantages and disadvantages of using a rating scale in assessing young children? 3.What about staff assessment? ©2013 Cengage Learning. All Rights Reserved.

16. Portfolios Provides valuable information about each child –Teachers anecdotal records –Notes on plans for that child –Progress reports –Reports from previous teachers, agencies, or consultants who have worked with the child –Photos, videos, and audio tapes –Child’s work sampling ©2013 Cengage Learning. All Rights Reserved.

17. Sharing Information Teacher-director conferences Agency contacts Parent-teacher conferences ©2013 Cengage Learning. All Rights Reserved.

18. Total Program Evaluation Directors must evaluate the needs and goals of entire program –Early Childhood Environment Rating Scale (ECERS) –Preschool Administration Scale (PAS) –Early Language & Literacy Classroom Observation (ELLCO) –Cultural Competency Agency Self- Assessment Instrument (Child Welfare League of America) ©2013 Cengage Learning. All Rights Reserved.

19. Accreditation Accreditation programs –National Accreditation Commission for Early Care & Education Programs (NAC / National Association for Child Care Professionals) –NAEYC Accreditation –NCCA Accreditation (National Child Care Association) Three-step process –Self-study –Self-assessment –External review process ©2013 Cengage Learning. All Rights Reserved.

20. Chapter Summary An evaluation plan is an essential component of the total program –Staff –Center –Children Accreditation is form of evaluation Evaluation is an ongoing process and is directly related to maintaining and improving goals of the center ©2013 Cengage Learning. All Rights Reserved.