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Chapter 14

Chapter 14. Evaluating Center Components. 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

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Chapter 14

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  1. Chapter 14 Evaluating Center Components

  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

  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

  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

  5. Director’s Role Discussion Question How can a director with limited resources provide motivation for the staff to reach their potential? 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

  6. Staff Evaluation (continued) Assessments are gathered about the children and information is gathered Evaluation is the process of making judgments about a program or techniques

  7. 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

  8. 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

  9. 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)

  10. Assessment Tools Assessment tools • Teacher observations • Checklists • Rating scales • Portfolios • Reports from other professionals • Standardized tests Assessments should not drive curriculum

  11. Teacher Observations Running records Anecdotal records Notes recorded on file cards or in logbook Teacher notes • Changes in developmental levels • Social/emotional changes • milestones

  12. Checklists Discussion Question What are the advantages and disadvantages of using a checklist to assess young children? Checklist that names behaviors toward which center objectives are aimed • Teacher checks whether or not the child exhibits the listed behavior

  13. Rating Scales Discussion Questions • What are the advantages and disadvantages of using a rating scale in assessing young children? • What about staff assessment? Rating scales lists behaviors aimed at center’s objectives and teacher rates on a scale as to where she believes the child is operating

  14. 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

  15. Sharing Information Teacher-director conferences Agency contacts Parent-teacher conferences

  16. NAEYC Position Statement • http://www.naeyc.org/files/naeyc/file/positions/StandCurrAss.pdf • Evaluation of children.

  17. 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)

  18. 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) 3-step process • Self-study • Self-assessment • External review process

  19. NAEYC Link • http://www.naeyc.org/accreditation • http://www.naeyc.org/accreditation

  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

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