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PROFESSIONAL DEVELOPMENT * 1 HOUR * LEVEL 2

A Director's Guide to Evaluations
Course Menu

Page 9

Evaluation FAQs
Picture
Question:
​How many observations should I do per teacher?
The number of observations you do will depend upon the framework of your evaluation model and the needs of your teachers. Some evaluation models recommend quarterly observations while others have more frequent observations. Do what works best for your center, ultimately, but you should do several throughout the year.

Picture
Question:
​What if I don’t have time for all of these meetings and observations?
​Evaluations are important for teachers and the center itself. It also gives you concrete data about your staff which will assist in things such as training, promotions, staff cuts, and what is actually going on during the day. Simply put, you should make time for this as it is a priority.

Picture
Question:
​My teachers hate evaluations and avoid scheduling meetings with me. How do I fix this?
​Take a long hard look at your evaluation system, your disposition, and the results of your work. Often the issue here is not with the teacher but with one of the previously mentioned things. Get some honest feedback from your staff if you need help fixing these things and strive to make it a positive experience.

Picture
Question:
​How can we get the most out of evaluations?
​Communicate! Keep the lines of communication open, honest, and respectful. Even teachers that you don’t typically see eye to eye with will benefit from communicating about their evaluations. Discussing the observations and having a goal for moving forward will be the most beneficial. 
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  • Child Care Training
    • A-B >
      • 123 Dance with Me
      • A Directors Guide
      • A Teachers Guide to Pinterest
      • A Vaccination Conversation
      • All Aboard: Creating an Inclusive Classroom
      • Art and Sensory Experiences for Infants and Toddlers
      • Art Integration
      • Back to School Transition Tools
      • Basic Sign Language in the Classroom
      • Basic Signs for Babies and Toddlers
      • Beyond the Classroom: Engaging Families
      • Block Play for Infants and Toddlers
      • Bright Minds ​STEM Play for ​Infants and Toddlers
      • Building Community Through Circle Time
    • C-D >
      • Chicka Chicka Boom Boom in the Classroom
      • Child Abuse and Mandated Reporting in Washington
      • Children and Nature
      • Classifying and Sorting
      • Cooking Up Fun
      • Developing Minds and Bodies Tummy Time for Infants
      • Dream Team Successful Teambuilding
    • E-I >
      • Easing Separation Anxiety
      • Executive Function
      • Exploring the Magic of Harry Potter
      • Fantastic Mr. Dahl
      • Guide to Goosebumps
      • Infant and Toddler Temperament
      • Introduction to Planning Activities
    • K-M >
      • Keeping Children Safe and Healthy
      • Managing Your Time
      • Math Exploration
      • Mildred D. Taylor and Cultural Awareness​
      • Mindful Leadership
      • ​Motivating Morale Keeping Staff Around
      • Music and Movement for Infants and Toddlers
      • My Brain Craves Action
    • N-P >
      • Nap Time
      • Operation Military Families
      • Ouch Infant and Toddler Biting
      • Picture This
      • Positive Strategies for Classroom Management
    • R-U >
      • Reinforcement and Redirection
      • Simple Science
      • Spanish in the Early Childhood Classroom
      • Speech and Language Milestones
      • Supporting Families with Special Needs
      • Supporting Self-Esteem
      • Teaching with Tolkien
      • The Child's Developing Brain
      • The Infant and Toddler Classroom
      • The Infant and Toddler Teachers Role
      • The Wonderful Author of Oz
      • Theories of Child Development
      • Understanding Autism
    • V-Z >
      • Where the Wild Things Are
      • Worldwide Art
      • Yoga with Children
  • Need Help
    • About Us
    • Certificates
    • Lesson Plans for Young Learners
    • Terms of Use