ATCAA Early Childhood Services Teaching Staff Evaluation Skills Checklist Draft 4.24.12
Employee Name: Job Title:
Supervisor Name:
Date:
For each area indicate if performance does not meet minimum expectations, meets minimum expectations or exceeds minimum expectations. If performance does not meet minimum expectations, please give examples of specific behaviors that are lacking.
Skills Area One: Safe and Healthy Environment Examples of specific behaviors in this area that meet minimum expectations are: / Does not meet expectations(give examples) / Meets expectations
(examples encouraged) / Exceeds expectations
(examples encouraged)
Provides appropriate supervision and interventions to keep children safe; Implements strategies that encourage positive behaviors and reduces challenging behaviors; Follows CCL regulations and Head Start standards, including visual supervision at all times; Maintains a healthy physical environment by following health and safety procedures; Is on time and in the classroom when work shift begins.
Skills Area Two: Classroom Management and Developmentally Appropriate Guidance
Examples of specific behaviors in this area that meet minimum expectations are: / Does not meet expectations
(give examples)
/ Meets expectations
(examples encouraged) / Exceeds expectations
(examples encouraged)
Interacts appropriately with children during physical activities both indoors and out; Bases expectations for behavior on age and developmental level of children; Responds to children’s behavior in ways that encourage self-control; Seeks to find reasons for challenging behaviors and responds with positive guidance techniques; Refers to problem behaviors rather than labeling the child; Uses E-Caregiving approach as outlined in curriculum; Recognizes and responds to children as individuals with their own strengths and needs.
Skills Area Three: Effective Teaching Practices
Examples of specific behaviors in this area that meet minimum expectations are: / Does not meet expectations
(give examples) / Meets expectations
(examples encouraged) / Exceeds expectations
(examples encouraged)
Creates learning goals and activities based on integrating knowledge of each child’s temperament, interests, language, learning approaches, understanding and abilities; Uses various teaching approaches along a continuum from child-initiated exploration to adult-directed activities or modeling; Encourages children’s learning through play; Is familiar with and assists with implementing planned curriculum using best practices according to Agency training and Head Start standards; Is constantly working to improve and enhance his/her own performance through reflective practice.
Skills Area Four: Support for Family Involvement and Creating Respectful Relationships with Families
Examples of specific behaviors in this area that meet minimum expectations are: / Does not meet expectations
(give examples) / Meets expectations
(examples encouraged) / Exceeds expectations
(examples encouraged)
Demonstrates respect for families’ values, strengths and cultures by welcoming their contributions and participation and encouraging children to talk about their families; Collaborates with families to resolve problems and issues; Respects the family as the child’s first teacher; Respects and supports practices that nurture parent involvement in their child’s care and education; Helps families/children who are learning English by providing them with the appropriate support (e.g., props, gestures, translators, etc.) they need to fully participate in the classroom experiences.
Skills Area Five: Teacher interaction with children, parents, and staff.
Examples of specific behaviors in this area that meet minimum expectations are: / Does not meet expectations
(give examples) / Meets expectations
(examples encouraged) / Exceeds expectations
(examples encouraged)
Helps children expand their emergent language and literacy skills by cuing in and responding to non-verbal forms of communication; Uses appropriate tone and language when communicating with children and parents; Fosters teacher-child and child-child communication intentionally by facilitating mutual sharing and authentic exchange of thoughts, ideas and feelings; Is able to communicate and articulate program goals and standards, provides updates to supervisors as appropriate; Builds children’s vocabulary by regularly introducing new and challenging words, discussing them, and infusing them into on-going activities; Respects confidentiality of co-workers, parents and others; Written communication is clear and appropriate; Follows established communications chain of command.
ATCAA ECS Staff evaluation attachment p. 1