Whether you are child care administrator, director or a supervisor of student teachers; it is likely you will being evaluating caregivers. The evaluation of staff serves many purposes. In addition to a tool used for promotion and dismissal, staff evaluations can be valuable sources of feed-back and tools used for professional growth. Used properly, checklists and performance appraisals can help promote open communication between the daycare staff and administration and clarify expectations.
Many directors will often give new providers a copy of the evaluation so that they know what the work expectations are and can measure their own progress. It is helpful to establish a set guideline for when evaluation will occur. Some programs will schedule staff evaluations at the end of a probationary period and then annually after that. It is helpful to ask the staff member to complete the form first, thereby allowing your ratings to show areas of agreement or discrepancy.
Sample Evaluation Tool
F = Frequently
O = Occasionally
N = Never
| General Work Habits |
F |
O |
R |
| Arrives on time |
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| Reliable in attendance |
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| Responsible in job duties |
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| Alert in health and safety matters |
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| Flexible with assignments and schedule |
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| Maintains a positive attitude |
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| Gives ample notice for absence |
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| Remains calm in tense situations |
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| Interaction with Children |
F |
O |
R |
| Friendly, warm and affectionate |
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| Eye to eye interaction |
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| Uses modulated, appropriate voice |
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| Shows respect for individuals |
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| Is aware of developmental levels |
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| Encourages independence and self-help |
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| Avoids sterotyping and labeling |
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| Reinforces positive behavior |
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| Uses positive discipline techniques |
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| Regularly records observations of children |
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| Classroom Managment |
F |
O |
R |
| Creates an inviting learning environment |
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| Maintains a safe environment |
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| Provides age appropriate activities |
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| Develops goals from observations |
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| Facilitates growth in all areas of development |
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| Serves as an appropriate role model |
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| Anticipates problems and redirects behavior |
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| Is flexible, responsive to children's needs |
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| Is prepared for the day's activities |
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| Handles transistions well |
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| Working With Parents |
F |
O |
R |
| Available and approachable with parents |
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| Listens and responds well to parents |
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| Is tactful with negative information |
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| Shows respect for those from diverse backgrounds |
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| Maintains confidentiality |
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| Seeks a partnership with parents |
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| Regularly shares information about the child's progress |
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| Involves parents in center activities and events |
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| Working With Co-workers |
F |
O |
R |
| Is friendly and respectful |
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| Strives to assume a fair share of work |
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| Shares ideas and materials |
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| Communicates directly, avoids gossip |
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| Approaches criticism with learning attitude |
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| Looks for ways to be helpful |
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| Solves conflict independently |
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| Professionalism and Growth |
F |
O |
R |
| Takes job seriously, seeks skill improvment |
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| Participates in workshops, classes |
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| Sets goals for personal growth |
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| Behaves in an ethical manner |
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| Evaluation Category |
Examples of Behavior |
| General Work Habits |
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| Working With Children |
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| Classroom Management |
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| Working With Parents |
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| Working With Co-workers |
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| Professionalism and Growth |
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