15.3: Creating an Evaluation Plan

As administrators and staff members work together to create an evaluation plan, they must first consider what will be evaluated and why the evaluation is being conducted. A thoughtful evaluation plan helps programs remain organized, intentional, and focused on continuous improvement. Evaluation planning ensures that everyone involved understands the purpose of the process and how information will be collected, reviewed, and used.

Programs must also determine the intended audience for the evaluation plan. Some evaluation information may be shared with families, staff members, board members, funding agencies, accrediting organizations, or the general public. Other information may remain for internal use only and be accessible only to administrators and staff. Because evaluation often includes sensitive information, confidentiality must be carefully considered and clearly addressed within the program’s policy manual.

Ethical responsibilities are also an important part of evaluation planning. Many programs use professional resources such as the National Association for the Education of Young Children Code of Ethical Conduct and its Statement of Commitment to help guide ethical decision-making during the evaluation process. These professional guidelines can help administrators and educators respond appropriately when ethical concerns or dilemmas arise.

When creating an evaluation plan, administrators must carefully consider the amount of data that will be collected. Gathering too much information can become overwhelming and difficult to manage, while collecting too little information may not provide an accurate understanding of program quality. Someone must be responsible for selecting evaluation tools, organizing data collection, analyzing information, and communicating results. In many programs, this responsibility belongs to the administrator, although some programs hire outside consultants or third-party evaluators to assist with the process.

The evaluation plan should include opportunities for participation and collaboration from everyone connected to the program. Staff members should be encouraged to contribute ideas and participate in discussions about classroom practices, program policies, procedures, and areas for improvement. Collaborative evaluation helps build a stronger sense of teamwork and shared responsibility for program quality.

In early childhood education, evaluation plans often focus on three major components:

Component	Purpose of Evaluation
Staff Evaluation	Examines educator performance, professional growth, classroom practices, communication, and interactions with children and families.
Child Evaluation	Assesses children’s growth, development, interests, strengths, and learning needs using developmentally appropriate methods.
Program Evaluation	Reviews the effectiveness of the program as a whole, including policies, curriculum, environments, leadership, family engagement, and overall program quality.

It is also important for programs to evaluate the administrator and leadership team. Leadership evaluations can provide valuable feedback about communication, organization, decision-making, and overall program management.

A strong evaluation plan clearly outlines who will conduct each evaluation, how the evaluation will be completed, when it will occur, and the purpose of the evaluation. Establishing these details ahead of time helps create consistency, professionalism, fairness, and accountability throughout the evaluation process.

Ethical Guidance for Evaluation Planning

Many early childhood programs use the professional guidance provided by the National Association for the Education of Young Children Code of Ethical Conduct and Statement of Commitment when creating evaluation plans and responding to ethical dilemmas. These professional guidelines help administrators and educators make respectful, fair, and responsible decisions during the evaluation process.

NAEYC Code of Ethical Conduct and Evaluation Practices

Ethical Principle	Connection to Evaluation Practices
Respect for Children	Evaluation practices should protect the dignity, well-being, and confidentiality of children. Assessments should support children’s development and avoid inappropriate pressure or comparisons.
Respect for Families	Families should be treated as partners in the evaluation process. Programs should communicate respectfully, include family perspectives when appropriate, and maintain confidentiality.
Respect for Colleagues	Staff evaluations should be conducted fairly, professionally, and respectfully. Feedback should support growth and collaboration rather than fear or punishment.
Confidentiality	Information gathered during evaluations should remain private and only be shared with individuals who have a legitimate need to know.
Honesty and Integrity	Evaluation results should be accurate, objective, and based on professional evidence rather than assumptions or favoritism.
Fairness and Equity	Evaluation procedures should be consistent and equitable for all individuals within the program. Bias and discrimination should be avoided.
Advocacy for Best Practices	Evaluation should support developmentally appropriate, culturally responsive, and high-quality early childhood education practices.
Ethical Decision-Making	Ethical guidelines help administrators and educators make thoughtful decisions when challenges or concerns arise during the evaluation process.

Reference:
National Association for the Education of Young Children. (2011). Code of ethical conduct and statement of commitment. https://www.naeyc.org/resources/position-statements/ethical-conduct

NAEYC Statement of Commitment and Professional Growth

Commitment Area	Connection to Evaluation and Professional Practice
Commitment to Professional Growth	Evaluation should encourage reflective practice, ongoing learning, and continuous professional development for educators and administrators.
Commitment to Collaboration	Administrators, educators, families, and community members should work together to improve program quality and support children’s development.
Commitment to Supportive Leadership	Administrators should create evaluation systems that are supportive, respectful, and focused on helping staff members succeed.
Commitment to Continuous Improvement	Evaluation should be viewed as an ongoing process that helps programs identify strengths, improve practices, and respond to changing needs.
Commitment to High-Quality Care and Education	Evaluation practices should focus on maintaining safe, healthy, engaging, and developmentally appropriate learning environments for children.
Commitment to Respectful Communication	Professional communication during evaluation should remain constructive, collaborative, and solution-focused.
Commitment to Equity and Inclusion	Evaluation systems should respect diverse cultures, languages, family structures, and individual experiences within the program community.
Commitment to Shared Responsibility	Everyone connected to the program plays a role in maintaining quality and participating in improvement efforts.

Reference:
National Association for the Education of Young Children. (2011). Code of ethical conduct and statement of commitment. https://www.naeyc.org/resources/position-statements/ethical-conduct