15.4: Supporting Staff Growth Through Evaluation

Staff evaluation is a natural and important part of being an administrator in an early childhood program. One of the administrator’s primary responsibilities is to support staff members as they grow professionally and continue developing their knowledge and skills. Every staff member should be evaluated regularly according to the procedures outlined in the program’s policies and procedures manual.

Staff evaluations are conducted to help both the administrator and the educator reflect on areas of strength as well as areas where growth, improvement, or change may be needed. Evaluation is not intended to punish or criticize employees. Instead, it should be viewed as a supportive process that encourages professional growth, reflective practice, and continuous improvement.

Evaluation also provides valuable information to boards, funding agencies, and program leadership about how employees spend their time and contribute to the program. In many ways, evaluation validates the important work educators do each day with children and families.

The evaluation process often begins during employee selection and hiring. Administrators assess applicants not only for educational qualifications and experience, but also for their ability to work collaboratively with children, families, and other staff members. During this process, administrators must be careful to avoid making assumptions or judgments based on stereotypes or personal biases.

For example, a candidate with an unusual clothing style or different communication style may initially be misunderstood, even though they may work exceptionally well with young children. Effective employee selection should be based on professional behavior, qualifications, experience, and interactions rather than personal assumptions or over generalizations. Administrators should also complete reference checks and required background clearances before employment begins.

Evaluation Processes and Procedures

Ongoing staff evaluation begins as soon as an employee accepts a position within the program. At the beginning of employment, the administrator and new staff member should carefully review the job description together and discuss expectations, responsibilities, and program policies. Adjustments may sometimes be made to fit the needs of the classroom or the individual employee’s role.

Comprehensive evaluation is based on the employee’s job description and established program expectations. Administrators should clearly communicate from the beginning that evaluations are a regular part of professional practice within the program.

Evaluation is especially important for helping new educators become comfortable and successful in their roles. This support is particularly valuable during the first year of employment when educators are adjusting to new responsibilities, classroom environments, and program expectations. New staff members should feel guided, informed, and supported as they continue developing professionally.

Administrators should clearly explain:

• Why the evaluation is being conducted
• When and where the evaluation will occur
• Who will complete the evaluation
• What methods and tools will be used
• How evaluation results will be discussed and documented

Many programs evaluate employees after an initial probationary period, which may range from two or three months to six months or even one year depending on the program structure and policies. If the employee’s work is found to be satisfactory, the administrator and employee can then work together to establish goals for continued professional growth.

Goal setting is often an important part of the evaluation cycle. Employees may be asked to reflect on their work, identify goals, and discuss those goals with the administrator. Together, they determine whether the goals are realistic, meaningful, and achievable within the evaluation period.

The administrator and employee must also decide how evaluation data will be gathered. Programs may use a variety of methods, including:

• Classroom observations
• Family surveys or feedback
• Self-evaluations
• Peer observations
• Documentation of classroom practices
• Child behavior and engagement observations
• Professional portfolios
• Checklists or rating scales

Some programs use standardized checklists or rating scales, especially in larger programs where multiple staff members must be evaluated consistently. Using the same evaluation process and tools for all employees helps promote fairness, equity, and consistency across the program.

The written evaluation goals, objectives, and procedures are often referred to as a work plan. This plan serves as a formative component of staff evaluation and provides a shared guide for professional growth. After the work plan is completed, both the administrator and the employee should keep copies for future reference.

Programs should also schedule follow-up meetings throughout the evaluation cycle. These meetings may occur monthly, at the end of a semester, or at another time frame that fits the program’s structure. Regular communication helps ensure that evaluation remains supportive and collaborative rather than stressful or disconnected from daily practice.

When educators are already performing at a high level, administrators can continue supporting growth by helping them explore new interests, leadership opportunities, or professional development experiences. For example, educators may participate in specialized training, research projects, mentoring opportunities, conference presentations, or grant-funded initiatives.

Administrators should also ensure that educators feel supported as they grow professionally. Providing classroom coverage, adjusting schedules when possible, and encouraging continued learning can help staff members remain engaged and motivated in their roles. When educators feel valued and supported, they are more likely to remain committed to the program rather than seeking opportunities elsewhere.