15.5: The Administrator’s Role in Staff Evaluation

The administrator plays an important role in supporting staff growth and maintaining high-quality practices within an early childhood program. One of the administrator’s responsibilities is to observe, analyze, and evaluate the work of staff members while encouraging the continued development of their strengths and abilities. Evaluation should also help identify areas where additional support, training, or professional growth may be needed.

The primary goal of staff evaluation is to promote growth and improvement rather than focus only on weaknesses or mistakes. Administrators should provide guidance, mentoring, and opportunities for professional development, especially for educators who are continuing to build their classroom skills and experience working with young children.

In some situations, administrators may determine that an employee is not able to successfully meet the expectations of the position even after support and intervention have been provided. If concerns significantly outweigh strengths and improvement is not occurring, termination of employment may become necessary. However, administrators should ensure that staff members are first given clear expectations, guidance, training, and reasonable opportunities for growth whenever appropriate.

Staff members are responsible for helping implement the goals and plans established during the evaluation process. Together, the administrator and educator work to create realistic objectives and strategies for professional improvement.

Some programs use standardized evaluation forms for all educators. While this approach can promote consistency and fairness, it may not always recognize differences in educator experience levels. New educators and experienced educators often have different professional development needs and strengths.

An alternative approach is to use a standard evaluation form that addresses the basic expectations required for all staff members while also incorporating individualized goals and planning for each educator. Programs may adjust support and expectations based on experience levels such as:

• New employees in training
• Staff members employed for six months to one year
• Educators with two to five years of experience
• Experienced educators in leadership or mentoring roles

Many administrators conduct regular classroom observations on a weekly, biweekly, or monthly basis. Informal conferences often follow these observations to provide feedback, encouragement, and opportunities for discussion. Administrators may take notes during the observation or write notes afterward, but these notes should be shared with the educator and used as part of the professional growth process.

Administrators must be careful not to focus only on areas needing improvement. When evaluation discussions become overly critical, educators may feel discouraged, unsupported, or incompetent. Effective evaluation balances constructive feedback with recognition of strengths and accomplishments.

When educators are aware of challenges in their practice and know the administrator recognizes those challenges as well, supportive guidance can help them improve. However, if problematic behaviors or concerns are ignored, educators may mistakenly believe those practices are acceptable. This highlights the importance of ongoing communication and supportive supervision.

Some administrators use video or voice recordings as part of the observation process. Reviewing recordings together can help both the administrator and educator observe the same interactions and reflect on classroom practices more objectively. However, recordings can also feel intimidating for some staff members. In addition, recordings may contain confidential information, so permission must be obtained before recordings are shared or viewed by others.

After observations and assessments have been completed, the administrator and staff member typically meet for a comprehensive evaluation conference. During this meeting, they review progress toward the goals established in the original work plan. Staff members may also complete self-evaluations, either using a structured form or a narrative reflection format selected by the administrator.

At the conclusion of the conference, the administrator and educator work together to develop a new professional growth plan for the next evaluation cycle. This updated work plan should include:

• Professional growth goals
• Areas for continued improvement
• Strengths and accomplishments
• Training or professional development opportunities
• Timelines and expectations for follow-up

The administrator summarizes the evaluation in a written and dated document. Staff members may also add written comments or reflections if desired. Finally, both the administrator and the educator sign the evaluation form and the new work plan to acknowledge their participation in the process and commitment to continued professional growth.

Maintaining a Professional and Supportive Approach

A professional and supportive approach is essential during staff evaluation processes. Evaluation should communicate to each staff member that their role within the program is important and that their work with children and families is valued. When evaluations are conducted thoughtfully and respectfully, educators are more likely to view the process as an opportunity for growth rather than something to fear.

Maintaining professionalism during evaluation conferences can sometimes be challenging in early childhood settings because staff members often work closely together and develop strong personal relationships. In some programs, educators may view the administrator as both a supervisor and a friend. While positive relationships are important, administrators must still maintain professional boundaries and structure during the evaluation process to help ensure fairness, consistency, and objectivity.

Administrators should openly discuss with staff the purpose of evaluation, the importance of professional responsibility, and how evaluation supports program quality and professional development. Helping staff understand the purpose behind evaluation can reduce anxiety and create a more collaborative atmosphere.

It is important to arrange uninterrupted time and a private space for evaluation meetings. Staff members should feel that the conference is important and not rushed or treated as an inconvenience. Careful planning communicates respect for the educator’s work and encourages meaningful reflection and conversation.

Establishing a regular pattern of evaluation conferences can also help administrators navigate difficult conversations more effectively when concerns arise. When evaluation becomes a normal and ongoing part of program operations, staff members are often more comfortable receiving feedback and discussing areas for improvement.

Thoughtful evaluation practices send a strong message that the work of educators is meaningful and professional. Effective evaluations can help staff members recognize their accomplishments, build confidence, and identify future goals for continued development and learning.

The evaluation process should also apply to administrators. In many programs, the board of directors or governing agency is responsible for evaluating the administrator’s performance. In larger organizations or multi site programs, regional supervisors or corporate representatives may conduct administrator evaluations.

Family perspectives may also be included when evaluating administrator performance. Programs sometimes gather feedback through family surveys that focus on areas such as communication, leadership, responsiveness, program quality, and overall satisfaction.

Evaluation of administrators often focuses on broader program quality indicators such as:

• Low staff turnover
• Equitable staff salaries and benefits
• Low rates of staff absenteeism
• Adequate planning and professional development time
• Appropriate classroom equipment and supplies
• Strong communication with families and staff
• Effective program leadership and organization

The administrator’s role is complex and constantly changing. Administrators may spend part of the day developing enrollment policies, supporting educators in classrooms, meeting with funding agencies, communicating with families, handling staffing concerns, or completing operational and licensing responsibilities. In some situations, administrators may even step into classrooms to help maintain ratios or provide additional support.

The complexity of the administrator’s role reflects the highly interconnected nature of early childhood programs. Because administrators balance many responsibilities at once, strong organizational skills, communication abilities, flexibility, and professionalism are essential to maintaining a high-quality program environment.