Learning Experiences – Classroom learning experiences must be evaluated for the same reasons as the curriculum, but must be particularly assessed by teachers on an ongoing basis by observing the experiences as they are happening and after their occurrence, by noting any effects the experiences had on the classroom environment, by observing the behaviors of the children during the experiences, and by simply noticing whether learning took place. 

Remember      Before – Will the experience be:          
Right                 Does match up with the levels and needs of my community of learners?
Reasonable     Is it “doable” for my community?  Is it practical?
Real                   Are the children going to be moving, active, and hands-on?
Relatable         Is it interesting and familiar to the children? Is if relevant to them,                              their needs, to their families? Is there new learning to be made from it?
Repeatable      Can the children practice the skills learned in it over and over and over?
Relaxing           Can it be offered in a safe, organized way?
Recreational   Is it fun?
Riggable           Can it be modified easily if it doesn’t work?

And                    After – Was the experience:                                                           Righteous        Was there Primary, Secondary, and/or Spontaneous Learning?

 

Staff Performance

Just like assessment of child progress, we need to keep in mind that assessment of Staff Performance is about the WORK, NOT THE STAFF MEMBER!

Individual Staff Performance Assessment/evaluation should happen annually and whatever form is used should match exactly with the written job performance given to each staff person at the time of employment, so that assessor and staff person have a clear, concise, and agreed-upon picture of performance expectations.

To complete an accurate and fair Staff Performance Assessment, assessors really must visit all areas of a campus, including every classroom, all outdoor play areas, enrichment class spaces, and kitchen and bathroom facilities, on a continuing basis to assure compliance with licensing and accreditation standards.  They must be knowledgeable about every aspect of a program and must accept full responsibility for program management and quality.

Do the OCDRP – The procedure for Staff Performance Assessment is similar to the Child Progress Assessment in that the assessor needs to Observe, Collaborate with the person being assessed, and Document. Referral might be used to find training for an individual with observed and documented needs and a Strength Plan is necessary for those individuals as well, so needs can be made into strengths, training can be provided, opportunities for performance improvements can be made, and either excellence can be achieved or employment can be curtailed.

Next Blog: Assessment of a Total Program