TY  - BOOK
AU  - Passe,Angèle Sancho
TI  - Evaluating and supporting early childhood teachers
SN  - 9781605543666
PY  - 2015///]
CY  - St. Paul, MN
PB  - Redleaf Press
KW  - Early childhood teachers
KW  - Rating of
KW  - In-service training
KW  - Mentoring in education
N1  - Includes bibliographical references; Machine generated contents note; Why I Wrote This Book --; Who This Book Is For --; How the Book Is Organized --; 1; The Role of the Education Leader --; Defining Evaluation and Support --; Introducing the Guiding Principles for Evaluating and Supporting Teachers --; Assessing Your Current Practices --; Observation: How Well Are Teachers Evaluated and Supported? Sample Form --; Self-Assessment: How Well Are You Evaluating and Supporting Teachers? Sample Form --; Visualizing Your Well-Supported and Well-Evaluated Early Childhood Workplace --; Create a Caring Community of Workers --; Enhance Professional Competence --; Provide Appropriate Direction and Resources --; Assess Professional Skills and Growth --; Facilitate Involvement in the Field of Early Childhood Education --; 2; Creating a Caring Community of Workers --; Creating Good Working Conditions --; Hire with Care --; Pay Fairly --; Set a Predictable Schedule with Reasonable Flexibility --; Create a Physically and Emotionally Safe Environment --; Setting a Common Agenda --; Developing Professional Relationships with Teachers --; Use Data as the Basis of the Relationship --; Put Yourself in the Mind of the Teacher --; Encouraging a Culture of Collaboration --; Communicating Effectively --; Make Expectations Clear --; Find Many Ways to Communicate, and Communicate Often --; Weekly Communication Sample Form --; Listen as Well as Speak --; Welcome Feedback --; Give Feedback and Offer Solutions Thoughtfully --; Give Affirmations --; Modeling Caring and Empathy --; Maintaining Your Caring Community of Workers --; 3; Recognizing Teacher Quality --; Identifying Three Aspects of Quality Teaching --; Acts of Teaching --; Results of Teaching --; Professional Behaviors --; Reviewing the Literature on Teaching Quality --; Resources on Quality Acts of Teaching --; Resources on Quality Results of Teaching --; Resources on Quality Professional Behaviors --; Summary of Resources --; Teaching Quality Checklists --; Checklist for Assessing Quality of Acts of Teaching Sample Form --; Checklist for Assessing Quality of Results of Teaching Sample Form --; Checklist for Assessing Quality of Professional Behaviors Sample Form --; 4; Tools and Techniques for Evaluating Teachers --; Evaluation Tools and Timing --; Gathering Data for 360-Degree Feedback --; Tools for Leader-Gathered Data --; Tools for Teacher-Gathered Data --; Tools to Gather Data from Other Invested Adults --; Family Survey Sample Form --; Coworker Survey Sample Form --; A Comprehensive Model for Teacher Evaluation --; Step 1; Clarify Your Thinking about Teacher Evaluation --; Step 2; Choose or Develop Tools for Gathering Data --; Step 3; Conduct the Evaluation --; Step 4; Analyze the Results --; Step 5; Communicate the Results --; Performance Review Summary and Plan Sample Form --; Step 6; Conduct Follow-Up Reviews --; Addressing Performance Problems --; When to Address a Problem --; How to Address a Problem --; What to Do When Performance Problems Do Not Improve --; Evaluation as Responsibility --; 5; Tools and Techniques for Supporting Teachers --; Supporting Professional Development and Professional Engagement --; Pay Attention to Teachers' Training in Relation to Data --; Educate Yourself on Best Practices --; Show Interest in What Teachers Learn in Training --; Post-Training Survey Sample Form --; Facilitate Teachers' Involvement in Professional Associations --; Nurturing a Reflective Practice --; Coaching --; Resources for Coaching --; Rules for Coaching --; Use Data for Coaching --; The Coaching Protocol: Four Steps --; Create a Coaching Plan --; Coaching Plan Sample Form --; Facilitating Mentoring Relationships between Teachers --; Mentoring Agreement Sample Form --; Counseling --; Empowering Teachers to Support All Learners --; Keeping Morale Positive --; 6; Differentiating Support --; The Early Childhood Education Workforce --; Skill Level --; Stages of Skill Development: Novice, Advanced Beginner, Competent, Expert --; Teachers' Skill Awareness --; Barriers to Skill Development --; Formal Education --; Experience --; Age/Generation --; Individual Dispositions and Learning Styles --; Cultural Differences --; Asking Teachers What They Need --; Find Out What Teachers Need from the Beginning --; Assess Overall Job Satisfaction --; New Teacher Intake Sample Form --; Job Satisfaction Survey Sample Form --; A Need for Differentiated Support --; 7; Making a Plan for Evaluating and Supporting Teachers --; Ready to Plan --; Assess the Situation in Your Setting --; Decide Which Principles Are Most Urgent for You --; Write SMART Goals --; Implement Your Plan --; Evaluate Your Plan --; Taking Small Steps --; Recognizing Evaluation and Support as a Good Time Investment
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