Bonny Doon Community Preschool Director-Lead Teacher Evaluation
The purpose of this evaluation is to provide feedback on the job performance of the director-lead teacher at the Bonny Doon Community Preschool. At each evaluation period it is to be completed by each member of the preschool board, the staff and the director-lead teacher themselves. People should respond only to those questions for which they feel qualified to answer based on actual interactions with the director-lead teacher. The evaluation is in two parts. The first pertains to the “director” responsibilities and the second to the “lead teacher”.
The evaluations, save the one from the director-lead teacher, are to be filled out anonymously. They will be read by the board at a closed session and summarized into one evaluation by the board. This summary evaluation will be given to the director during her/his review.
Bonny Doon Community Preschool Director-Lead Teacher Evaluation
Evaluation Key: (Use N/A for specific issues that are Not Applicable to your experiences)
1 = Always / 2 = Frequently / 3 = Some of the Time / 4 = Occasionally / 5 = Never / N/A = Not Applicable
*Please provide comments in the spaces provided.
The Director Establishes a Healthy Organizational Culture:
/ 1 / 2 / 3 / 4 / 5 / N/A1. Creates working conditions that are conducive to providing quality care for young
children
2. Understands, follows and can articulate the center’s philosophy and mission
3. Ensures that school policies, procedures and systems are available, clear and
current for staff and families
4. Is consistent with developmentally appropriate practices, as defined by the NAEYC
5. Treats problems as challenges and opportunities for creativity
6. Creates collegiality and the desire for collaboration among staff and families, and
recognizes family participation and staff accomplishments
7. Models and emphasizes reflection and empathy as much as rules when issues arise
8. Can articulate expectations, norms and professional ethics to staff and families as
information is needed
9. Encourages vision building and innovation from staff and families throughout the
entire program, involving staff and families in decision making when possible
The Director is Available and Supportive:
/ 1 / 2 / 3 / 4 / 5 / N/A1. Keeps everyone informed of whereabouts when not in the office
2. Offers assistance in addressing needs of individual children and families
3. Is available to staff for help in curriculum planning, task management and team building
4. Provides support to staff for documentation and record keeping
5. Supports staff and families to develop healthy working relationships
6. Offers thoughtful listening and problem solving
7. Advocates for staff and families, encourages them to advocate for self
The Director Communicates Well and Demonstrates Community Building:
/ 1 / 2 / 3 / 4 / 5 / N/A1. Actively seeks feedback and makes use of suggestions
2. Creates safety and ease for everyone to express themselves and their ideas
3. Maintains balance in meeting individual and group needs
4. Responds to others and makes all shared information available in a timely manor
5. Models and encourages respect for differences while negotiating conflicts
6. Develops and maintains an inclusive school culture and community
7. Routinely creates meaningful celebrations and events for children, staff and families
The Director Demonstrates Coaching and Mentoring:
/ 1 / 2 / 3 / 4 / 5 / N/A1. Actively develops and fosters leadership in others
2. Involves each staff member in a professional development plan
3. Acts as and provides needed resources for staff and families
4. Creates systems for reflection and peer collaboration
5. Promotes and provides opportunities for teachers to mentor families and each other
COMMENTS:
Establishing a Healthy Organizational Culture
Being Available and Supportive
Communication and Community Building
Coaching and MentoringCommunity Preschool of Bonny Doon Lead Teacher Evaluation
1 - General Work Habits
/ 1 / 2 / 3 / 4 / 5 /N/A
2. Reliable attendance, arrives on time, and finds own sub when possible3. Appropriately maintains and implements health & safety
4. Appropriately maintains and implements our preschools philosophy
5. Is open to new ideas
6. Is flexible with assignments, schedules and preschool events
7. Demonstrates positive leadership skills
8. Responsible in delegating and taking on job duties in a timely manor
9. Looks for ways to improve the program
2 - Professional Development
/ 1 / 2 / 3 / 4 / 5 / N/A1. Sees self as member of a profession
2. Is willing to take risks and make mistakes in order to grow and learn
3. Uses planning time for reflection, self and program examination
4. Makes progress on self defined, short and long term goals
5. Is active in the wider early childhood community
6. Keeps current with developments in the early childhood profession
7. Is articulate about child and childcare advocacy issues
3 - Skills with Children
/ 1 / 2 / 3 / 4 / 5 / N/A1. Values children’s play and promotes it
2. Demonstrates respect for the child’s perspective and feelings
3. Uses appropriate tone and language
4. Acts as appropriate model for children
5. Has meaningful conversations and interactions without entertaining the
children
6. Focuses on process, not product, in curriculum and conflict resolution
7. Anticipates conflicts and redirects appropriately
8. Can articulate the details of learning in children’s play and their
developmental progress
9. Models anti-bias practices and cultural sensitivity
10. Maintains balance in meeting individual & group needs while
consistently reflecting the worth of each child’s independence and
interdependence
11. Limits interventions in problem solving, reinforces pro-social behavior
12. Regularly documents observations of children for portfolios and
curriculum planning
4 - Skills With Families
/ 1 / 2 / 3 / 4 / 5 / N/A1. Builds relationships based on open, 2 way communication
2. Seeks to reflect family life in the classroom
3. Can articulate the details of child developmental in a way that supports
a family's sense of competence
4. Has genuine empathy for each family’s perspectives
5. Creates a sense of partnership with families as a professional ally
6. Is calm, self confident and articulate when challenged
7. Sees and reinforces family as the expert on their child
8. Maintains confidentiality
9. Holds regular conferences and trainings to support family education
5 - Planning Environment and Curriculum / 1 / 2 / 3 / 4 / 5 / N/A
1. Plans the environment with inquiry and discovery in mind
2. Develops curriculum around children’s interests
3. Uses a developmentally appropriate framework for any academic
curriculum
4. Is resourceful and timely in curriculum development and
documentation
5. Documents, analyzes and plans from observations
6. Scaffolds learning with open ended questions, reflections and props
7. Documents evolution of curriculum and learning for children (using
charts, dictation, making books, etc…)
8. Documents evolution of curriculum and learning for the families (using
comment sheets, portfolios, newsletters, bulletin board, etc…)
9. Creates visual evidence of the life and history of all the children and
families in the program
10. Develops an inclusive classroom culture and community
6 - Skills with co-workers / 1 / 2 / 3 / 4 / 5 / N/A
1. Seeks collaboration in developing ideas and understandings
2. Mentors and coaches rather than criticizes when giving direction or
feedback
3. Strives to develop a sense of community among staff
4. Participates in staff discussion and group process in an equitable
manor
5. Practices direct, fair and constructive conflict resolution skills
6. Models and promotes leadership, self-care and self reflection
7. Seeks out and gives positive feedback and peer support
8. Works with a conflict instead of avoiding it
9. Models anti-bias practices and cultural sensitivity
COMMENTS:
1 - General Work Habits
2 - Professional Development
3 - Skills with Children
4 - Skills With Families
5 - Planning Environment and Curriculum
6 - Skills with co-workers
Goals to be achieved (please describe booth the goal(s) and the expected timeframe in which to achieve them):