MU Child Development Laboratory: Staff Evaluation

Department of Human Development and Family Studies

	CDL Parents
	CDL Personnel
	MU Students
	MU Instructors
	MU Researchers

	BLUE DOOR Infant/Toddler About Blue Door

	GREEN DOOR Preschool About Green Door
	YELLOW DOOR Preschool About Yellow Door
	RED DOOR Preschool About Red Door-PS

	RED DOOR School Age About Red Door-SA

Staff Evaluation

Name of Staff Member Evaluated:

Evaluator Name:

Evaluation Date:

Evaluation Due:

Evaluation Purpose:

	Poor	Below Avg.	Avg.	Good	Very Good
Program Development and Instructional Competence
Makes Provisions for Individual Needs:	1	2	3	4	5
Offers All Children Opportunities for Success:	1	2	3	4	5
Provides Appropriate Activities for Cognitive, Language, Emotional, Social, Creative and Physical Development:	1	2	3	4	5
Is Well-Prepared on Daily Basis:	1	2	3	4	5
Incorporates Variety of Media in Instructional Materials:	1	2	3	4	5
Plans Interesting Activities Based on Children's Interests:	1	2	3	4	5
Uses Evaluative Measures to Determine Instructional Effectiveness:	1	2	3	4	5
Teacher-Child Interaction
Consistently Gets Down on Child's Level:	1	2	3	4	5
Encourages Exploration/Creativity in Children:	1	2	3	4	5
Initiates Interaction/Encourages Children's Participation:	1	2	3	4	5
Meets Spontaneous Children's Demands:	1	2	3	4	5
Listens Encouragingly/Attentively to Child's Responses and Questions:	1	2	3	4	5
Uses Appropriate Language and Children's Names:	1	2	3	4	5
Caregiver Skills
Monitors Children's General Comfort/Health:	1	2	3	4	5
Creates Positive Social Mood/Interaction During Meals:	1	2	3	4	5
Encourages Children's Self-Help Skills/Social Manners During Eating Times:	1	2	3	4	5
Alert to Symptoms of Illness/Notifies Parent(s):	1	2	3	4	5
Follows CDL Health Policies:	1	2	3	4	5
Models/Encourages Appropriate Toy Clean-Up Procedures:	1	2	3	4	5
Initiates Clean-Up at Mealtimes/Other "Messy Times":	1	2	3	4	5
Washes Hands Often:	1	2	3	4	5
Teacher-Student Interaction
Models Appropriate Curriculum Development for Students:	1	2	3	4	5
Evaluates Students Performance in Objective Manner:	1	2	3	4	5
Gives Constructive Criticism in a Tactful Way:	1	2	3	4	5
Shows Mutual Respect:	1	2	3	4	5
Provides Learning Environment for Optimal Student Development:	1	2	3	4	5
Provides Positive Role Modeling:	1	2	3	4	5
Shows Flexibility Regarding Student Involvement/Unexpected Occurrences:	1	2	3	4	5
Encourages Positive Interaction Between Students/Children:	1	2	3	4	5
Provides Students Opportunities to Take Responsibilities in Classroom Situations:	1	2	3	4	5
Maintains Open Communication with Students:	1	2	3	4	5
Guidance
Is Positive, Non-Punitive and Gives Reasons:	1	2	3	4	5
Uses Simple, Clear and Concise Directions:	1	2	3	4	5
Provides Acceptable Ways for Children to Express Negative Feelings:	1	2	3	4	5
Handles Children Gently:	1	2	3	4	5
Confronts Inappropriate Behavior:	1	2	3	4	5
Uses Action when Necessary/Does Not Persist in Ineffective Verbal Direction:	1	2	3	4	5
Practices Positive Interaction with Children:	1	2	3	4	5
Reinforces Desirable Behavior with Verbal and Nonverbal Techniques:	1	2	3	4	5
Avoids Calling Attention to Misbehavior When Feasible:	1	2	3	4	5
Redirect/Channels Disruptive Play into Acceptable Outlets:	1	2	3	4	5
Talks to Children Directly after Getting Attention:	1	2	3	4	5
Helps Children Accept Behavior Responsibility:	1	2	3	4	5
Classroom Management
Sets Up the Environment to Minimize Problems:	1	2	3	4	5
Always Aware of Total Group/Does Not Leave Children Unattended:	1	2	3	4	5
Interacts/Supervises Children on Playground:	1	2	3	4	5
Ensures Proper Supervision:	1	2	3	4	5
Guides Children in Safety Understanding:	1	2	3	4	5
Constantly Checks that Hazards are Removed/Prevented:	1	2	3	4	5
Keeps Room Reasonably Neat/Attractive:	1	2	3	4	5
Creates a Cooperative Environment and Constructive Effort:	1	2	3	4	5
Demonstrates Flexibility:	1	2	3	4	5
Leads Children Toward Self-Control:	1	2	3	4	5
Personal Qualities
Arrives at Work Promptly for Scheduled Times:	1	2	3	4	5
Adequately Meets Emergency Situations:	1	2	3	4	5
Identifies Tasks/Takes Initiatives in Completing:	1	2	3	4	5
Delegates Tasks when Appropriate:	1	2	3	4	5
Maintains Confidentiality of Children and Program Matters:	1	2	3	4	5
Displays Enthusiasm and Energy for Teaching:	1	2	3	4	5
Demonstrates Tact, Compassion and Empathetic Concern for Children and Families:	1	2	3	4	5
Tolerant and Considerate of Differences in Children and Adults:	1	2	3	4	5
Is Able to Evaluate Own Performance:	1	2	3	4	5
Displays Sense of Humor:	1	2	3	4	5
Shows Affection and Enjoyment in Interactions:	1	2	3	4	5
Treats Children with Respect, Kindness and Understanding:	1	2	3	4	5
Accepts Constructive Criticism:	1	2	3	4	5
Professional Qualities
Adheres to Policies:	1	2	3	4	5
Schedules, Attends and/or Participates in Meetings:	1	2	3	4	5
Demonstrates Interest in Professional Growth:	1	2	3	4	5
Documents Classroom Activities Requiring Paperwork Promptly and Efficiently:	1	2	3	4	5
Completes Licensing Requirements and Follows Through in a Timely Manner:	1	2	3	4	5
Organizes/Displays Important Information:	1	2	3	4	5
Secures Appropriate/Qualified Substitutes in Event of Absence:	1	2	3	4	5
Purchases Materials/Supplies According to Policies:	1	2	3	4	5
Communicates Effectively with Parent(s):	1	2	3	4	5
Conducts and Docuemnts Parent/Teacher Conferences at Least Once a Year:	1	2	3	4	5
Behaves Ethically:	1	2	3	4	5
Cooperates with Staff and Administration:	1	2	3	4	5

Summary of Strengths:

Summary of Limitations:

Goals:


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