This document discusses performance evaluations in early childhood education. It explains that performance evaluations have a negative connotation as being used to tell employees they are doing something wrong, but that is not their true purpose. The top reasons for performance evaluations are to develop employees' skills and recognize their achievements. The goal of evaluations should be development, not judgement, and they are an important way for educators and organizations to continually improve.

1. Demystifying Performance
Evaluations...
https://www.giggletree.com.au/

2. I have been recently working on a project reviewing the Performance
Assessment and Evaluation processes for an organisation. Having
worked for numerous organisations and seen many incarnations of
these systems, I thought others may find it useful to walk through
the little reality checking session that I had to give myself when
launching into this project.

3. I had to realise that within the Early Childhood Education field,
the concept of Performance Evaluation is relatively new. Many
Educators are aware of the "Performance Improvement" or
"Performance Management" processes – all with a negative
connotation as they are associated with someone being told that
they are not doing their job (or at least something in the
workplace) the right way, and that there are clear expectations of
improvement... all those confronting closed door meetings and
anxiety! That is NOT Performance Evaluation!

4. To my mind, here's the Top 5 reasons why we do Performance
Evaluation (from least to most important):
Number 5 Because we have to! Yes- it is in the National Quality
Standards. Element 7.2.2 reads:
"The performance of educators, co-ordinators and staff members
is evaluated and individual development plans are in place to
support performance improvement."

5. Number 4 Because it is important to get feedback about our
performance. You need to know what your boss (or company)
expects from you and how you are or aren't achieving those
expectations. You could be focussing on the wrong thing to
achieve the success that you are after! This process, again, allows
you to develop a better understanding of how you are perceived
and understood by others who can or do have an influence over
your professional future.

6. Number 3 Because it is important to continually review our OWN
performance. The Performance Evaluation process just 'forces' us
to! It's critical for ongoing growth and development to look at
where you have been, what you have learned, where you want to
go, how you think you can get there, what help you need from
others, what formal training do I need etc. Remember the
importance of reflection in our professional practice? Performance
Evaluation is just a different form of that.

7. Number 2 Because it is important to recognise achievements! It
can be very easy when we are in the thick of the day to day, to
forget to stop, breathe and realise what has actually been
achieved. I think we all deserve the opportunity to pat ourselves
on the back for what we've done.
Number 1 Because it is vital to continually DEVELOP. The
concept of Performance Evaluation should be about
DEVELOPMENT. It is ok for different team members to be at
different places with their career.

8. We all know that team member who feels that they are happy
where they are, who are performing well and don't want to see
any changes in their work life... however, the only guarantee in
this life (that I'm 100% confident of) is change. No-one can afford
to NOT update their knowledge or skill sets even if they just
want to continue to do what they enjoy doing. The industry
changes, sometimes theories and models for Early Childhood
Education change-be open to getting out there and seeing if it's
true.

9. A major reality for me is why would we expect our children to
learn from someone who isn't passionate about learning? For
some people this may mean achieving their Bachelors or even
their PhD... for others this will be a 2-hour on-line training course
on time management! Everyone's needs and expectations for
development will be different – but to have an expectation that
you have no development needs is unrealistic – if not ridiculous!

10. Just to be clear – Professional Development (PD) can also be a
whole lot of fun! I am always amazed at the reluctance of some of
my colleagues to participate in training courses and conferences...
It's an amazing way to get out and see different perspectives, to
get new ideas or techniques, to talk to different people about
what happens at their Centre and so much more. Sometimes it's
even just an amazing feeling to know that what you have been
doing is RIGHT or to understand how truly magical your
workplace is (because now you've got an idea of where other
people work)!

11. I think some Educators (and their Directors) can be overwhelmed
with the amount of documentation associated with the
Performance Evaluation process... do we have to go through every
NQF Element? The entire QIP? Do we have to go through each
and every part of the Job Description? I just want to know what
I'm doing well or not doing well and how to get better... I don't
have the time or the inclination to do all of this paperwork. I get
it! There is lots to consider when reviewing and evaluating what
has occurred over a 12-month period (the usual period that an
evaluation document covers).

12. Breaking the process down further ie doing more frequent
evaluations, can be a good starting point. In some professions,
evaluation of performance is necessary very often, with ECE, we
generally have some continuity - we are usually in the same role
(ie room) for around a year, so this is why a yearly review is a
good idea. Having a touch base/check-point at the 6-month
mark is helpful.
If you read anything about Performance Evaluation, the
constant is that 'nothing should be a surprise'. This means that
we should all be giving and receiving
Deb Callahan

13. Contact us
Email - Samantha@giggletree.com.au
Call us - 07 3204 1102
http://giggletree.com.au/