Create simple evaluation instruments (checklists) that you can

use in evaluating members of your staff. Remember you will be

responsible for evaluating all personnel including professional
and nonprofessional.

WORKS WHEN SCHEDULED

ARRIVES AT WORK ON TIME
DRESSES APPROPRIATELY FOR WORKING WITH CHILDREN

Satisfactory

Not

Improvement

Needs

Requirements

Meets

Requirements

Exceeds

Outstanding

(PROFESSIONAL CONDUCT & DEVELOPMENT, SKILLS WORKING WITH

CHILDREN & PARENTS, AND OVERALL JOB PERFOMANCE)

Not Applicable

WORK PROGRESS FACTOR CHECKLIST

As an early childhood leader you will be responsible for not only

knowing about professional guidelines and ethical standards but
you will also be expected to uphold those guidelines and
standards. Using the Code of Ethical Conduct published by NAEYC
develop a one two page Code of Conduct that you and your staff
will follow. This code must communicate the expectations of
professional behavior and dispositions. In addition, you must
develop a Code of Conduct for students which will be included in
the Faculty/Staff Handbook and the Handbook for families.

Code of Conduct for Employees

Principle P-1.1:

Above all, we shall not harm children. We shall not

participate in practices that are emotionally damaging, physically harmful,

disrespectful, degrading, dangerous, exploitative, or intimidating to children.

We Are the World Child Development Center Employees will always put
Children First. Our center is designed to give children a sense of security in an
environment that is clean, safe, and hazard free. It is our goal to give children a
sense of self-worth by helping them develop at their own individual pace and
have the freedom to explore without restraints. Teachers and caregivers are
certified and trained to cater to the childrens needs and supports all aspects of
a childs growth in an atmosphere of respect.
Our educational program is designed to provide appropriate experiences in
early childhood developmental areas that allow all children to be included and
inclusive. As part of the social development, children will learn to get along in
groups, learn responsible behavior, respect ethnic, cultural, sexual differences,
age, and beliefs of individuals Children will learn how to express their feelings
without being afraid or intimidated by others. Teachers will engage and interact
with children in a social environment to offer encouragement, inspiration, and
praise to children, so that they feel accepted. Our center does not participate
in practices that engage in cruel and harsh discipline, or corporal punishment.

Code of Conduct for Students

Children will learn appropriate behavior by setting good examples and we will
take a positive approach to discipline. We feel this will encourage childrens
interactions and involvement as well as help guide and direct children toward
acceptable behavior. Unacceptable behavior will occur from time to time;
however our teachers have knowledge of setting the limits on that behavior. The
reasons for setting limits are to prevent children from injuring themselves or others
and to prevent destruction of property, materials, or equipment. Limits are like
fences; they are protective structures that help children feel secure. Inside those
fences, children still have freedom to move, to experience, to grow and to
change, to rest and have fun, to live. The appropriate limits or rules will be
explained by the teachers or caregivers, at the childs level of understanding.
Children with behavior problems that exist or become habitual situations are
always documented by the teacher/director and the parents are notified via
incident report and verbally discussed. A conference with the parent, teacher,
and director may be requested. Student may be suspended or expelled if
behavior does not change. Our center is committed to keeping our children
and staff in a safe environment without influential violent or disruptive behaviors.
We Are the World Child Development Center has a No Bullying policy and all
children will show respect for each other. Children are encouraged to be a
leader, a learner, and a disciple in doing good deeds.

Outline the curriculum (what will be taught), the pedagogy

(how it will be taught), and the assessment (how it will be
evaluated) that will be implemented in your school. Be sure to
show the vision of the school in an integral part of the total
program.

The Creative Curriculum for Infants, Toddlers, and Twos

Targeted Age Level: Six (6) Weeks Thirty-Six (36) Months
Curriculum: (What will be taught?)
The Creative Curriculum for Infants, Toddlers, and Twos is an educational
piece in encouraging children to develop in the domains of Social/Emotional,
Language, Cognitive, and Physical development. The first three (3) years are the
most critical in a childs development and the children need early experiences
with many opportunities to explore. Caregivers will focus on helping children
learn about themselves, their feelings, about others, ways of communicating,
how to go about moving and doing, and in the process acquire thinking skills.
The content of the curriculum is what will emerge from the goals and objectives
from the childrens families and the teachers/caregivers.
Pedagogy: (How it will be taught?)
Teachers and caregivers will set up environments, select age appropriate toys
and equipment, plan activities, and interact with children. Everyday teachers
will use routines and provide activities to respond to childrens growing abilities,
interests, and their needs. Caregivers will build relationships, share information
with children, and help children build a sense of self. The framework of this
curriculum helps in making decisions that are developmentally, individually, and
culturally appropriate for each child.
Assessment: (How it will be evaluated?)
Observing and documenting childrens progress will be a formal, written way
for teachers to address certain areas of development with parents; that may be
cause a level of concern. Goals and objectives will be individualized and after
going through the process of reaching and achieving goals, the ending result
will be what the child will be able to do. Teachers will note different
temperaments, behaviors for attention, and progress relating to developmental
milestones. Parent- teacher conferences will be held twice (2) a year or as
needed or required by the parent(s).

The Creative Curriculum for Preschool

Targeted Age Level: Thirty-Six (36) Months Sixty (60) Months
Curriculum: (What will be taught?)
Preschool children will be taught in regards to the developmental domains of:
Social/Emotional - achieve a sense of self. take responsibility
for self and others, and behave in a prosocial way.
Physical - achieve gross motor and fine motor skills.
Cognitive - learn and problem solve, think logically, represent
and think symbolically.
Language -listen, speak, read, and write.
The classrooms will be set up into ten (10) interest areas that offer multiple
opportunities for children to explore, learn, play, and grow.
Pedagogy: (How it will be taught?)
Preschool teachers will teach content according to general studies such as:

Literacy - language, vocabulary, phonological awareness, letters, words,

print, comprehension, books, and other texts.
Mathematics numbers, patterns, relationships, geometry and spatial
awareness, measurement, data collection, organization, and
representation.
Science physical properties of objects, living things, and the earth and
the environment.
Social Studies how people live, work, get along with others, shape, and
are shaped by their surroundings.
The Arts dance, music, dramatic play, drawing and painting.
Technology tools and their basic operations and uses.
Process Skills problem solving and connecting, organizing,
communicating, observing and exploring, and representing information.

Assessment (How will it be evaluated?)

Teachers will look and listen to the children and learn about them through
building relationships. Interaction with children on an individual basis will include
guiding childrens learning and integrating learning by engaging in topics that
interest them. Teachers will track the progress with an approach that supports

learning and is consistent with goals and objectives of the Curriculum that will
detail what the child has learned or will be able to do.

Assessment tools for rating

Early childhood environments.

As an early childhood professional you must advocate for young children

and the early childhood profession. Discuss how you and your staff will
carry out this responsibility both individually and as group.

South Carolina Advocates for Better Care (ABC): Provides childcare assistance for low
income families who cannot afford childcare. ABC advocates parental choice and
clients are responsible for selecting the provider of their choice. Our center accepts ABC
childcare vouchers.
South Carolina Department of Social Services (DSS): Offers financial and medical
assistance to families in living in poverty conditions. DSS serves children and families to
make sure living arrangements are safe and the environment meets childrens needs
and well being. We are licensed and regulated by DSS and are mandated reporters for
child abuse and neglect for the safety of children.
South Carolina Early Childhood Centers Provides quality enhanced childcare to young
children. Certified teachers focus primarily on childrens development in the
social/emotional, cognitive, language, and physical development.
Horry County Directors & Early Childhood Advisory Board Directors, Early Childhood
Professionals, Community Service Leaders, and SC State officials collaboratively work
together to advocate for better childcare standards and services to report to SC
Legislators. As Director, I am an active member of these boards in Horry County.
Children & Families Working Together Foster parents who take children into their families
who have been removed from their home because of safety issues or other concerns.
My center accepts foster parents and children with safety and security in mind.
South Carolina Program for Infants & Toddlers (SCPITC) - Offers training and technical
assistance to infant and toddler caregivers. This program concentrates on promoting
care giving practices that are relationship based, responsive and reciprocal, and
respectful for children birth to 3 year-old. We Are the World Child Development Center
participates in this program by receiving training and grants that are available to add
equipment and materials.
Horry County First Steps (HCFS) Works with early childcare teachers deal with children
who have emotional and challenging behaviors. Implements the Center for Social
Emotional Foundations for Early Learning (SCEFEL) model. HCFS provides support to our
teachers and grant money for materials to support social emotional development.
National Academy of Early Childhood Programs (NAEYC) Focuses on daily practices
with children and their families in early care and education centers. Principles and
Ethnical codes that are valued in our center.
Heroes for Children Community service project that works with family courts and
appointed guardian ad litems in advocating for the protection of young children. As
Director, I am a member of this campaign to stand and advocate for children.
Horry County Sherriffs Office Protects and serves children and families to make sure
children are safe from abuse and sex offenders. Our support system in protecting
children from hurt, harm, and danger; also to make children aware of dangerous
situations.
We Are The World Child Development Center Employees We are here to provide care,
love, nurture, and to educate young children in a safe, quality enhanced environment.

South Carolina Advocates for Better Care

South Carolina First Steps

South Carolina Department of Social Services

NAEYC
South Carolina Early Childcare Centers

Horry County Directors &

Early Childhood Advisory Boards

Heroes for Children

Children & Families Working Together

Horry County
Law Enforcement

South Carolina Program for Infants & Toddlers

We Are the World CDC Employees