As an early childhood educator, I have learned that high quality is guided by standards set in place by research and recognized organizations. The National Association for the Education of Young Children has been a leading organization in establishing standards for quality early education. Standards with specific criteria that guide programs in providing quality care (National Association for the Education of Young Children, 2003).
The presenters in the media presentation all identify the NAEYC Accreditation process as tool for program evaluation (Laureate Education, 2016). From my personal and professional experiences with NAEYC Accreditation, I agree that this process helps programs to evaluate all components of the program. The accreditation process involves administrators, teachers, and parents. New funding sources such as, the QRIS and Race to the Top have standards not far from NAEYC or very similar.
The content of this course will help me as a program administrator to better research program evaluation tools appropriate to the program goals and mission. I expect to learn the tools needed to find appropriate evaluation tools and how to use data to as a driving force for program quality. It is important that data be used with the purpose of identifying strengths and areas for improvements (Administration for Children and Families, 2015). The resources provided in this course and my interactions with my class peers will help to ignite meaningful conversation about evaluations and program quality.
My role as a program administrator impacts the evaluation process because I have to ensure that staff are properly trained on how to use evaluation tools. I need to ensure that every component of my program is examined to ensure quality and to determine where improvements are needed. It is important to have quality and document action steps for improvements. This will lead to great outcomes and benefits for my program (Gilliam & Leiter, 2003). As a program administrator, the evaluation process impacts my role by examining if I am accomplishing my program goals and mission. Program evaluation helps me to stay up to date on current research and trends in the early childhood field.
My experiences with program evaluation has helped me to be an effective leader because I am able to analyze data to determine what is working or not working in my program. As a program administrator, this is key to ensure that you are meeting the needs of the community you serve. Program evaluations keeps me accountable to the families we serve and other key stakeholders. That accountability means performing the services my funding sources are expecting and holding up to my program goals and mission (National Association for the Education of Young Children, 2003).
References
Administration for Children and Families. (2015). Data in Head Start and Early Head Start: Voices from the field: Plan to succeed [Video file]. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/operations/data/videos/voices-plan-to-succeed.html
Gilliam, W. S., & Leiter, V. (2003). Evaluating early childhood programs: Improving quality and informing policy. Zero to Three, 23(6), 6–13. Retrieved from https://events.nhsa.org/temp/handouts/62CD5AF4-120D-E411-B196-0025B3A62EEE/Handout_HS%20Conference%202015.pdf
Laureate Education (Producer). (2016). NAYEC accreditation [Video file]. Baltimore, MD: Author.
National Association for the Education of Young Children. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved from https://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf
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