As mentors and evaluators, our role is to help them understand the many forms that evidence can take, including child work samples, teaching artifacts, and anecdotes that illustrate child behaviors representative of their growth and development. We can communicate to them that many forms of evidence are needed to paint a complete and holistic picture of their professional practice. We can help teachers get excited about this prospect by inviting them to be fully engaged in the process. Just like our goal is to make every young child into a lifelong learner, in love with the process of growing and developing new knowledge and skills, this process is designed to facilitate opportunities for teachers to grow, develop, and model lifelong learning for the children. “The overarching goal of the entire process is to support and scaffold a career long journey of self-discovery and professional growth for each teacher. Authors of the Resource Manual for Administrators and Principals Supervising and Evaluating Teachers of Young Children explain,
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