Early Childhood Teacher Assessment: Observation, Feedback, and Self-Assessment

  • Anni Krummel Reinking Illinois State University
Keywords: Early Childhood, Teacher Assessment, Evaluation, Pre-school

Abstract

Early childhood education has changed over the years, especially with the additional focus on teacher accountability and student success. Policymakers believe teacher accountability will improve student achievement beginning in early childhood. President Obama is actively promoting his Early Learning proposal, which outlines the President’s goal for providing high quality early learning environments for all four year olds (www.ed.gov/early-learning). As part of this proposal, states are required to increase workforce accountability, which is directly related to teacher evaluations. There are three teacher evaluation methods that are discussed in this article, including observation, feedback, and self-assessment. 

Author Biography

Anni Krummel Reinking, Illinois State University

Doctorate Student in Curriculum and Instruction (School of Teaching and Learning) at Illinois State University

Early Childhood Special Education Teacher at East Peoria, IL District 86

 

Anni is a doctoral student at Illinois State University in the School of Teaching and Learning (Curriculum and Instruction). She received her MS. Ed at Dominican University in 2009. Anni is also full-time early elementary special education teacher in central Illinois. She is passionate about educational equality and focuses her research on multicultural education and multiracial/biracial students in school environments. 

 

Published
2015-03-22
How to Cite
Krummel Reinking, A. (2015). Early Childhood Teacher Assessment: Observation, Feedback, and Self-Assessment. Current Issues in Education, 18(1). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1362
Section
Articles