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DOUBLE TAP TO ZOOM WITH PHONE OR TABLET 16   CHAPTER ONE   Enhance Professional Competence Teachers who are supported feel their performance is evaluated fairly. Their struggles and efforts are acknowledged. Teachers get feedback and scaffolding to continue to improve. They see demonstrations of good practices in person or in videos. They receive information in formal settings, such as in trainings, and in informal ways, such as through handouts in their inboxes about an issue that they have been wondering about. Training is not one-​size-​fits-​all. Experi- enced teachers, who may be restless in their position, get new challenges, such as having time in their schedules to research new curriculum materials for the center or to mentor new teachers. Novice teachers get explicit direction so they can practice new skills without the burden of too many decisions. They all feel encouraged to keep trying and to keep improving. Provide Appropriate Direction and Resources Teachers who are supported work in an organization that has a plan and explains this plan. They know what the goals are for children, for families, and for the program. They can see their own role in this plan. There are no surprises. Teach- ers hear about new initiatives in the early stages. They are not able to cancel an initiative, but they have a voice in how to implement it, and their leaders listen. Discussions are held to modify the timeline or get more training. Periodic reviews and updates keep everyone in the loop. Clear direction helps everyone understand what to do. Assess Professional Skills and Growth Teachers who are supported are aware of the tools used to observe and assess their classrooms. These tools might include informal checklists or formal vali­ dated tools to assess the dynamics in the classroom and the teaching skills of the teachers. In either case, the teachers know what the assessments contain and use them to do self-​assessments so they can compare their perceptions with those of the observers. They have confidence in the evaluation system. They ac- cept observations or videotaping as tools for reviewing and growing their skills. They understand the cause and effect relationship between their actions and the learning and behaviors of children. They engage in deep discussions about how to make changes to their teaching so children learn more. They know that the purpose of assessment is to make a plan for children’s learning and to make a plan for their own professional growth. COPYRIGHTED MATERIAL