Every day we see questions, posts, and discussions that have an underlying confusion and overwhelm about documenting learning for children. The common approach involves expecting teachers to produce one learning story per child per month, creation of an extensive portfolio for all children, and often also individual and group planning.
Even with incredibly generous amounts of non-contact time, the expectations and burden on teachers are immense. This is leading to burnout and feelings of inadequacy for teachers. While managers are pulling their hair out trying to create more time for teachers out of thin air.
But does this actually lead to better outcomes in teaching and learning?
What is the purpose of all this documentation?
What are we really required to document?
How can we balance our licensing obligations and parent expectations while also creating effective planning and documentation?
In her recent blog post, center manager Sheryl Dale shared how she has worked with her team to make a complete turnaround in their approach to documenting children’s learning. She has since been inundated with requests from teachers and managers to learn more about how they are now working differently, while also meeting licensing obligations for assessment and documentation.
This webinar was a discussion between Sheryl Dale and Barbara Watson that includes;
Why this team changed their approach
The process this team worked through to effectively bring about change
Examples of exactly how they now approach planning and documentation for learning.
How this approach meets the licensing criteria
What they have left behind and no longer do.
Watch to learn from an ECE manager, and a professional leader sharing their thoughts and experience from a very real and grounded perspective.
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About the Webinar Presenter
Barbara Watson (PhD) PhD; MEdAdmin; BEd (ECE); Dip.Tchg (Primary)
Barbara is a qualified early childhood and primary teacher and has owned and managed early childhood centres. Having worked as part of the EC Professional Support team at the Faculty of Education for 7 years, she has strong links with The University of Auckland.
While in this role Barbara facilitated a variety of workshops and programmes for a wide range of ECE services and also lectured on a number of ECE papers.
Barbara has a passion for supporting teachers to make effective links between theory and practice. Her Masters thesis focused on leadership and adult education and her PhD investigated how induction and mentoring programmes are enacted in education and care services. Barbara works with centre leaders as a mentor, coach and external appraiser.
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