Staff Retention Program Assessment

Focused Topics Leadership Essentials Lesson 3 Apply Staff Retention Program Assessment Program Tool	WWW.VIRTUALLABSCHOOL.ORG ACTIVITY ID: 28716 Name Certifier Date
Use this tool to assess the staff retention strategies in place in your program. Each statements below refers to a specific strategy or practice that supports staff retention in programs. For each statement, reflect on how well the strategy or practice is implemented in your program using the following scale: Emerging: You need more information to understand or incorporate this strategy/practice in your program. Developing: You understand the strategy/practice and are working to implement it in your program. Mastered: You understand the strategy/practice and consistently implement it in your program. I Supports for Challenging Behaviors Program-Focused Classrooms within my program are set up to encourage children’s positive behaviors (e.g., schedule, arrangement, materials). E D M My program has clear, developmentally appropriate guidelines and resources for responding to common behaviors that staff find challenging (e.g., biting, naptime difficulties, peer conflict). E D M My program provides access to practical support as needed when staff are struggling with challenging behaviors (e.g., an additional staff member, on-demand breaks, support communicating with families). E D M My program provides support related to documenting and monitoring challenging behavior. E D M My program provides staff with opportunities for consultation and guidance around supporting children with challenging behaviors. E D M My program helps staff identify and access additional resources for supporting children who demonstrate challenging behaviors. E D M My program supports staff as they communicate with families about challenging behavior. E D M My program uses child screening tools to help identify children who may need support to enhance their social–emotional skills. E D M Staff-Focused Staff in my program can identify behaviors that are developmentally expected for the children in their care. E D M Staff in my program can adjust their classroom environments to minimize challenging behaviors in response to children’s needs. E D M Staff in my program take a problem-solving approach when responding to challenging behaviors. E D M Staff in my program feel confident that their requests for assistance around challenging behaviors will be honored. E D M Staff in my program can describe their own “hot buttons” with respect to challenging behaviors and have been empowered to develop effective response strategies. E D M II Collegial Support Program-Focused My program has a strong culture of respect for all staff members. E D M My program provides staff with regular opportunities to collaborate and work together outside of their day-to-day classroom responsibilities. E D M My program regularly involves non-administrative staff members in making program decisions. E D M My program encourages staff to raise concerns and ask for what they need. E D M Leaders in my program model respect and clear communication in their interactions with staff and families. E D M Staff-Focused Staff in my program feel comfortable expressing their needs and concerns to colleagues and program leadership. E D M Staff in my program demonstrate respect and clear communication in their interactions with colleagues and families. E D M Staff in my program share their strengths and talents in ways that enhance the program as a whole. E D M Staff in my program feel that they are valued members of the program’s team. E D M Staff in my program regularly offer help and support to colleagues. E D M III Staff Well-Being Program-Focused My program considers staff’s well-being as a necessary condition for providing high-quality experiences for children and families. E D M My program provides the time and resources needed to support staff’s physical well-being throughout the workday (e.g., bathroom breaks, supportive break rooms). E D M My program provides the time and resources needed to support staff’s emotional well-being throughout the workday. E D M Leaders in my program regularly inquire about staff’s well-being and provide support and resources as needed. E D M Leaders in my program recognize the impact of their own emotions on the program’s climate and work to model emotional regulation and healthy self-expression. E D M Leaders in my program regularly express gratitude, care, and concern for staff members. E D M My program embodies a “culture of care” for all staff. E D M My program actively acknowledges and celebrates staff accomplishments. E D M My program encourages staff input and feedback when identifying ways to enhance staff well-being. E D M Staff-Focused Staff in my program can identify their personal signs of stress and use positive coping strategies as needed throughout the workday. E D M Staff in my program identify and regularly incorporate activities that enhance their mental well-being into their workday. E D M Staff in my program identify and regularly incorporate activities that enhance their physical well-being into their workday. E D M Staff in my program recognize the impact of their own emotions on the classroom environment and work to model emotion regulation and healthy self-expression. E D M Notes

Program Tool

WWW.VIRTUALLABSCHOOL.ORG

ACTIVITY ID: 28716

Name

Certifier

Date

Use this tool to assess the staff retention strategies in place in your program. Each statements below refers to a specific strategy or practice that supports staff retention in programs. For each statement, reflect on how well the strategy or practice is implemented in your program using the following scale:

Emerging: You need more information to understand or incorporate this strategy/practice in your program.
Developing: You understand the strategy/practice and are working to implement it in your program.
Mastered: You understand the strategy/practice and consistently implement it in your program.

I Supports for Challenging Behaviors

Program-Focused

Classrooms within my program are set up to encourage children’s positive behaviors (e.g., schedule, arrangement, materials).
E
D
M
My program has clear, developmentally appropriate guidelines and resources for responding to common behaviors that staff find challenging (e.g., biting, naptime difficulties, peer conflict).
E
D
M
My program provides access to practical support as needed when staff are struggling with challenging behaviors (e.g., an additional staff member, on-demand breaks, support communicating with families).
E
D
M
My program provides support related to documenting and monitoring challenging behavior.
E
D
M
My program provides staff with opportunities for consultation and guidance around supporting children with challenging behaviors.
E
D
M
My program helps staff identify and access additional resources for supporting children who demonstrate challenging behaviors.
E
D
M
My program supports staff as they communicate with families about challenging behavior.
E
D
M
My program uses child screening tools to help identify children who may need support to enhance their social–emotional skills.
E
D
M

Staff-Focused

Staff in my program can identify behaviors that are developmentally expected for the children in their care.
E
D
M
Staff in my program can adjust their classroom environments to minimize challenging behaviors in response to children’s needs.
E
D
M
Staff in my program take a problem-solving approach when responding to challenging behaviors.
E
D
M
Staff in my program feel confident that their requests for assistance around challenging behaviors will be honored.
E
D
M
Staff in my program can describe their own “hot buttons” with respect to challenging behaviors and have been empowered to develop effective response strategies.
E
D
M

II Collegial Support

Program-Focused

My program has a strong culture of respect for all staff members.
E
D
M
My program provides staff with regular opportunities to collaborate and work together outside of their day-to-day classroom responsibilities.
E
D
M
My program regularly involves non-administrative staff members in making program decisions.
E
D
M
My program encourages staff to raise concerns and ask for what they need.
E
D
M
Leaders in my program model respect and clear communication in their interactions with staff and families.
E
D
M

Staff-Focused

Staff in my program feel comfortable expressing their needs and concerns to colleagues and program leadership.
E
D
M
Staff in my program demonstrate respect and clear communication in their interactions with colleagues and families.
E
D
M
Staff in my program share their strengths and talents in ways that enhance the program as a whole.
E
D
M
Staff in my program feel that they are valued members of the program’s team.
E
D
M
Staff in my program regularly offer help and support to colleagues.
E
D
M

III Staff Well-Being

Program-Focused

My program considers staff’s well-being as a necessary condition for providing high-quality experiences for children and families.
E
D
M
My program provides the time and resources needed to support staff’s physical well-being throughout the workday (e.g., bathroom breaks, supportive break rooms).
E
D
M
My program provides the time and resources needed to support staff’s emotional well-being throughout the workday.
E
D
M
Leaders in my program regularly inquire about staff’s well-being and provide support and resources as needed.
E
D
M
Leaders in my program recognize the impact of their own emotions on the program’s climate and work to model emotional regulation and healthy self-expression.
E
D
M
Leaders in my program regularly express gratitude, care, and concern for staff members.
E
D
M
My program embodies a “culture of care” for all staff.
E
D
M
My program actively acknowledges and celebrates staff accomplishments.
E
D
M
My program encourages staff input and feedback when identifying ways to enhance staff well-being.
E
D
M

Staff-Focused

Staff in my program can identify their personal signs of stress and use positive coping strategies as needed throughout the workday.
E
D
M
Staff in my program identify and regularly incorporate activities that enhance their mental well-being into their workday.
E
D
M
Staff in my program identify and regularly incorporate activities that enhance their physical well-being into their workday.
E
D
M
Staff in my program recognize the impact of their own emotions on the classroom environment and work to model emotion regulation and healthy self-expression.
E
D
M

Notes