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Simon Kim 

RE: Discussion – Module 5


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Initial Post

An adoption plan was organized to communicate the educator’s evaluation results and enact change to the different stakeholders including teachers, support staff, family, accrediting agencies, and the community. Evaluation of early childhood education programs is a diverse, wide ranging undertaking for a program leader, and the results of the evaluation must be transformed from an array of data sources into comprehensible, understandable information for all stakeholders. At the same time, in communicating evaluation results to stakeholders, there is a need to inform stakeholders to accept and adopt improvements and changes to the program based on the results.  

As a program leader, the educator needs to communicate the evaluation results and plan for improvements in the program to the teachers and support staff to explain what was found and what needs to be improved in their roles and task areas in the program. For example, the teachers are the most important group of stakeholders for any early childhood facility because they are responsible for delivering the program’s content to the young learners. The evaluation results communicated to them must be done person-to-person in a comprehensive, detailed way by the program leader to assure they are fully understanding the results, how the results impact their teaching styles and methods, and what improvements are being suggested to make them more effective teachers. Likewise, support staff must also have the evaluation results communicated to them person-to-person in a comprehensive, detailed way by the program leader to reiterate what they are doing effectively in their supportive roles and what areas they can improve. This face to face communication of evaluation results by the program leader to these two groups of stakeholders can be enhanced by providing them with a brief report of the evaluation results and expected improvements in their specific roles. 

To initiate the adoption plan for improvement and change in the program for the teachers and support staff members, the program leader should be positive and optimistic when presenting the evaluation results and improvement suggestions. There is no reason to be critical of evaluation results exposing areas in need of improvement in the program especially in specific performance parameters of the teachers and staff members, but these areas can be discussed with positive optimism for improvement. An example is that many teachers in early childhood education programs struggle with performing their assessments correctly and accurately regarding their student learners. This is a common problematic area often exposed in program evaluations. Instead of a program leader being critical of teachers for not performing well in this area, the more effective approach is to provide clear guidelines, suggest webinars, and even in-house training workshops as possible ways for improving how to use these assessment tools more effectively.  

Families are another crucial stakeholder group which must be addressed and approached in a positive way by the program leader to accept an adoption plan for change and improvement for their specific areas of involvement and tasks expected of them in their child’s progress. For example, many parents are working full-time jobs and struggle with the responsibilities of being involved in tracking their children’s development and learning in the home environment.  Yet any program leader understands these parents’ input is so important for assessing any child’s learning progress in an accurate manner. This means communicating program evaluation results for change and greater involvement from them which should be done person-to-person by the program leader rather than doing it by other approaches. Being face-to-face with parents at the facility, explaining the value and importance of their roles and tasks in the assessment process of their children, and demonstrating how it aligns with the teachers’ assessment process, the parents are going to be motivated and aware of the importance of their involvement. In contrast, a phone call or an email is not going to be as inspiring or as informative. In fact, some parents may not even be able to understand the suggestions for improvements in their roles for helping with the assessment processes of their children unless they are shown in a person-to-person manner.

One of the stakeholders is that a program leader does not have to engage in person-to-person meetings to communicate evaluation results for change and improvement in the program concerns of the community.  However, the community remains an important stakeholder for the facility because this is where prospective children are coming from to participate in the facility’s program. This means that the program leader can use a variety of different approaches to convey the evaluation results of the program and adoption plans for change and improvement. The local news media outlet such as television stations or newspapers can be contacted for an interview to be arranged, so the program leader can communicate the evaluation results and adoption plan for change and improvement to the local community through this medium.  In this context, community members are informed about the facility, its program, the evaluation results, and the adoption plan for change and improvement in the program. Families who have young children who are not attending the facility can enroll their young learners in the improved program as well.

Accrediting agencies can also communicate the program evaluation results to clarify its continued alignment and meet the criteria of these agencies. The program leader can do this via letter or email to provide the details of the evaluation results and the areas of improvement being made. This information helps accrediting agencies stay informed about the facility and its program. The communication of evaluation results and adoption plan for change and improvement to accrediting agencies also demonstrates respect for the agencies and provides them with information that is useful to demonstrate their importance, value, and legitimacy as accrediting agencies.


Community Tool Box. (2021). Developing a plan for communication. Chapter 6. Communications to Promote Interest | Section 1. Developing a Plan for Communication | Main Section | Community Tool Box (

Community Tool Box. (2021). Providing feedback to improve the initiative. Chapter 39. Using Evaluation to Understand and Improve the Initiative | Section 2. Providing Feedback to Improve the Initiative | Main Section | Community Tool Box (

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RE: Discussion – Module 5


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Week 8 Group Discussion

Post the following:

In this Discussion, create an adoption plan to communicate results and inspire change by explaining how evaluation results should be communicated to each stakeholder group: teachers, families, support staff, and accrediting agencies. Then, explain how you might use your leadership role to promote adoption across all stakeholder groups.


Communication not only eases the process of evaluations, but also generates a collaboration that promotes a better understanding of what admin and staff are working to achieve.  If done effectively, it facilitates cooperation and helps to develop a sense of belonging among staff that will guarantee that everyone is on the same page and up to achieving the goal at hand (Work Group for Community Health and Development, 2016g).

Teachers, Families & Support Staff: All of these groups are essential to the process and strong parent-teacher communication improves academic performance in children and provides a great feeling of community. Therefore, when addressing these two groups emphasizing their roles and the importance of the vision is one of the best things you can do when communicating change.  Sharing the intricate details of the vision and how the organization can benefit from the transition will be your focus point with this group.


Accrediting Agencies: This group must be able to see the worth of the program and how it benefits the community and the partners it serves. When they can see that the public and others has confidence in the worth of the program and that it is collaborative, valid and uses relevant standards; accreditation is and can be favorably received.


The way I would use my leadership role to promote adoption across all stakeholder groups would be to create the cultural experiences and relationships that reinforce the beliefs and mindsets required for people to proactively act. This would include communicate relentlessly the information, thoughts, and ideas clearly and often. I may secondly, share the vision I have for the program. One of the best things you can do when communicating change is share a vision of how the organization can benefit from the change. When all involved staff hear this they will become more engaged and involved in the implementation of the goal (Mind Tools, 2015).


Mind Tools. (2015). Communications planning: Getting the right messages across in the right way. Retrieved from


Work Group for Community Health and Development. (2016g). Chapter 39, Section 2: Providing feedback to improve the initiative. Community Tool Box. Retrieved from




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16 hours ago

Laura Herring 

RE: Discussion – Module 5


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I love how you said you would share the information relentlessly. I remember when my school became a PBIS school. Our goals and mission for that program were shared over and over. We all knew exactly what was expected. When communicating with the stakeholders, leaders should communicate clearly and positively, (Work Group for Community Health and Development, 2016a).  The efforts were worth it because we had tremendous buy-in. If it’s important to the leaders, then it will be important to the team. I believe that you are right about that! I feel the staff could use the results from the evaluations for staff development. Areas of weakness can be used for professional learning. Families could also participate in “data talks” or family nights to learn more about the program. Leadership should share current progress and work with families to set goals for the program. I enjoyed reading your post. You are right that accrediting agencies must see the worth of the program. I hadn’t thought of that in that way. Thank you for your post.


Work Group for Community Health and Development. (2016a). Chapter 6, Section 1: Developing a plan for communication. Community Tool Box. Retrieved from

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