Rethinking our approach to learning documentation

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.

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;

Watch to learn from an ECE manager, and a professional leader sharing their thoughts and experience from a very real and grounded perspective.

Read Sheryl’s blog here