The director of a childcare service has reviewed staff member Sally's programming documentation and is concerned Sally's work does not meet the service's expectations or standards. there are a number of informal notes on Sally's personnel file that indicate this issue has been discussed with her on a number of occasions.

The director must now conduct a performance management meeting with Sally, using the below sample observation sally has completed as basis for the meeting with sally

Child's name: Timmy Age of child: 3 years and 6 months	Date: Time: 11.10am
Observer: Sally- early childhood educator	Context/Setting: Block corner
Timmy is sitting in the block corner with Mary and Sam. He is having lots of fun. He always seems to like block corner. He built towers in here last week too. The children are talking and all laughing together. They don't argue and they get along well. I think this is one of his favourites.

Notes for the Director

Sally's approach to the observation has a number of issues

• Anecdotal observations should be recorded in past tense written after the event, this documentation switches from one tense to the other.
• Anecdotal observations should contain explicit detail of development and the child's approach to learning. The work from Sally is very vague and does not give specific detail about what Timmy actually does during the experience.
• Anecdotal observations should include actual quotes when there is a dialogue between child and child, child and educator
• Anecdotal observations should be about the event observed whereas Sally has merged in information about past events. It is not in a logical detailed order.
• Anecdotal observations should be objective however Sally's contains a lot of personal opinions.

What statements/dialogue can the director use when conducting the performance management meeting with Sally that

1. Clearly discuss the areas of improvement required
2. Set two goals collaboratively with Sally and detail one strategy that will be implemented to help Sally achieve her goals.
3. When setting strategies, consider how Sally's director supervisor (Room Leader, Kylie) may provide support and how other supports such as external training may assist.
4. Ensure Sally understands the implications if her performance does not improve; and
5. Set dates to review Sally's progress and provide ongoing feedback and support