mentoring

Who Can be a Trainer? Coach? Consultant? Mentor?

An Illinois Discussion sponsored by Chicago Metro AEYC

Mentoring in Early Childhood January 27, 2010



NPDCI http://community.fpg.unc.edu/discussions/wiki-pd-approaches/wiki_mentoring

 Typically mentors are internal to the program and are formally paired with colleagues with similar roles who have less

experience and competence and who seek to develop professional dispositions, knowledge, and skills

 Regular, focused, and systematic conversations and activities between two professionals for the purpose of new teacher

induction (and retention), career enhancement (creating leadership) and/or professional development (capacity building)

 Draws upon a variety of approaches that challenge and support the mentee’s planning ability, practice, and reflection

including a discussion framework, portfolio development, observation and coaching, readings and discussion, and

Sample Definitions or Defining Features









prescribed training



Pennsylvania’s Cross-Systems Technical Assistance (TA) Network Definitions, Pennsylvania Early

Learning Keys to Quality, 2007 http://www.pakeys.org/uploadedContent/Docs/TA/TA-Definitions.pdf

 Relationships are individual-focused and may employ a variety of different ‘roles.’ Relationship is designed to support

and nurture personal and/or professional growth.

 Goals are designed to improve individual productivity or achievement through building on the existing skills and

knowledge of the person being mentored.

 Occurs over multiple, planned, and sequential interactions using a variety of contact modalities.



Relationship Based Professional Development: Mentoring, Minnesota Center for Professional

Development http://mncpd.org/rbpd_mentoring.html

 An interpersonal relationship between a mentor (e.g. a practitioner) who is experienced and knowledgeable, and a

mentee or protege' who is less experienced and knowledgeable in which a caring and supportive relationship is

established.

 Mentoring occurs over multiple, planned and sequential interactions using a variety of contact modalities such as in

person, or via the telephone or the Internet.

 Mentoring relationships can be formal or informal, are individual-focused, and may employ a variety of different ‘roles’.

 Mentoring goals are designed to improve individual productivity or achievement through building on the existing skills and

knowledge of the less experienced person.



Odell (1990) in Bellm, Whitebook, & Hnatiuk, 1997

 A mentor, historically and traditionally defined, is an older, more experienced person who is committed to helping a

younger, less experienced person become prepared for all aspects of life.



NPDCI http://community.fpg.unc.edu/discussions/wiki-pd-approaches/wiki_mentoring

As part of peer mentoring program, an experienced early childhood teacher serves as a mentor to a new teacher in her

Example









program. The mentor-teacher and her mentee meet weekly to process the teaching experience, to reflect on goals for

improvement, and to engage in problem-solving. Mentor observations of classroom teaching and the development of a

teaching portfolio provide context for the discussions. Each person gains new insights and perspectives through a

collaboration relationship and regular meetings.









This discussion resource was compiled by the National Professional Development Center on Inclusion (NPDCI) and the

National Association for the Education of Young Children (NAEYC).

Mentoring in Early Childhood 2



Core Competencies for Effective Mentoring, The Minnesota Center for Professional Development

http://mncpd.org/docs/RBPD%20Web%20Site%20Sep%202009/Core_Competencies_for_Effective_Mentoring.pdf



Content Area I: Mentoring Relationship

 Develops a reciprocal relationship through sharing experiences, exploring expectations, and clarifying the roles of mentor

and client

 Recognizes, acknowledges, and builds upon the abilities and contributions of client to nurture a productive relationship

 Uses caring and compassion to address positive changes based upon strengths

 Supports client through identifying needs and advocating when/where appropriate



Content Area II: Effective Mentoring Practices

 Facilitates and documents client meetings and dialogue that reflects purpose and progress of relationship/goals

 Demonstrates effective management of time, documentation/record-keeping skills, and report writing

 Confidently shares successful and unsuccessful learning experiences to foster the exploration of options and joint

problem solving

Sample Competencies









 Encourages client to share insights, thoughts and feedback to identify and prioritize program needs

 Uses appropriate tools to provide objective, reliable and useful information of initial and on-going needs

 Provides guidance and leadership in reflecting upon and interpreting data to develop goals and a plan for continuous

improvement

 Encourages the use of reflective practice through journaling and client conferences

 Uses knowledge and competence in content area to help client acquire and apply new knowledge and skills

 Shares knowledge of professional development opportunities, resources and referral services available to client



Content Area III: Professional Responsibilities in Mentoring

 Understands the role, purpose and expectations of mentoring

 Demonstrates competence in applying effective mentoring practices

 Displays success in and a commitment to addressing quality and improvement

 Maintains confidentiality when sharing experiences, discussing issues and solving problems

 Demonstrates appropriate and timely follow through on commitments made to client

 Understands the impact of personal bias, and works at minimizing personal bias



Content Area IV: Managing Challenges

 Demonstrates ability to clarify mentor/client expectations

 Demonstrates flexibility in working with the changing needs of client/program, time constraints, resources and other

issues

 Facilitates creative thinking and problem solving to address client’s needs

 Uses a variety of positive conflict management strategies to identify and minimize

 Impact of conflict on program and mentoring relationship

Mentoring in Early Childhood 3



 American Institutes for Research for the Head Start Bureau. (2001). Putting the pro in protégé: A guide to mentoring in

head start and early head start

http://eclkc.ohs.acf.hhs.gov/hslc/resources/ECLKC_Bookstore/PDFs/066EA70B8005BEB87C04C0EDFB58AF60.pdf

 Arkansas Early Childhood Mentor Endorsement, http://chs.astate.edu/programoverview/mentoring/main.htm

 Bellm, D., Whitebook, M., Hnatiuk, P. (1997). The early childhood mentoring curriculum. Washington, DC: National

Center for the Early Childhood Work Force.



References and Resources









Evertson, C., & Smithey, M. (2000). Mentoring effects on protégés' classroom practice: An experimental field study.

Journal of Educational Research, 93(5), 294–304.

 Fenichel D. (Ed.). (1992). Learning through supervision and mentorship to support the development of infants, toddlers

and their families: A source book. Arlington, VA: Zero to Three/National Center for Clinical Infant Programs.

 Finnerty, M. F. (1996). Coaching for growth and development. In R. L. Craig (Ed.) The ASTD training & development

handbook (4th ed.). New York: McGraw-Hill.

 Gallacher, K. K. (1997). Supervision, mentoring, and coaching. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.),

Reforming personnel preparation in early intervention: Issues, models, and practical strategies (pp. 191-214).

http://www.fpg.unc.edu/~scpp/pdfs/Reforming/08-191_214.pdf

 Hegstad, C. (1999). Formal mentoring as a strategy for human resource development: A review of research. Human

Resource Development Quarterly, 10(4), 383–390.

 Kyle, D., Moore, G., & Sanders, J. (1999). The role of the mentor teacher: Insights, challenges, and implications.

Peabody Journal of Education, 74(3-4), 109–122.

 National Child Care Information and Technical Assistance Center. (2008). RBPD: Models, qualifications, training, and

supports. http://nccic.acf.hhs.gov/poptopics/rbpd.html

 Odell, S.J. (1990). Mentor teacher programs. Washington, DC: National Education Association.

 Pan, D.T., & Mutchler, S.E. (2000). Mentoring beginning teachers: Lessons from the experience in Texas. Southwest

Educational Development Laboratory. http://www.sedl.org/pubs/policy23/1.html