ADM108- The Mentoring Process: Developing Professionalism from Within - Handout

Transcription

1 ADM108- The Mentoring Process: Developing Professionalism from Within - Handout Welcome to ADM108 This course explores the many aspects of mentoring, from formal to informal relationships that are established between staff members. The course will identify the benefits of mentoring in an early childhood setting and outline a method directors can use to create a mentoring program in their environment. Course Objectives: By taking notes on the handout and successfully answering assessment questions, participants will meet the following objectives as a result of taking this course: Define mentor Identify the benefits of professional mentoring in the childcare environment Identify important qualities and characteristics of mentors and mentees Demonstrate understanding of differences between informal and formal mentoring Identify and define elements of a formal mentoring program Identify strategies for identifying mentee needs and developing professional goals Demonstrate understanding of recommended strategies for providing feedback and support to mentees References: Albrecht, Kay. (2002). The Right Fit; Recruiting, Selecting, and Orienting Staff. New Horizons. Lake Forest, IL. Carter, M & Curtis, D. (2009). The Visionary Director A Handbook for Dreaming, Organizing and Improvising in your Center, 2nd Edition. Redleaf Press. St Paul, MN. Chronus. (2017). Modern Mentoring: Five Levels of Listening. Video. Retrieved from Decker, Celia. (2016). Planning and Administering Early Childhood Programs, 11th Edition. Merrill Publishing. Columbus, OH. Hearron, Patricia. (2014). Management of Child Development Centers, 8th Edition. Pearson Education, Inc. Upper Saddle River, NJ. Jablon, J., Dombro A., Johnsen, S. (2016). Coaching with Powerful Interactions: A Guide for Partnering with Early Childhood Teachers. NAEYC, Washington, DC. Management Mentors. (2013). Benefits of mentoring. National Mentoring Project. (2010) How to Build a Successful Mentoring Program, Society for Human Resource Management. (2014). Creating a Mentoring Program. Retrieved from Whitebook, M. (2016). Mentoring and Coaching: Distinctions in Practice. Retrieved from Define mentor: Mentoring Basics 1 of 7

2 Mentoring is a relationship that forms between two people where: The guide is called the and the person receiving the support is called the. Goals of a Successful Mentoring Program Why is mentoring in the childcare industry? What are the benefits for new teachers? How can it improve overall quality of care? Characteristics of a Mentor Articulate and Organized Responsive and Reflective Encouraging and Committed Respectful and Proactive 2 of 7

3 The Key Ingredient Characteristics of a Mentee Open-minded Willing to Learn Open Communication Types of mentoring Informal Mentoring 3 of 7

4 Promoting Informal Mentoring Informal mentoring requires a center-wide dedication to Formal Mentoring Elements of a Mentoring Program Matching Mentors and Mentees Making Introductions Some Don ts to Consider Tips for that First Meeting Setting Expectations 4 of 7

5 Identifying Needs Here are some of the areas where a mentee may need support or guidance: Curriculum development Lesson planning Assessment methods Behavior management Time management Licensing regulations Health and safety procedures Organizational skills Family communication Interacting with coworkers Professional development Creating Goals Well written goals are: Specific Achievable Challenging Measurable Dated Prioritizing When making decisions about which goals to focus on first, mentors and mentees should answer the following questions: 5 of 7

6 Planning a Course of Action Implementing the Plan Evaluating and Adjusting Providing Feedback and Suggestions Completing the Mentoring Process 6 of 7

7 Needs Assessment for Protégés Please choose the response that most closely indicates your level of need for assistance in the area described. Possible Responses A. Little or no need for assistance in this area B. Some need for assistance in this area C. Moderate need for assistance in this area D. High need for assistance in this area E. Very high need for assistance in this area 1. Finding out what is expected of me as a teacher 2. Communicating with the principal 3. Communicating with other teachers 4. Communicating with parents 5. Organizing and managing my classroom 6. Maintaining student discipline 7. Obtaining instructional resources and materials 8. Planning for instruction 9. Managing my time and work 10. Diagnosing student needs 11. Evaluating student progress 12. Motivating students 13. Assisting students with special needs 14. Planning for individual differences among students 15. Understanding the curriculum 16. Completing administrative paperwork 17. Using a variety of teaching methods 18. Facilitating group discussions 19. Grouping for effective instruction 20. Administering tests 21. Understanding the school system s teacher evaluation process 22. Understanding my legal rights and responsibilities as a teacher 23. Dealing with stress 24. Dealing with contractual and ATA-related issues 25. Becoming aware of special services provided by the school district 7 of 7