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| Publications | Partnership/Collaboration
Information Center | What's New? |
| Questions | Considerations |
|---|---|
| Planning, Coordination, and Evaluation of Mentoring | |
| 1. How can mentoring enhance our program quality? | Consider ways in which your agency can use mentoring. Consider how teachers, systems within the agency, and children and families can benefit. |
| 2. Where can our agency get information to help us identify our goals for mentoring? How can these sources help us? | Consider sources such as performance standards, monitoring reviews, Head Start initiatives, accreditation requirements, staff and community recommendations. |
| 3. From our assessment, what have we learned about our agency's goals for mentoring? How will we define our mentoring goals? | Consider several goals: retaining qualified teachers, building career ladders, helping teachers develop new skills, gaining NAEYC accreditation. |
| 4. If a mentoring advisory committee is formed, who can serve on it to help our agency develop or strengthen our mentoring program? What contributions would they bring? | Consider individuals such as agency staff or supervisors, community partners, families, parents, outside consultants. |
| 5. How can our agency evaluate the mentoring process? Who should be involved? | Consider the following: (1) what information can you collect from mentors, protégés, supervisors, mentor coordinators, families, outside consultants; (2) who can evaluate it; and (3) how can the information be fed back to improve the program. |
| 6. How can our agency determine whether we have met our goals for mentoring? | Consider the following: (1) the kind of information you need to collect and where to gather this information, such as performance assessments, mentors, protégés, supervisors, families, other documentation; (2) who can conduct the evaluation; and (3) how the information can be fed back to enhance outcomes. |
| Identification, Selection, and Matching of Mentors and Protégés | |
| 7. What competencies and backgrounds will mentors in our agency have? | Consider the following areas: educational background, experience, content knowledge, mentoring skills. |
| 8. What are some issues our agency may face in identifying and selecting mentors? | Consider the following: insufficient number of staff to serve as mentors within the agency; having mentors as classroom teachers, as full-time staff, as supervisors. How can these issues be resolved? |
| 9. How will our agency identify and select mentors? | Consider formal and informal selection procedures. |
| 10. How will our agency identify and select protégés? | Consider formal and informal selection processes and ways to identify which staff would benefit the most. |
| The Mentor-Protégé Relationship | |
| 11. What mentor/protégé ratios will our agency use? | Consider factors that determine different ratios, such as size of program, available staff, geographic location, use of technology. |
| 12. How will our agency match mentors and protégés? | Consider criteria and procedures that the agency can use in making the matches. |
| 13. What will be the duration and frequency of the mentor-protégé relationship? | Consider factors such as needs of protégés, availability of staff, geographical location. |
| 14. How can our agency support communication between mentors and protégés? | Consider factors such as time, distance, space to meet, financial resources. |
| Professional Development and Support for Mentors | |
| 15. What are the different ways in which our agency can provide mentor training? | Consider the advantages and disadvantages associated with different ways of providing training, such as in-house, by an outside consultant, or by a technical or community college, as well as whether training should be provided to mentors only or to mentors and protégés. |
| 16. On what topics will our mentor training focus? | Consider the needs of the protégés and the program and the skills that mentors require. |
| 17. What kind of ongoing support can our agency provide for mentors? | Consider how to address such mentor needs as resources, time for networking, further professional development. |
| Indentification of Individual Protégé Needs | |
| 18. What strategies can our agency use to identify the content of our mentoring? | Consider how to use various types of assessments, such as observations, supervisor recommendations, performance evaluations, self-assessments, and the value each brings to the process. |
| 19. What mentoring strategies will work in our agency? What can our agency do to support these mentoring strategies? | Consider a variety of strategies that would support reflective practice, such as using a journal, discussing case studies, problem solving, and the resources needed to implement them. |
| Agency Commitment and Support | |
| 20. How can our agency integrate mentoring into our overall program? What financial resources can our agency tap into to build and strengthen our mentoring program? | Consider how each of the following can help: Head Start Bureau, grantee, government (Federal, State, local), foundations, Head Start collaborators, other. |
| 21. What are our potential monetary costs for mentoring? | Use the Budget Template in appendix E to help you decide how to allocate money for mentoring. |
| 22. Who can be responsible for coordinating mentoring in our agency? | Consider a mentor coordinator position (dedicated coordinator or part of another position) and decide on mentor coordinator qualifications, responsibilities related to mentoring, potential candidates. |
| Back to Appendix C | Go to Appendix E |
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