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Curriculum 1 | Curriculum 2 | Curriculum 3 | Curriculum 4 | Curriculum 5 | Curriculum 6 | Curriculum 7
Ander, C. (1993). Mentor retreats. New York: Early Childhood Consultants.
The Mentor Retreat is a weekend of mentor training beginning on a Friday and going through Sunday afternoon. It is targeted to family child care teachers, center-based teachers, and directors and administrators. The training focuses on mentoring and accreditation. Topics include the following:
Bellm, D., Whitebook, M., & Hnatiuk, P. (1997). The early childhood mentoring curriculum: A handbook for mentors. Washington, DC: Center for the Child Care Work Force.
Bellm, D., Whitebook, M., & Hnatiuk, P. (1997). The early childhood mentoring curriculum: Trainer’s guide. Washington, DC: Center for the Child Care Work Force.
This curriculum may be used for mentor training in center-based and family child care settings. It consists of a five-day mentoring course outline in ten half-day modules. The modules can be adapted to various learning situations and schedules. The topics include the following:
Introduction to Mentoring: What is Mentoring?; Basic Assumptions and Beliefs; Goals of Mentoring Programs; Why Is Mentoring Important?
Becoming a Mentor: Options and Opportunities: Changes in the Job Descriptions and Professional Roles of Mentors; Roles and Responsibilities of Participants in a Mentoring Program; The Differences Between Mentoring and Supervision
Building the Foundation for Mentoring: Key Areas of Knowledge: Adult Development, Adult Learning Styles, Reflective Practice, Respect for Diversity in Early Childhood Settings; Culturally Relevant Anti-Bias Education; Guiding Principles for Anti-Bias Education in Mentoring; The Process of Change
Growing and Developing as a Teacher or Provider: Stages of Teacher-Provider Development; The Needs of Beginning Teachers and Providers; The Qualities of Experienced and Effective Teachers and Providers; Helping a New Teacher or Provider Move Toward Excellence
Building Relationships Between Mentors and Protégés: Getting to Know Each Other; Establishing Experiences and Setting Goals; Supporting Each Other: What Protégés and Mentors Need; The Stages of Mentor-Protégé Relationships
Skills for Effective Mentoring: Communication; Modeling, Giving and Receiving Feedback; Observation; Coaching and Conferencing; Resolving Conflict; Self-Assessing Practices; Avoiding Burnout
Mentors as Leaders and Advocates: Mentors Working for Quality Child Care; The Child Care Delivery System and Its Consequences; Improving Your Work Environment; Joining with Others Beyond the Workplace to Make Change; Advocacy Organizations for Teachers and Providers
Planning a Learning Session for Adults: The Adult Learning Environment; Steps in Planning a Meeting or Training Session; Additional Skills for Effective Training
Each section is followed by a list of activities and references for further reading. An appendix includes the following: Teachers' Developmental Stages; Checklist for Health and Safety Conditions; Selected Readings About Early Care and Education in the United States; The National Child Care Staffing Study: Highlights of Major Findings; Child Care Work Force Facts; Mentor Questionnaire; Protégé Questionnaire.
Brandon, C. B., Ray, A. R., & Harms, T. (n.d.). Mentoring in Head Start. Unpublished document.
This publication is part of the mentor-protégé training provided by the North Carolina Head Start Learning Center. The packet includes information on effective mentoring strategies, recommended articles, sample checklists, and journal formats. The topics covered include the following:
What Mentors Do
Observe and comment on teachers' classroom performance
Help improve curriculum, teaching techniques, relationships with other staff and parents
Provide encouragement
Help teachers cope with the practical details of being a teacher
Self-Awareness as a Basis for Mentoring
How do you see yourself?
How well prepared do you feel?
Things you have learned
Effective Mentoring Strategies
Keeping a Mentoring Journal
Why it’s important
Mentoring journal forms
Continuing Your Work as a Head Start Mentor
The following articles are contained in the publication:
Jorde-Bloom, P. (1998, September). Teachers need "TLC" too. Young Children, 7,11.
Scallan, P. C. (1987, November). Teachers coaching teachers: Development from within. Exchange, 3-15.
Avoiding burnout. Adapted from Jorde-Bloom, P. (1982). Avoiding Burnout. Lake Forest, IL: New Horizons.
The Supervisory Conference. Adapted from J. J. Caruso & M. T. Fawcett. (1986). Supervision in early childhood: A developmental perspective. New York: Teachers College Press.
Course offered by Grossmont College through the California Mentor Teacher Program, spring 1999.
This course, called "Adult Supervision," is mandated by the State for teachers and administrators and is part of California's Mentor Teacher Program. The course is one semester long, or the equivalent of three months.
Topics covered include the following:
Role of the Supervisor
The Supervisory Process
Adult Learning Patterns
Developmental Stages of Teachers
Supervisor as Mentor: Establishing a Professionally Supportive Relationship
Active and Reflective Listening
Confronting Challenging Situations
Performance Evaluation That Supports Professional Growth
Students are given several in-class assignments, including a review of an article related to working with adults. Students also are required to interview a lead teacher, supervisor, or administrator and to submit a summary of the interview to their instructor. Students receive training in using the Early Childhood Environment Rating Scale.
The text used in the course: Caruso, J. J., & Fawcett, M. T. (1986). Supervision in early childhood education: A developmental perspective. New York: Teachers College Press.
Also used: Harms, T., & Clifford, R. M. (1980). ECERS-R. Early childhood environment rating scale-R. New York: Teachers College Press.
The Mentor Training Course offered by Partners in Quality of Quality Assist in Atlanta, Georgia is a 50-hour course designed to teach early childhood instructors to mentor other less experienced teachers. The course consists of a series of discussions and reflections on readings in child and adult development. The participant's child care agency pays the course fee ($800), reimburses participants for travel expenses, and provides release time to attend the course.
Topics include the following:
Adult Development and Learning
Self-Evaluation of Strengths, Skills, and Values
Self-Directed Learning: A Lifelong Endeavor
Role of the Mentor and the Mentoring Process
Observation and Assessment
Understanding Diversity and Anti-Bias Education
Constructivist Approach to Learning
Team Building and Collaboration
Effective Communication
Leadership, Professionalism, and Advocacy
Professional Development and Career Planning
Teaching strategies include the following:
Readings: Reading assignments are selected from articles or book chapters on child and adult development.
Reflective Journals: Participants write in reflective journals throughout the duration of the course. This activity is an opportunity to reflect back on class discussions and readings and to ask questions. Journals are collected after each class session by the course instructor. The journals provide an opportunity for some one-to-one interaction between the class participants and the instructor.
Learning Projects: Class participants design a research project that is intended to help them gain a better understanding of how adults learn as they identify learning objectives, resources, and strategies for recording their results. This project allows them to be active participants in their own growth and development as teachers of both adults and children.
Writing: Participants often are given written assignments that require them to observe and comment on the teaching practices of their peers.
Portfolios: Participants keep a portfolio of their assignments, documenting what they have learned throughout the Mentor Training Course.
The text used for the course: Bellm, D., Whitebook, M., & Hnatiuk, P. (1997). The early childhood mentoring curriculum: A handbook for mentors. Washington, DC: Center for the Child Care Work Force.
Newton, A., Bergstrom, K., Brennan, N., Dunne, K., Gilbert, C., Ibarguen, N., Perez-Selles, M., & Thomas, E. (1994). Mentoring: A resource and training guide. Andover, MA: The Regional Laboratory for Educational Improvement of the Northeast and Islands.
Although this mentoring resource is geared to mentoring new teachers in the K-12 system, it covers many topics from early childhood mentoring curricula. The guide includes a review of research and topics in the literature, activities, and a list of resources.
Components include the following:
Introduction: Basic Assumptions and Beliefs; Who Is a Mentor and What Is a Mentor’s Role? Why Is Mentoring Important? The Importance of Providing Support in That First Pivotal Year; The Importance of the Mentoring on the Retention of New Teachers; The Impact of Mentoring on Reflective Practice and Collegiality
Chapter I: Understanding Critical Components of Mentoring Program: Adult Development; Reflective Practice; The Change Process
Chapter II: Developing a Mentoring Program: What Are the Goals of a Mentoring Program? How Do Schools and/or Districts Design a Mentoring Program? How Do Schools and/or Districts Implement a Mentoring Program? What Are the Roles and Responsibilities of Participants in a Mentoring Program?
Chapter III: Preparing Mentor Teachers: Building a Relationship; Effective Teaching and Beyond; Instructional Leadership; Conflict: A Trigger for Growth
Each chapter is followed by a list of suggested activities. There are 27 activities in all. Here are examples of some of the activities:
Developing an Action Plan to Link Supports and Challenges to Identified Teacher Characteristics
Exploring Diversity, Parts 1 and 2; Facing Diversity
Teachers and Administrators: What Are Their Roles?
A Closer Look at Your Mentoring Site Driving Forces and Restraining Forces
Taking the Pulse on Your Relationship: A Checklist for Mentors
Rudick, S., & Hillary, N. (1994). East Coast Migrant Head Start Project: Peer mentor training program. Unpublished document.
This mentoring curriculum was developed for a peer mentor program in a large migrant Head Start grantee with multiple delegate agencies in several States. In this model, mentors from one agency worked with their service area peers in another agency over a three-to-five-day period. After a nomination and selection process, mentors came together for a four-day training conference. The training curriculum is adaptable for use with mentor teachers in all Head Start settings. Training topics include the following:
Introduction to Mentoring and to the East Coast Migrant Head Start Project (ECMHSP) Mentoring Model. What is mentoring? What is the ECMHSP mentoring model? Mentors complete a content self-assessment form, identifying their strengths in the area in which they will be mentoring. The form matches that used by protégés to request mentoring.
Content Review. Mentors are grouped by content area to review the Head Start Program Performance Standards and to share information about implementing the standards in their agencies.
Working with Adult Learners. Building Relationships, Adult Learning Principles, Learning Styles Profile for Mentors. Mentors complete an exercise that enables them to assess how successful they are at teaching a new skill.
Mentoring Skills. Communication, Active Listening, Giving and Receiving Effective Feedback, Report Writing.
The Peer Mentor Visit. What’s involved in planning for, conducting, and completing a peer mentor visit to another agency? Program logistics (including travel arrangements, documentation procedures and requirements, travel and stipend reimbursement procedures).
Leading by Example. Video on mentoring and teaching based on the life of Anne Sullivan, Helen Keller's teacher, produced by the Covey Leadership Institute.
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