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Putting the PRO in Protégé:
A Guide to Mentoring in
Head Start and Early Head Start

Appendix G: Annotated Bibliography

Apelman, M., Beers, C. D., Carter, M., Cohen, R., Creaser, B., Geenough, K., Hillard, J., Jones, E., Miller, D., Poelle, L., Reynolds, G., Roberts, J. M., & Robinson, J. (1993). Growing teachers: Partnerships in staff development. Washington, DC: The National Association for the Education of Young Children.

This book relates the authors' experiences working with teachers with different professional development goals, and from various preschools, child care centers, and public schools. The chapter "I’ll Visit Your Class, You Visit Mine: Experienced Teachers as Mentors" is a reflection on one of the authors' experiences in developing a mentoring program in conjunction with the Children's Health Council. Topics include the selection process for mentors and interns [protégés], matching criteria, incentives, frequency and length of contact, training curricula, mentoring strategies and content, and unanticipated problems in the design of the mentor program (for example, dealing with the comments and criticisms of center directors). Overall outcomes of the mentoring program are discussed at the end.

Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs. (Rev. ed.). Washington, DC: National Association for the Education of Young Children.

This book provides information on appropriate curriculum content and instructional methods for infants and toddlers and for children ages 3-5 and 6-8. Mentors may use this as a resource for themselves and for their protégés.

Breunig, G. S., & Bellm, D. (1996). Early childhood mentoring programs: A survey of community initiatives. Washington, DC: Center for the Child Care Work Force.

Early Childhood Mentoring Programs: A Survey of Community Initiatives is a compendium of 19 mentoring programs in different child care settings across the country. Program profiles consist of a summary of the program design, eligibility (for mentors and protégés), outreach (notifying potential mentors and protégés of the program), selection of mentors and student teachers, training of mentors, compensation, program funding, program evaluation and tracking, success and barriers, and contact information. This compendium may be a useful reference for Head Start agencies as they begin to design their own mentoring programs.

Carter, M., & Curtis, D. (1994). Training teachers: A harvest of theory and practice. St. Paul, MN: Redleaf Press.

This book presents an innovative approach to staff development and teacher training. Topics include adult learning, constructivism, cultural sensitivity, teacher training on child-centered curriculum practices, and developing professional networks. The book is intended as a workbook and includes columns on each page for writing notes. The chapters do not necessarily have to be read sequentially; the reader may skip around, focusing on only those chapters that are most applicable to their needs. The appendices include forms for observation, evaluation, and assessment, as well as charts and training resources. This book is an excellent resource for ideas on mentoring strategies.

Dodge, D. T., & Colker, L. J. (1988). The creative curriculum for early childhood. Washington, DC: Teaching Strategies.

The Creative Curriculum is a child development-based curriculum for preschool and kindergarten teachers. The curriculum presents a unique framework for teachers that allows creativity and flexibility. Interest areas discussed in the book that might be included in an early childhood classroom are blocks, table toys, art, library, music and movement, cooking, and computers. For each section, the authors discuss the objectives for children’s learning, arranging the environment, observing and promoting children’s learning, extending and integrating children’s learning, and sharing with parents. Program directors also may refer to the curriculum to improve the overall quality of their child care programs.

Dombro, A. L., Colker, L. J., & Dodge, D. T. (1997). The creative curriculum for infants and toddlers. Washington, DC: Teaching Strategies.

The Creative Curriculum for Infants and Toddlers, designed for both center-based and family child care settings, provides a comprehensive framework for planning and implementing a developmentally appropriate program for infants and toddlers. Major features of this book include a foundation in child development, forms for individualizing goals and objectives for children, goals for working with families, letters to families, a comprehensive guide for planning, routines (such as greetings and good-byes, eating and mealtimes), and activities (such as playing with toys, dabbling in art, enjoying stories and books, tasting and preparing food, having fun with music and movement). Mentors may use this book to give their protégés new teaching strategies to improve their practices. Program directors also may refer to the curriculum to improve the overall quality of their child care programs.

Dombro, A. L., Colker, L. J., & Dodge, D. T. (1998). A journal for using the creative curriculum for infants and toddlers. Washington, DC: Teaching Strategies.

This journal contains several worksheets and activities to guide the reader in implementing the curriculum content presented in The Creative Curriculum for Infants and Toddlers. The journal contains a self-assessment tool that mentors may find useful. Mentors can also use the journal with their protégés.

Dodge, D. T., Yandian, S. E., & Bloomer, D. (1998). A trainer’s guide to the creative curriculum for infants and toddlers. Washington, DC: Teaching Strategies.

A Trainer's Guide to the Creative Curriculum for Infants and Toddlers assists child care teachers in improving the quality of their programs and promoting professional development practices. Part I helps supervisors plan and implement their programs and defines the role of curriculum in achieving a quality infant and toddler program. Part II contains a series of workshops to enhance instructional practices. Topics include defining curriculum for infants and toddlers, observing infants and toddlers, planning and individualizing, working with families, and promoting safety and health. Each section contains activities to assist child care teachers in improving their teaching techniques. The guide may be used by mentors to plan activities for their protégés to improve their protégés' child care skills.

Edwards, C., Gandini, L., & Forman, G. (1993). The hundred languages of children: The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex Publishing Corporation.

This book is a compilation of reflections by the Italian educators who founded and developed the Reggio Emilia approach to early childhood education, as well as North Americans who have studied the approach. The technique encourages young children to actively explore their environment, using different modes of expression, such as words, movement, drawing, and music. The book covers the history and philosophy behind the Reggio Emilia approach, curriculum and teaching methods, school organization, the use of the physical environment, adult professional roles, and how the Reggio Emilia approach can be applied to U.S. elementary schools, preschools, and child care settings. In addition, the chapter "The Role of the Pedagogista" is an interview with an Italian pedagogista whose role resembles that of the mentor.

Fenichel, E. (1992). Learning through supervision and mentorship to support the development of infants, toddlers and their families: A source book. Arlington, VA: Zero-Three/ National Center for Clinical Infant Programs.

The first part of this publication discusses the findings and recommendations of Zero-Three/National Center for Clinical Infant Programs on supervision and mentorship. Topics include the role of supervision and mentoring in learning, obstacles in the mentoring and supervisory process, and ways to overcome these obstacles. The remaining sections include Supervision and Mentorship of Students, Supervision and Mentorship of Infant/Family Practitioners, and Issues for Supervisors and Program Directors. An appendix contains additional readings on supervision and mentorship.

Fraser, J. (1998). Teacher to teacher: A guidebook for effective mentoring. Portsmouth, NH: Heinemann.

This book provides essential information on effective mentoring skills and practices. Although intended for elementary school teachers, it is applicable to the early childhood education mentoring process. Topics include establishing and nurturing a positive mentoring relationship, helping protégés with classroom management, what protégés need to know about learning in order to help students, the role of reflection in teaching, how to work with parents, the importance of reading aloud to students, and the practice of peer coaching.

Harms, T., Clifford, R. M., & Cryer, D. (1997). The early childhood environment rating scale-revised. New York: Teachers College Press.

The Early Childhood Environment Rating Scale (ECERS) may be used by Head Start programs as well as by other child care programs to assess a teacher’s classroom performance. Teachers may use it to assess other teachers or for self-assessment. The ECERS is broken down into seven subscales consisting of personal care routines of children, furnishings and display for children, language-reasoning experiences, fine and gross motor activities, creative activities, social development, and adult needs. Comparable scales are available for infants and toddlers (The Infant/ Toddler Environment Rating Scale) and for family child care providers (The Family Day Care Environment Rating Scale).

Johnson, J., & McCracken, J. B. (1994). The early childhood career lattice: Perspectives on professional development. Washington, DC: National Association for the Education of Young Children.

This book contains several short articles focused on improving and advancing the quality of professional development among those individuals who specialize in early childhood education. Part II of this book, "Core Content for Professional Development," presents a variety of options for the content of professional development activities that could assist mentors in working with adults and in figuring out appropriate strategies to be used for each individual. Some of the topics discussed in this section include What Every Early Childhood Professional Should Know; Language and Cultural Competence; Entrepreneurial Skills for Family Child Care Providers; The Knowledge Base of Baccalaureate Early Childhood Teacher Education Programs; and Professional Development: A Contextual Model.

Jones, E. (1986). Teaching adults: An active learning approach. Washington, DC: The National Association for the Education of Young Children.

This book is about the author's experience teaching a child development course at college. The author describes the course content and her teaching strategies through a detailed account of a day in one of her child development classes. This book provides advice and useful tips on teaching and working with adults. An appendix has additional resource materials.

Koralek, D. G., Colker, L. J., & Dodge, D. T. (1995). The what, why and how of high quality early childhood education: A guide for on-site supervision. (Rev. ed.). Washington, DC: The National Association for the Education of Young Children.

This guide is designed as a tool for caregivers of infants and toddlers in center-based settings, teachers of preschoolers and school-aged children in center-based settings, and family child care teachers who care for these age groups in family child care homes. The purpose of the guide is to help supervisors and trainers in these settings identify problems and weaknesses in their programs and identify strategies for improving their overall program quality. The manual provides guidance on the following program contents: the classroom environment (furniture arrangement); the selection and display of developmentally appropriate equipment and materials; program structure (classroom schedule); activities and experiences that promote children's knowledge and development; and supportive interactions between adults and children. For each program component, the authors document what you should see and why, warning signs, and why a certain problem might be occurring and how to fix it. Each chapter lists additional resources. This guide may be helpful in identifying content area for mentoring and in promoting reflective practice for both mentors and protégés.

Mitchell, A., & David, J. (1992). Explorations with young children: A curriculum guide from the Bank Street College of Education. New York: The Bank Street College of Education.

This guide provides child care teachers serving infants, toddlers, preschoolers, and young school-age children (6-8 years old) with new ideas and teaching strategies for enhancing their curriculum. The authors also provide general information on child development as well as specific information on the Bank Street approach to child development. Chapters of particular interest to mentors include Child Development; The Learning Environment; Discipline and Management; Creating Curriculum in Early Childhood; Planning for Infants, Toddlers, and Threes. At the end of each chapter are exercises for practicing some of the teaching techniques and strategies outlined in the chapter that mentors can use with their protégés.

National Academy of Early Childhood Programs. (1985). Early childhood classroom observation. Washington, DC: National Association for the Education of Young Children.

This instrument rates the level of quality of early childhood programs. The observation form is completed by classroom lead teachers and the center director, independently, and then compared. Observations focus on interactions among staff and children, the curriculum, the physical environment, health and safety, and nutrition and food services. Each section consists of several indicators to be ranked on a 3-point scale and a column for comments. This tool can be used to assess teacher performance before and after mentoring.

Phillips, C. B. (1991). Essentials for child development associates: Working with young children. Washington, DC: Council for Early Childhood Professional Recognition.

This is a good resource for mentors working with protégés currently enrolled in a CDA program. It can also be a resource for mentoring content and strategies. Topics include an introduction to the early childhood profession; ways to study how children grow and learn; ways to set up a safe, healthy environment to invite learning; steps to advance children's physical and intellectual competence; keys to establishing productive relationships with families; and preparing for a final assessment as a child development associate.

Phillips, C.B. (1991). Seminar instructor's guide for the CDA professional preparation program. Washington, DC: Council for Early Childhood Professional Recognition.

This guide is a good resource for mentors working with protégés who are currently enrolled in CDA programs. The guide provides ideas for group discussions, assignments, activities, and exercises that mentors can use with their protégés.

U.S. Department of Health and Human Services, Administration for Children and Families, Head Start Bureau (1997). Training guides for the Head Start learning community. Washington, DC: Author.

This series of guides contains sections that provide step-by-step instructions for coaching sessions. Coaching is a training strategy that consists of instruction, demonstrations, practice, and feedback. The activities may be used by a coach or a mentor with one, two, or three individuals.

Additional Information

Individuals who want to search for more information on mentoring are encouraged to explore the following Web sites.

The Association for Supervision and Curriculum Development: http://www.ascd.org
The Association for Supervision and Curriculum Development (ASCD) is a nonprofit, nonpartisan, international organization whose members are professional educators from all grade levels and subject areas. The organization was founded in 1943 and its mission is "to forge covenants in teaching and learning for the success of all learners." ASCD (1) espouses issues of importance to educators; (2) provides a forum in education issues and professionalism; (3) shares research, news, and information; and (4) partners with like-minded organizations and individuals.
The Educational Resources Information Center: http://www.eric.ed.gov/
This is the home page for the Educational Resources Information Center (ERIC). ERIC has numerous sites through which individuals can do a topic or keyword search for information related to mentoring. Any information found on ERIC Web sites can be ordered directly from ERIC on the Internet.
Best Practice Resources: http://teachermentors.com
This is a comprehensive and cost-effective resource for professional development in education. It offers access to written information and resources in various educational areas including mentoring, coaching, and staff development. This site also allows you to do a keyword search for information that is linked to other Web pages.

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The Head Start Bureau

Putting the PRO in Protégé: A Guide to Mentoring in Head Start and Early Head Start

Appendix G: Annotated Bibliography

Putting the PRO in Protégé:
A Guide to Mentoring in
Head Start and Early Head Start