Early Childhood Educators Professional Development Mentoring and Coaching Program

When one hears the words mentoring and coaching do they really know what it means for early childhood educators?  In the 21^st century, the concept of having a mentor (mentoring) and coach (coaching) is becoming the norm to ensure that early childhood educators are incorporating high-quality culturally developmentally age appropriate practices for all children (typical and atypical).

Being early childhood educators overall is a complex and demanding profession, it is important that they are given needed support systems as they transition from theory to implementation of the real-world as an educator.  For in a lot of early childhood facilities (e.g., child care centers, Head Start) turnover rate is high and the children do not receive consistency of educational care through domain skills.  Research supports that early childhood educators who receive coaching and mentoring assistance remain in the field and same facility for longer time that will help them improve and strengthened their skills and assimilation to the field.  Early childhood educators need to stay abreast of State standards, educational requirements, curricula, stay energized in the classroom and mental health skills not to get burnout, but being renewed to continue to educate children, family members, colleagues and stakeholders.  Yes, early childhood educators are lifelong learners and working in conjunction with mentor (mentoring) and coach (coaching) in a partnership to enhance classroom learning environment, behavior management, assessment, individualization per child, developmentally domain skills, working with colleagues and so much more.

Here are three early childhood educators’ personalities who are employed in a child care facility and approached to participate in the Early Childhood Educators Professional Development Mentoring and Coaching Program.  Let’s check out a brief profile of all three.

Teacher One, has been teaching at the facility for 15 years an initially feared what had she been doing wrong in her classroom and these people will not understand what’s going on or the same of administration and will not listen to me.  Also, afraid that her job will be in jeopardy and not unsure if need to start seeking new employment. 

Teacher Two, feels that she has obtained degree(s) and know how to work with children and their families.  Totally understands child development and theorical background of why she does what is incorporated throughout the day.  She straddles the fence about being asked to participate in this program due to working a second job and if she will have time to be part of what’s needed for successful outcome.  Just not sure but may be only need the mentor is needed.  She has been employed at the site 10 years.

Teacher Three, is excited and open-minded to have people who will her become a better early childhood educator of children, their family members, relationships with colleagues and advocacy work with stakeholders.  Totally welcomed, the idea of having mentor and coach work with her even though she has been employed at the site 13 years.  Her philosophy is she is a lifelong learner and must stay abreast of what’s happening in the field to ensure she is educating her children to their fullest potentials for success into adulthood.

So, which one of these teachers would be the best candidate(s) to participate in the Early Childhood Educators Professional Development Mentoring and Coaching Program?

A.      Teacher One

B.      Teacher Two

C.      Teacher Three

D.      Teachers One and Two

E.       Teachers One, Two and Three

 Yes, the correct answer is “E”.  All three teacher personalities would benefit from have a mentor (mentoring) and coach (coaching).  Let’s take a closer look into the role who is the mentor/mentoring and coach/coaching.

Who is the mentor for mentoring?

The mentor reviews the observational notes written by the coach and engage in conversation with the early childhood educator on ways to work toward meeting the specific goals written on action plan.  The mentor is a role model through modeling needed acts for early childhood educator to know how to implement and discuss goals before coach comes back for next observation.  Mentors provide various means of ways to communicate so the early childhood educator to have questions answered for clarification (e.g., phone, text, webinar).

Roles of Mentoring

1.       Confidentiality

2.       Making suggestions

3.       Giving feedback and advice

4.       Offering guidance

5.       Instructing and demonstrating

6.       Building self-esteem and self-awareness

7.       Practicing and applying new skills

8.       Knowledgeable of early childhood education and classroom experiences

9.       Trained as a mentor

Who is the coach for coaching?

The coach must conduct an initial meet and greet with the early childhood educator to discuss roles of coach and mentor to ease the unknown of him/her coming into the learning environment to empower the educator through high-quality levels of professionalism in the field of early childhood education.  The coach through onsite observations will gain a better insight of the early childhood educator’s areas of strength and where suggestions are needed to enhance skills.  It is important for the coach to recognize and acknowledges during conversations progress done for the educator to know that their effects of enforcing professional skills are being observed through implementation.  It is important that the coach observe at different times throughout the daily schedule to gain insight of overall clear view of early childhood educators skill set.  Yes, it is crucial to build partnerships for a win-win end results that is conducted through collaboration on action plan.  Therefore, is a contractual agreement between the coach (coaching) and early childhood educators?  Yes, because the contractual agreement outlines what both parties agree to toward improving the early childhood educator’s skills as a high-quality professional.

Outline the process of the onsite observations that are as the following:

A.      Conduct observation, discuss and set goals on action plan toward accomplishment.

B.      Each observation will focus on specific set goal(s).

C.      Debrief through self-reflections sharing feedback on components where mentor can assist between next schedule and/or unscheduled onsite visit.

Roles of the Coach

1.       Provide focus

2.       Challenge and support

3.       Holds accountable

4.       Facilitate actions

5.       Build trust

6.       Active listener and respond with honesty

7.       Collaborate and endorse

8.       Be a role model

9.       Provide resources

10.   Encourage growth

11.   Ask questions

12.   Being empathetic

13.   Strong communication skills

14.   Provide feedback with specific rational of “why” to implement changes

I have served in the roles of mentor and evaluator (coach) for NC pre-k teachers and asked members in my closed Facebook group Dr. Williamson Professional Learning Community for Educators for personal testimonial on experiences with mentor and/or evaluator (coach).  Here are their comments.

Quote for Mentor (mentoring) posted September 13, 2018

“My mentor was helpful also, she was willing to meet me and make sure I was ready for the evaluator [coach] visits.  I truly enjoyed my first evaluator and mentor”.  – Nell Mewborn

Quotes for Coach (coaching) posted September 13, 2018

“My first evaluation [coach] was very helpful if I needed resources or was struggling with something she needed to see, she would take time and make sure I understood what she was asking me to have in my binder.  She made her visits smooth because she cared about my success.  I love my evaluator”.  – Nell Mewborn

“I love how my former and current evaluators [coaches] gives awesome, positive criticism.  My former evaluator [coach], B.K.W., always made time to listen and answer my questions.  With the feedback I received from both evaluators [coaches] I have become a better early childhood educator”. – Gina Allen

“I like having an evaluator [coach] because s/he pushes me to gain more knowledge and help me grown in the profession.  I also love having resources and suggestions that were laid out for me.  Knowing that I have a support system help ease my anxiety and fears.  Most important I love the encouragement that was given”.  – Anjanette Harris

“You are right Mrs. Prince, B.K.W. was not my evaluator [coach] but if there was something I needed extra help with [something] she would always be there to give me that extra help.  For that, I will always be grateful”.  – Nell Mewborn

“I loved having both of my evaluators [coach] Dr. Brenda Kay Williamson and Joan Carrozza.  These two helped me so much and pushed me to ensure that my students get the most out of their learning experience.  Not only are learning but I’m [learning] things as well.  They provided me with so many resources and were and continue to be so patient with me.   They saw and see things in me that I was and still am, a little, I didn’t think I have or had in me.  By no means will I say I have arrived, but with their help, I’m closer than I was before, I salute the both of you and thank you both for everything.” – Rena’ Hoggard

Some of the benefits for Early Childhood Educators Professional Development Mentoring and Coaching Program is to reduce a sense of isolation of skills needed to provide high-quality education, abilities to implement new teaching strategies effectively with assistance as needed and re-energize the early childhood educators to the field.  If seeking out a group to contract with contact RBKeducators at RBKeducators@gmail.com or #rbkeducators to make changes through mentoring and coaching.  Yay! RBKeducators are changing the field for early childhood educators through mentoring and coaching program.