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.

Empowering Preschoolers through Reading "The Little Engine That Could"

You have planned activities related to weekly lesson plan theme for the students to engage in as they go to different learning stations in the classroom.  During circle time, you have shown specific related activities and how to demonstrate/manipulate the materials.  However, when you are walking around to different learning stations and engaging the children in conversation of what they are doing then finding creative ways to interweave circle time content in along with weekly lesson plan theme you hear a student saying, “It’s too hard, can’t do it!”  What’s the initial response of the teacher?  Yes, walk over to the child, bend down, make eye contact and state, “Johnny, you can do it.  I will help you if you want me too”.  Then what happens next, yes, the teacher basically will do the manipulation of materials then proceed to give verbal or non-verbal reward to him/her for accomplishing the task.

The teacher will hear this statement quite often throughout the school year when new challenges are presented to students moving toward expanding their unknown knowledge.  Now is the time to read and engage students in the story “The Little Engine That Could” reinforcing the moral of the story value of optimism, hard work and perseverance to achieve the goal.  For the chugging repetitious reframe have the students repeat “I think I can.  I think I can. I think I can”.  While reading the story posing a range of statements/questions (e.g., open-ended, who, what, where, when, distancing) engaging students to better insight that reaching a goal may not be easy in the beginning but once they have broken it down into smaller steps and not given up at the first attempt but to persevere toward accomplishment.  Yes, they must keep trying and will succeed.  Also, write the words optimism, hard work and perseverance on sentence strip to discuss then place on word wall.  As you end, the story let the students repeat, “I knew I could. I knew I could.  I knew I could”.  In addition, place throughout the learning environment pictures of the little train with the captions “I think I can” and “I knew I could” to remind students they have the knowledge to complete the activity.  So, when teachers hear the statement, “I can’t do it.  It’s too hard” walk the student to the picture of the little train and discuss the storyline reinforcing key terms hard work and perseverance to complete the job.

Another key aspect of the story to reinforce with students is prosocial skills that when students need help, work with them so they will not give up in mastering the skill.  For, prosocial skills are intended to help others, being concerned of feelings, empathy and behaving in ways to help others through sharing and cooperating.  Teachers it’s your role to assist students to see themselves as “The Little Engine That Could” to achieve set goals and exceed expectations as well.  Therefore, I hope you will dusk off or add to the reading list “The Little Engine That Could” all reinforce the morals of the story for the classroom of community learners.  We must instill in the students they can and will achieve set goals. 

#drbkwec

Preschool Teachers Need Back-to-School Supplies, Too!

When one gets ready to check out in a store the cashier will ask, “Would you like to donate money or

purchase items here for back-to-school?”  Or, at your place of employment multiple emails are sent, flyers posted and/or boxes strategically placed throughout the building for you to place school supplies that will be donated to local K-12 school districts.

Preschool teachers are just like those K-12 ones in purchasing school supplies out of their payments to ensure their classrooms have materials for exploratory experiences in the different domain areas (e.g., cognitive, language).  As you walk into preschool teachers learning environments you will see where they provide high-quality learning opportunities and need our support from community stakeholders to provide the same list of back-to-school supplies.  If the classroom is lacking, preschool teachers will take their limited funds to purchase needed items.  And yes, the vast majority of preschool teachers have some college courses or degree in the discipline areas of early childhood education or child development and family relations meeting state requirements the same as required for licensed K-12 teachers.

Therefore, I decided preschool teachers need back-to-school supplies as well, so I have started the first annual Dr. Brenda K. Williamson love preschool teachers’ box of back-to-school supplies.  Facebook was used to post how to nominate preschool teachers from non-public schools (e.g., child care facility, Head Start) for Caswell (home county), Durham (reside) and Wake (work) counties.  The boxes had various supplies such as the following:

1.       Ear bugs

2.       Glue (bottle/sticks)

3.       Ream of paper

4.       Markers

5.       Construction paper

6.       Scissors

7.       Hand sanitizer

8.       Craft sticks

9.       Crayons

10.   Post it notes

11.   Colored pens

12.   Paper clips/binders

13.   Bubbles

14.   Dry eraser set

15.   Water bottles

16.   Mints

17.   Tea

18.   Composition

19.   Notebook paper

20.   Tissues

Again, the list of school materials are the same items for K-12 teachers.  Join me for the 2^nd annual 2019-20 school year to provide back-to-school supplies to preschool teachers who will be most appreciative for these acts of kindness.  For, it keeps them from taking their small paycheck to purchase those needed supplies where most make minimal wage or just a little above.  Remember, it is more bless it to give to others for preschool teachers are provided the foundation for student’s success in K-12 and beyond in becoming successful adulthood.

Back-to-school supplies for preschool teachers.  Knowledge is powerful!  #DRBKWEC

For more information to provide donation, contact me at drbrenwilliamson@gmail.com.

Diaglogic Reading the C-R-O-W-D Experience

The time on the clock and daily schedule shows its Storytime as the student moves the clothespin to the next activity.  Everyone is sitting on the large carpet rug with legs crosses and waiting for related Study book as written on lesson plan.

It is important, as one read stories to have students interactively involved in the storyline.  One technique created by Dr. Grover Whitehurst was Dialogic Reading and let’s take a closer look at the acronym C-R-O-W-d.  check out this clip to give you a better understand and implementation of this active participatory way of reading stories with students at https://youtu.be/EpmARhxerJs  (5:32).

Remember, pre-read the story book and write out questions and/or statements related to C-R-O-W-D on each label per page toward building student’s enjoyment of books, vocabulary, comprehension and other related literacy skills.  Also as the students pose questions, you may want to write those down as well to add at a later date for the book as well.   You can write the student’s responses on chart paper with their initials next to their question and/or statement for them to make association between verbal comments and printed words. 

Yes, for the books written on the lesson plan place label questions and/or statements on the pages that relate to C-R-O-W-D for interactive participatory reading experiences.  Knowledge is powerful.

#DrBKWEC

Beginning School Year Storybooks

The students enter your classroom learning environment some are excited, shy, anxious, afraid and an array of other emotions.  Teachers have created the classroom learning environment to assist the students to feel WELCOME but you observe there is something that’s needs to be done.  Aha!  Let’s walk over to the bookshelf and pull a book that addresses transitioning to new classroom, teachers, classmates, new school and so forth.  Check out my YouTube clip to different books that can be read at https://youtu.be/Hr7xoCF06gU (6:26).

Here’s a list of books with the assistance of Rena’ Hoggard and Tawanda Terry for these.

1.       Chrysanthemum

2.       David goes to school

3.       Llama Llama misses mama

4.       Pete the Cat rocking in my school shoes

5.       Swimmy

6.       The kissing hand

7.       Roar and Sparkles go to school

8.       What color is my underwear?

9.       Have you filled a bucket today?

10.   There was an old lady who swallowed some books

11.   You’re finally here

12.   First day jitters

13.   Dear teacher

14.   If you take a mouse to school

15.   Wimberley worried

16.   The way I feel

17.   Rosie goes to preschool

18.   Shubert’s big voice

Have a terrific school year welcoming your students and their family members to your high-quality culturally developmentally age appropriate learning experiences.  Knowledge is powerful.

#DRBKWEC

Ask Dr. BKW - Can early childhood educators spank children in child care facilities?

As part of the “Introduction to Early Childhood Education” class a portion of time is set aside for students to raise questions needed for clarification.  It is reiterated that enrolled students go back to their places of employment to ensure that all children/students in conjunction with their parents/family members are given high-quality culturally developmentally age appropriate practices.

The student posed this questions “What does a teacher do when they see another teacher spank a child?”  in prior classes the issue of child abuse, neglect and maltreatment were discussed then revisited to ensure the student understand her role related to the action witnessed.  

NO!, was written on the whiteboard to give the quick response.  However, I had to provide the student with supported documentations to grasp it was not a personal opinion.  Below are documentations/conversations that was represented prior and new information to assist with next step(s) for action.  

1.       Code of Ethical Conduct and Statement of Commitment – A positon statement of the National Association for the Education of Young Children (NAEYC) at http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
“The NAEYC Code of Ethical Conduct offers guidelines for responsible behavior and set forth a common basis for resolving the principal ethical dilemmas encountered in early childhood care and education (Gordon & Williams-Browne, 2016, p. 224).

Section I:  Ethical responsibilities to children

I-1.5: To create and maintain safe and healthy settings that foster children’s social, emotional, cognitive, and physical development and that respect their dignity and their contributions.

P-1.1:  Above all, we shall not harm children.  We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative or intimidating to children.  This principle has precedence over all others in this Code.

P-1.8:  We shall be familiar with the risk factors for and symptoms of child abuse and neglect, including physical, sexual, verbal and emotional abuse and physical, emotional, educational and medical neglect.  We shall know and follow state laws and community procedures that protect children against abuse and neglect.

P-1.9:  When we have reasonable cause to suspect child abuse or neglect, we shall report it to the appropriate community agency and follow up to ensure that appropriate action has been taken.  When appropriate, parents or guardians will be informed that the referral will be or has been made.

P-1.10:  When another person tells us of his or her suspicion that a child is being abused or neglected, we shall assist that person in taking appropriate action in order to protect the child.

P-1.11:  When we become aware of a practice or situation that endangers the health, safety, or well-being of children, we have an ethical responsibility to protect children or inform parents and/or others who can.

Section III:  Ethical responsibilities to colleagues

B-Responsibilities to employers

P-3B.3:  We shall not violate laws or regulations designed to protect children and shall take appropriate action consistent with this Code when aware of such violations.

P-3B.5:  When we have a concern about circumstances or conditions that impact the quality of care and education within the program, we shall inform the program’s administration or, when necessary, other appropriate authorities.

In the state of North Carolina as part of the parents/family members orientation packet includes the “Discipline and Behavior Management Policy” view  http://ncchildcare.nc.gov/pdf_forms/discipline.pdf  where name of child, signature of parents/guardians and dated.  The first bullet statement in the right-hand column states, “We DO NOT spank, shake, bite, pinch, push, pull, slap, or otherwise physically punish the child.  It should be noted, I told the student (all) to post this document on the “Parent Board” and highlight the above statement for parents/family members to view periodically.

The Summary of the North Carolina Child Care Law and Rules can be viewed at http://ncchildcare.nc.gov/pdf_forms/summary_ncchildcare_laws_rules.pdf  that has a sub-category titled, “Child Abuse or Neglect”.  Within the paragraph it is bolded “North Carolina law requires any person who suspects child abuse or neglect to report the case to the county department of social services”.  Also any person call the Division of Child Development and Early Education at (919) 527-6500 or 1-800-859-0829 to report suspected child abuse or neglect in a child care facility (can be made anonymously).

Child care licensed facilities in North Carolina as part of the star-rated system include have the infant-toddler environment rating scale (ITERS) and early childhood environment rating scale revised (ECERS-R) completed in relationship to environment contents.  Within the ECERS-R number 31 Discipline under column 3 (minimal) stated, “3.1 Staff do not use physical punishment or severe methods” (Harms, Clifford, & Cryer, 1998, p. 39). 

In addition, new rules adopted September 23, 2016 by North Carolina Division of Child Development and Early Education were one is “Child Care Rule 10A NCAC 09.0705 Special Training Requirements.  All staff members shall complete “Recognizing and Responding to Suspicious of Child Maltreatment within two months of employment.  This training is available online https://www.preventchildabusenc.org/services/trainings-and-professional-development/rrcourse
It must be noted that current employed staff must complete by June 30, 2017.  Also copies of certificates of all ITS-SIDS, Playground Safety and Child Maltreatment must be in staff member’s files.

Yes, from the initial question posed, the inquiring student but for all were given this information hardcopies of documents and posted in Sakai online to ensure they were equipped with the knowledge, skills and disposition when faced with this or similar actions related to child abuse, neglect and/or maltreatment of children/students who depend on adults to maintain their safety.

Therefore, the answer is “NO” we do not spank children/students in our classrooms and/or in the learning facilities.  If one witness a colleague using physical actions report to local Department of Social Services and/or State Division of Child Development of Education and Early Care and talk with administrators.  Remember, to document with date, time and actions of people involved.  If it is possible video tape as well.  One must know your STATE rules and regulations to reporting child abuse, neglect or maltreatment and the proper change of command.  WE must respect ALL children in providing a healthy safe environments for learning.  Yes, we are the caretakers for the voiceless children.

Let’s take a look into ways to respond that are developmentally age appropriate (DAP) as an educator’s role modeling appropriate behaviors as the adult in the learning environment.

1.       Remove yourself from the child.

2.       Take 3 or more deep breaths to regroup and resolve the situation appropriately.

3.       If needed, ask colleague to join group (maintaining teacher-child ratio) while you step out of the room to collect your thoughts and return when ready to continue facilitating learning.

4.       Engage in conversation with child of act and discuss appropriate ways to resolve in the positive.

Children follow the actions we as adults model for them.  Our goal for discipline is to guide them positive appropriate solutions not physical harm that may continue into adulthood.  STOP!  THINK! RESPOND in positive manners.

References:

Code of Ethical Conduct and Statement of Commitment – A positon statement of the National Association for the Education of Young Children (NAEYC) at http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

Discipline and behavior management policy at http://ncchildcare.nc.gov/pdf_forms/discipline.pdf

Gordon, A.M., & Williams-Browne, K.  (2016).  Beginning essentials in early childhood education (3^rd ed.).  Boston, MA:  Cengage.

Harms, T., Clifford, R. M., & Cryer, D.  (1998).  Early childhood environment rating scale revised edition. 
                New York, NY:  Teachers College Press.

Summary of the North Carolina Rules and Regulations at http://ncchildcare.nc.gov/pdf_forms/summary_ncchildcare_laws_rules.pdf