Mentoring and Coaching Strategies in Early Care and Education: A Reflective Approach
Marilyn Chu, Western Washington University FOCUS on Children Conference, Bellingham, WA - February 2, 2013, 2:20 -3:50 pm BEGIN: Imagine and Wonder
The power of imagining is explored in the book; The fish, the piano and the wind: An imaginary library (Scharioth, 2009). The text is a compilation of children's book covers for books that do not yet exist. Artists from all over the world were invited by the International Youth Library in Munich, Germany, to create an original book cover with only a few sentences alongside it to express the artist's idea. The Fishermans Dream The fisherman of this story doesnt catch fish but peoples invisible emotions, evanescent dreams and secret thoughts. The white spaces between the words and sentences is the best place to catch them. In the evening, when the fisherman comes home, he tries to turn his catch into images and stories.. ProvolkInvite.Focus Turn a worry or challenge into a question
How do you invite a teacher to --WONDER, --RE-IGNITE CURIOSITY or to --FOCUS ON A QUESTION TO INVESTIGATE? LISTEN only after being listened to are practitioners likely to be able to listen to an outside resource.They already have tons of information from their work, and a listener who is interested as they share is invaluable. Listening, listening, listening.is especially important where there are cultural differences between mentor and teacher. Shelly Macy, NW Indian College CLARIFY YOUR ROLE Lutton, A. (Ed. ). (2012)
CLARIFY YOUR ROLE Lutton, A. (Ed.). (2012). Advancing the profession: NAEYC standards and guidelines for professional development . Washington, DC: National Association for the Educationof Young Children. Mentor: A respected, experienced person who supports and nurtures the growth of someone who is less experienced. Coach:A person with specific expertise or skill helps identify and achieve skill development in another. Consultant: A person who facilitates the resolution of specific work-related issues involving people or programs. Supervisor and mentor: Be clear when you are in each role. Establish specific reflective supervision times that are separated from evaluation or directive technical requirements.NO SECRET AGENDAS. SOMETIMES A SUPERVISOR SHOULD NOT BE A MENTOR. Usually - A mentee or protg (referred to as teacher) is:
Less experienced in some professional areas than the mentor. In other areas the protg may be more experienced or knowledgeable, A co-learner and co-investigator with the mentor Responsible for agreeing to work with a mentor, Interested in sharing their learning needs and shaping the process of mentoring, Willing to participate in professional dialogue or professional development sessions about their practices, Responsible for keeping appointments and commitments with the mentor, Willing to tell the mentor concerns, frustrations or questions about the mentoring process, Other specifics as needed should be detailed or negotiated, Interested in joining with another professional who they feel has valuable professional perspectives to support, guide, teach or facilitate learning, and Committed to improving teaching practices. What is a mentor or a coach? What do they focus on?
After being mentored, an ECE teacher said: A successful mentor listens, takes the time to have clear understanding of the protg, poses questions for reflection, values the protgs experience, and does not overwhelm the protg with information. The Power of Mentoring (Elliott, et. al., 2000, p.35) After reflecting on the outcomes of mentoring multiple teachers in their programs, a mentor/coach- supervisor said, With a focus on building relationships and learning, teachers were more willing to share some of the more difficult aspects of their work. Learners commented on their growth and how their perspectives on child guidance were changing Laurie Cornelius, Clark College, Bridges to Higher Education, First establish or negotiate
Your role Your purpose and Your intent. Then:Listen, observe and consider the mentees stage of change or readiness for considering or investigating new ideas and your mentoring or coaching response. What problems frustrate me?
CYCLE OF INQUIRYObserveto gather information (What is child doing and saying?)Reflectto make meaning ofdocumentation (What does it mean?)Applyan action plan for child and teacher (What goals, strategies and plan?) BEGIN: What are my questions? What problems frustrate me? What is most interesting in my recent observations? What do I hope to happen? See SECA article handout, p. 24.
What do my wonderings tell me about what I want to learn about a childs strengths, interests, development, culture, personality, and learning strategies? What resources will further my understanding related to my concerns and observations? What might I do next? Why should I consider new ideas/ change my teaching strategies? What do I need to do to change my interactions with children? See SECA article handout, p. 24. OBSERVE-REFLECT-APPLY Working with experienced or inexperienced teacher. What skills are needed? OBSERVE
Are teachers able to objectively record what they see, hear, and observe? Describe what documentation or assessment skills can be strengthened. REFLECT Are teachers able to make logical, informed meaning from the data they gather? Do teachers need more knowledge regarding child development, cultural competency, language acquisition, or other areas, to interpret their observations? What resources would be most helpful? APPLY How competently does the teacher build upon childrens interests and ideas? Is the program a comfortable place to share multiple points of view? Pre-contemplation MENTOR Listen and learn the persons perspective. Ask how their current situation is working for them. Wonder with them what a better situation might look like or simply let them know you or other resources are available when they are ready to participate MENTEE I really dont have time for this. I didnt ask to be part of this. Who sent you? What are you talking about? Ok I guess I am interested (Body language seems to says something else and attention seems to be elsewhere. Leaves to do an important errand. Does not show up for next session). MENTOR Listen and learn the mentees perspective
MENTOR Listen and learn the mentees perspective. Forcing participation may backfire with the person dropping out of the program or situation. Conditions may need to change in a persons thinking, program or personal life to enable participation. -Disinterest -Defensiveness -Avoidance of information-Many barriers to participation exist Learn about other resources and refer to APPROPRIATE PERSON OR RESOURCE for support. Contemplation MENTOR Ready for engaging in inquiry including observation, interpretation, feedback and problem solving about a question of interest. MENTEE Sounds interesting but I have five other priorities that are more important than this.I think its important but I just dont see how I can really focus on it now. MENTOR Learn what a mentee needs and match the level of involvement to the persons capacity to participate. For example: Ways to read a book at circle time to engage children in conversation or five positive behavior management strategies for the preschool teacher. Ambivalence Feeling overwhelmedInterest in one specific area to solve a current problem Skill building in a specific, focused intervention. Connect to a role model on site. Preparation MENTOR Examine how to build in support through continuing involvement in professional organizations or learning communities. MENTEE Really!!! You are exactly what I need! I know this will be hard to find the time to do, but I cantthink of a better use of my time. I have been asking the director for education on this topic. A lack of confidence Unsure about participation but interested
MENTOR Notice strengths, build on them and dialogue about interests. Observe and comment on effective strategies used. Take the time before teaching new skills to build relationships. Model strategies, use peer mentoring strategies. A lack of confidenceUnsure about participation but interested Enroll buddies, friends or colleagues or a cohort and dialogue together Find common ground Action MENTOR Learn the barriers, worries and concerns. Paraphrase back these concerns and encourage participation through problem solving. MENTEE I read a book on that topic and I want to ask you if what I am doing seems right for a child named Tommy. Discuss what documentation,
MENTOR Presenting the cycle of inquiry model which includes Observation, Interpretation, feedback and problem solving about a question of interest. Embedding skill building (e.g., ways to document and assess) about planning for investigating questions of interest. Celebrating accomplishments. A request to connect interests into a plan of action. Interest in new information and ways of, for example, interacting with children. Discuss what documentation, curriculum and instruction is currently being used. Identify specific questions to investigate. What does effective professional development look like?
A growing body of study indicates that effective professional development should be ongoing, include self-assessment, and be associated with specific criteria or expert feed- back that is aligned with instructional goals, learning standards, and curriculum materials. (Darling- Hammond, Wei, Andree, Richardson, & Orphanos, 2009; Trivette, Dunst, Hamby, & OHerin, 2009) CYCLE OF INQUIRY See: Observe, Reflect, and Apply: Ways to Successfully Mentor Early Childhood Educators Maintenance / Management
MENTOR Work to develop a plan including providing information and skills needed to be successful MENTEE That is so interesting. I learned about positive guidance strategies last year and have found that my teaching is so much more effective now. You would be a great help if you observed me to see if I have forgotten anything or could be even more effective. Consider how both the people and program might be supported.
MENTOR Develop Memoranda of Agreement and involve administrators in the process. Learn if the people or program have both the willingness and the capacity to participate. Consider how both the people and program might be supported. Unsure ifallowed to take time out from participation or teaching (ACTION) to meet with the mentor LEARNING CONTINUES Clarify with both the person and supervisor the roles, responsibilities & agreements needed for participation. Voices of Practitioners, NAEYC, http://www.naeyc.org/publications/vop
Contains helpful support for teacher-educators to support teachers or college students to begin a process of teacher research. See free, online journal articles of teacher research that will inspire your participants at The Project Approach, Details examples of in-depth curriculum projects from teachers working in preschool through elementary classrooms. The site may motivate adult participants to increase their skills for supporting children to explore topics of interest because it offers a clear process and supporting books for the approach. RESOURCES TO INSPIRE From Frustration to Inquiry
Inquiry as strategy Inquiry as stance Inquiry as a way to begin when the complexities seem overwhelming Inquiry has the potential to support a paralleldevelopmental process for the mentor and mentee. In what ways did I.? Get to know and build a respectful relationship with the teacher? Learn about the teacher and the early childhood program by listening, observing, and exploring together? Explore what the teacher was wondering about? Encourage information gathering and documentation of a teacher- identified problem or focus of inquiry before giving advice? Problem-solve through dialogue and reflective feedback? Encourage and challenge the teachers professional development through use of open-ended and reflective questions? Evaluate your work together and leave with ideas for next steps? The way you are is as important as what you do. Jere Pawl References Chu, M. (2014). Developing mentoring and coaching relationships in early care and education: A reflective approach. Boston, MA: Pearson. See:http://www.allynbaconmerrill.com/authors/bio.aspx?a= f1bc-45cf be8baca655 Chu, M. (2012). Observe, Reflect, and Apply: Ways to Successfully Mentor Early Childhood Educators, Dimensions of Early Childhood, Southern Early Childhood Association, 40(3), Retrieve online at: