Developing mentoring and coaching relationships in early care and education : a reflective approach / Marilyn Chu.

Includes bibliographical references and index.

Section I. Relationship-based professional development. -- Chapter 1. Relationship-based professional learning : Learning about the learner ; Experiencing the power of reflection ; Definitions, purposes, and terms used in relationship-based professional development ; Identifying the roles and functions of a mentor and teacher (as mentee or protégé) ; Differences and similarities between mentoring and supervising ; Ground rules or policies to structure a learning relationship ; Qualities and characteristics of mentors ; Understanding what matters in relationship-based professional development competencies ; Plan to demonstrate relationship-based PD competencies for mentors or coaches -- Chapter 2. Building professional development relationships with adults : Partnering with others for learning: a continuum of choices and a network of relationships ; Joining and planning for a learning partnership ; A cycle of strategies beginning with establishing expectations ; Concepts influencing cultural competence and equity ; Evaluating progress in a mentoring relationship -- Chapter 3. Communicating to support teacher awareness : Mentoring through dialogue ; Communicate for understanding and building common ground ; Pay attention to communication basics ; Listen with attention and acknowledgment first ; Give and receive feedback that supports reflective thinking ; Cycle of mentoring communication strategies ; Asynchronous communication basics: online, virtual, and written feedback ; Conflict and problem solving ; Recognize and support effective teaching dispositions ; Culturally responsive mentoring practices -- Chapter 4. Adult learning and planning for teacher development : Mentoring as effective professional development ; Understanding adult development and learning theories ; Uncovering mentor assumptions and images of the adult learner ; Planning with a teacher for an individualized professional development plan --

Section II. Mentoring and coaching for inquiry, reflection, and leadership. -- Chapter 5. Readiness or change and learning through inquiry : Understanding and adapting to a teacher's readiness for change ; Matching a professional-development approach to a teacher's needs ; Characteristics of mentoring for teacher inquiry ; Helping teachers identify interesting questions to investigate ; Expanding the cycle of inquiry and identifying areas for teacher and mentor development -- Chapter 6. Coaching to connect curriculum, assessment, and teaching : Understanding choices to observe, gather information, and document learning ; Putting together a cycle of documentation (or assessment), curriculum, and teaching ; Exploring ways to reflect on observations and make meaning through dialogue, discussion, and use of professional resources ; Coaching reflections: evaluating progress through ongoing documentation of practices ; Applying what you learn ; Steps to facilitate peer group discussions with two different models ; Sharing a project, evaluating, and celebrating both teacher and mentor ; Achievements: reflection on the effect that mentoring has had on the mentor and the teacher -- Chapter 7. Supervisors and teacher-leaders as mentors or coaches : Reflective supervision and mentoring or coaching ; Transferring skills and abilities from supervising or teaching to mentoring and coaching ; Meeting the needs of the situation by choosing technical or innovative strategies ; Growing authentic leaders and mentors -- Chapter 8. Mentoring and leadership for professional development : Growing our own effective professional development leaders ; Adaptive leadership and learning communities ; Striving for inclusive and multicultural groups and organizations ; Planning for systems of selecting, planning, and modifying a mentoring design ; Evaluation and advocacy.

Machine converted from AACR2 source record.