TY  - BOOK
AU  - Chu,Marilyn
TI  - Developing mentoring and coaching relationships in early care and education: a reflective approach 
T2  - Pearson professional development
SN  - 0132658232
AV  - LB1775.6 .C48 2014
U1  - 372.21 23
PY  - 2014///]
CY  - Boston, Mass.
PB  - Pearson
KW  - Early childhood teachers
KW  - Mentoring in education
KW  - Early childhood education
N1  - 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
ER  -