Competency Checklist and Professional Development Resources

 
Competency Checklist and Professional Development Resources 
An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1: Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document.

competency checklist

 
Part 2: Professional Development Resources Document –Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.), focus on the first four standards:
STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN                 AND FAMILIES
 STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES
Directions: Each group will be assigned a different standard and each member will add at least one resource (such as yearly conferences, websites, leaders in the field, articles, blogs, etc.) that support that specific core standard. The resources will be organized on the attached Google Spreadsheet (which will also record who is submitting each resource). Through this group and class collaborative effort, you will be able to add resources from multiple perspectives that you can later include in your own mentoring portfolio.Be sure to include any relevant information and the following:

the APA citation (article) or organization name/contact information (address, phone number, website).
a brief description of their services in supporting early childhood professionals in their own growth and development.

Resources

 
Articles
Eggbeer, L. Mann, T., & Seibel, N. (2007). Reflective supervision: Past, present, and future. Zero to Three, 28(2), 5-9. Retrieved from https://www.zerotothree.org/resources/series/zero-to-three-journal

This article provides information on reflective supervision and may help you with your discussion this week.

Galinsky, E. (2012). Learning communities: An emerging phenomenon. Young Children, 67(1), 20-27. Retrieved from http://www.naeyc.org/yc/

This article provides information on supporting learning communities and may help you with your journal this week.

Books
Austin, L. (2009). Reflective teaching strategies for a reflective educator. In A. Gibbons & C. Gibbs (Eds.), Conversations on Early Childhood Teacher Education: Voices from the Working Forum for Teacher Educators (pp. 160-166). Redmond, WA: World Forum Foundation and New Zealand Tertiary College.

The chapter from this book provides information on implementing reflective teaching strategies in early childhood teacher education and may help you with your discussion this week.

Parlakian, R. (2002). Reflective supervision in practice: Stories from the field. Washington DC: Zero to Three.

This book provides information on reflective supervision and may help you with your discussion this week.

Sullivan, D. R. (2010). Learning to lead: Effective leadership skills for teachers of young children (2nd ed.) St. Paul, MN: Redleaf Press.

This book provides information on reflective supervision and may help you with your discussion this week.

Supplemental Material
American Institutes for Research. (2001). Putting the PRO in protégé: A guide to mentoring in Head Start and Early Head Start (Links to an external site.). Washington, DC: U.S. Department of Health and Human Services, Head Start Bureau, Administration for Children and Families. Retrieved from https://eclkc.ohs.acf.hhs.gov/hslc/hs/resources/eclkc_bookstore/pdfs/pro_in_protege.pdf

This supplemental text provides information on designing new mentoring programs and may help you with your discussion or journal this week.

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