Mentor Qualities and Characteristics Essay

Mentor Qualities and Characteristics Essay

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Mentor Qualities and Characteristics Essay

Mentor, Qualities, Characteristics, Essay

 

Mentor Qualities and Characteristics

After reading the text chapters, respond to the following scenario:

Silence falls over the group of 10 teachers at the monthly staff meeting as they see the early-childhood education coach enter the room.

 

Coach: Hi, everyone. As you know, your director invited me here today to discuss some issues identified during your program’s annual performance review. I know these are not the conditions under which you might want to meet with me. While in the past you have had your choice of professional development areas to focus on, tonight you are required to examine the topics of medication management and child health records. I would like to propose you use the same process or steps as when you chose the topics in the past.

First, we will brainstorm together to problem-solve and decide which of the choices presented is the best way to comply with specific health guidelines. The result is mandated, but the way we get there needs to fit this program. Also remember, all programs have opportunities for growth, and your willingness to examine your practices really says a lot about all of you as professionals who care deeply about the children in your safekeeping.

The goal for this first meeting and for the next three follow-up coaching sessions is to create and then implement a written plan with the following sections:

A description of the practices we need to address.

A proposed timeline to meet all health and safety requirements.

An identification of responsibility for specific staff to take leadership on revising previous practices and/or establishing new ones.

A plan documenting the changes that will ensure program compliance with health and safety standards.

But before we get started, does anyone have any comments or suggestions?

Mary: Yes. I think they are way too picky about these things, but I am willing to learn.

Sue: I agree, but since I want the parents to know that we are doing everything we should, I think this will be helpful. You can never be too safe when young children are involved.

Lonnie: I have questions about our playground. Will we have time to talk about other safety areas?

Coach: How about if I pass out these blank cards, and you jot down your questions and/or comments to ensure that we can address each by the end of our session? I promise that we will examine the areas you want to discuss by the end of our coaching sessions. Does that sound like a good way to start?

In your initial post, address the following questions, using the text to support your responses:

What effective relationship-based professional development qualities and characteristics did this coach demonstrate?

Which two are the PD qualities and characteristics that are your strengths and why? Which PD qualities and characteristics do you feel you need to work on and how can you achieve progress in this area?

How did this coach set the boundaries (ground rules) on planned learning goals while still respecting the teachers as adult learners who need choices? Do you have any additional suggestions for this coach?

 

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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