Relationship Based Professional Development Mentoring
"A good education ought to help people to become both more receptive to and more discriminating about the world: seeing, feeling, and understanding more, yet sorting the pertinent from the irrelevant with an ever finer touch, increasingly able to integrate what they see and to make meaning of it in ways that enhance their ability to go on growing." Laurent A. Daloz
Mentoring is defined as an interpersonal relationship between a mentor (e.g. a practitioner) who is experienced and knowledgeable, and a mentee or protege' who is less experienced and knowledgeable in which a caring and supportive relationship is established. "In its truest sense, it is a partnership in which individuals join to share and support each others' professional growth and development (Elliot, 2008)."
Mentoring is a key component for ongoing professional development in the early childhood education field.
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Mentoring occurs over multiple, planned and sequential interactions using a variety of contact modalities such as in person, or via the telephone or the Internet.
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Mentoring relationships can be formal or informal, are individual-focused, and may employ a variety of different 'roles'.
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Mentoring goals are designed to improve individual productivity or achievement through building on the existing skills and knowledge of the less experienced person.
Recently mentoring has been broken down into four different types (Elliot, 2008):
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Natural mentoring - Occurs when an experienced associate helps a less experienced or new employee member. This relationship is usually formed from a personal similarity that builds over time and is based on shared trust and respect.
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Situational mentoring - Occurs when a staff member is seeking career guidance and direction and is short in term, serving a specific purpose.
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Supervisory mentoring - Occurs when a staff member is placed into a new work role and requires additional supervision, support and assistance.
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Formal facilitated mentoring - Occurs within the context of formal structured programming where mentors and mentees are matched through a selection process.
Mentoring in the work place serves various purposes. Mentoring can be used to evaluate teacher's experiences and also to help with the emotional side of early childhood teaching by providing clear and precise advice on how to handle situations that arise (Moore, 2001). Validation of teaching experience and expertise is encouraged through mentoring and can influence experienced teachers, practitioners, and directors to remain in the field (Cummins, 2004). Not only does mentoring serve a purpose for experienced staff, but also importantly it can influence new teachers by providing support and encouragement (Cummins, 2004) and by encouraging them to learn from their students and continuously address problems as they arise in the center or classroom (Souto-Manning & Dice, 2007).
"Being a mentor implies being in a relationship with another. An effective mentor in the field of early childhood education is a reflective practitioner who is open to professional development and who has a keen understanding of classroom practice that is effective and supports individual needs. The mentor usually has been practicing in the field for at least five years, and has been trained and educated in mentoring. This mentor then is paired with a first-year teacher, director, or student teacher, and works to build rapport and trust over time. Mentoring is not a supervisory relationship; it is most effective when built on mutual trust and openness by both parties to grow and learn (Cummins (2004)."
The Minnesota Center for Professional Development has adopted a set of Core Competencies for Effective Mentoring. These skills and competencies are important for a meaningful mentoring relationship with the client. A mentoring relationship is based on understanding the needs of the client, and providing support to gain the skills necessary for success. These competencies build upon the foundational General Core Competencies for Relationship Based Professional Development.
