Strategic Mentoring Plan

Running head: Progress Plan and Reflection 1

Progress Plan and Reflection

Annette Williams

ECE 672 Personnal Management & Staff Development for Early Childhood Administrators

Instructor Dr. Guevara

April 27, 2020

Progress Plan and Reflection

Part 1

Table 5.7 Teacher–Mentor Professional Development Plan:

Documenting Progress Teachers and Mentors Comments 1. Implementing: Documenting  Action Steps After They Occur

(Example: Observed, documented, reviewed information, discussed choices, put into practice, offered

Observations: The teacher listened effectively to the message.

Review of documentation, information collected: information on the ability of teachers to evaluate students using checklists. Put into practice: developing developmentally appropriate assessment and evaluation methods. Helping protégé diagnose student needs and help those

- 1 -

[no notes on this page]

Progress Plan and Reflection 2

feedback. .) with special needs. 2. Status: What happened?  

Check-in date(s):

Progress toward goals:

The teacher learned how to assess students using checklists.

Facilitation of learning: Teacher can effectively use some assessment methods

3. Reflection  Mentee reflects on observations, documentation, and actions chosen. Great progress in goal attainment.

Summary of mentor feedback: There should be more communication between the mentor and mentee to fasten the process of accomplishing goals.

4. Changes needed and next  steps:

What was accomplished? Learning how to use checklists

What has changed? Listening has improved.

What still needs to occur? Learning how to use rating scales effectively.

What needs to change? Documentation and communication with the mentor. It should be faster. Next steps: Increase the level of collaboration

Evidence of making progress or meeting goals: Mentee’s strengths are supported. What should change about the mentoring process? There should be more collaboration.

PART 2

- 2 -

[no notes on this page]

Progress Plan and Reflection 3

Table 5.8 Mentor Development Self-Reflection

Review the topics shown here. Note how you feel in your mentoring role and add comments

about what you are still wondering or areas in which you feel you need support. Circle the letter next to

the statement that describes your feelings about your mentoring relationship(s) or skills.

I feel unsure (U), I am developing (D), I sometimes agree (SA), or I am confident (C)

U-D-SA-(C)

Comfort and trust exist in the PD relationship.

U-(D)-SA-C

Organization of time: Schedule of observations and/or meetings meets needs.

U-D-(SA)-C

Listening skills are growing.

U-D-SA-(C)

Questioning skills are growing.

U-D-SA-(C)

Communication during and between meetings is effective.

U-D-(SA)-C

Collaboration and collegiality exist.

U-D-(SA)-C

The ability exists to individualize and use multiple strategies to fit teacher's needs.

. U-D-(SA)-C

- 3 -

1

1. U-D-SA-(C)

great reflection [Frank

Guevara]

Progress Plan and Reflection 4

Intentional mentoring practices are used. Reasons are given for facilitation choices.

U-(D)-SA-C

The timing of support fits the teacher's needs.

U-D-SA-(C)

The mentoring process supports the strengths and resiliencies of the teacher.

U-D-SA-(C)

The teacher is an active participant and decision-maker in his or her learning.

U-D-SA-(C)

The mentor can separate the mentoring process from his or her personal agenda.

U-D-SA-(C)

The mentor facilitates and advocates more than directs and dictates.

U-D-(SA)-C

A personal mentoring style is emerging.

U-D-(SA)-C

Teacher's expectation of the mentoring process is realistic.

U-D-(SA)-C

Adult-learning theory is understood, and effective teaching facilitation is used.

U-D-(SA)-C

The mentor can identify strengths and needed areas of development in the mentoring role.

U-D-SA-(C)

The mentor helps the teacher to connect observations, reflections, and actions.”

- 4 -

[no notes on this page]

Progress Plan and Reflection 5

Some of the areas that are strengths include the comfort and trust in the relationship, the

ability of the mentoring process to support the strengths and resilience of the teacher, and the

growth of listening skills and effective communication. There is trust in the PD relationship

because due to the freedom of sharing problems with the mentor. The mentee openly raises his

concerns and talks about his worries about teaching. "A positive mentor-mentee relationship is

essential for the mentee’s development of teaching practices” (Rodriguez et al, 2020). This is

because it makes him/her free to share any concerns during development.

The growth of listening skills was a strength due to the responses given by the mentee.

During the beginning, the mentee was unable to maintain eye contact. However, this was

improved and the mentee eventually started maintaining eye contact consistently. Feedback was

given more frequently with comments that showed that mentee was listening. There were also

verbal signs showing that listening skills had been improved. Mentee learned how to effectively

observe body language and maintain the right posture.

The ability of the mentoring process to support the strengths and resilience of the teacher

was a strength because of the positive responses given by the teacher during the mentoring

process. The teacher had prior knowledge in various assessment and evaluation methods, and this

was improved by discussing those methods and identifying the relevant improvement areas.

Other strengths such as listening skills were also supported. There were so much focus on the

ability of the teacher to effectively assess and evaluate students.

Communication was also a strength because of the high level of interest demonstrated by

the teacher. There was also a high level of engagement with the information being passed.

- 5 -

[no notes on this page]

Progress Plan and Reflection 6

Feedback is sent promptly. "You need feedback because, without it, you will not be sure that

people have understood the message" (Chu, 2014). The teacher was an active participant because

of the way she asked questions for clarification frequently.

The areas to grow include the emergence of personal mentor style, using effective

teaching facilitation, organization of time, and timing of support to fit teacher's needs. The

mentor style is yet to be discovered. This shows that both the mentor and mentee are in the

adjustment period. Mentoring may be done by connecting or educating. “…your role as a mentor

is to teach a mentee what you have learned through experience or in training” (Ellis et al, 2020).

It may also be achieved by appraising them, challenging, and ideating.

The plan for growing mentoring involves taking steps to improve communication skills,

listening skills, and identification of the mentoring style. verbal and nonverbal communication

skills will be perfected. This will be done by practicing the use of nonverbal communication cues

such as gestures and body language. Frequent communication with teachers will be done to

ensure that communication skills are perfected by engaging in conversations with them. "Draw

your listeners and readers into the conversation. Solicit their feedback" (Hartman et al, 2018).

When enhancing communication skills, it is vital to have eye contact when you are mentoring.

Adequate research will be conducted to understand how to identify the strengths of

teachers. Practice will also be done by engaging with more teachers to identify their strengths

and determine whether effective teaching facilitation is applied. All personal agendas will be

kept off the mentoring process to help complete the process.

REFERENCES

- 6 -

1

1. improve

what about organization?

[Frank Guevara]

Progress Plan and Reflection 7

Chu, M. (2014). Developing mentoring and coaching relationships in early care and education: A

reflective approach. Boston: Pearson. Retrieved from https://redshelf.com/

Ellis, N. J., Alonzo, D., & Nguyen, H. T. M. (2020). Elements of a quality pre-service teacher

mentor: A literature review. Teaching and Teacher Education, 92, 103072.

Hartman, P., Renguette, C., & Seig, M. T. (2018). Problem-based teacher-mentor education:

Fostering literacy acquisition in multicultural classrooms. Interdisciplinary Journal of Problem-

Based Learning, 12(1).

Rodriguez, A., Smith, M. D., & Magill, K. R. (2020). Teacher, Mentor, and Teacher Education.

In Handbook of Research on Innovative Pedagogies and Best Practices in Teacher

Education (pp. 291-309). IGI Global.

- 7 -

[no notes on this page]