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CDECE31Intro.pptxThe Supervisory Context
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Introduction to Mentoring
Adult Supervision:CDECE 31
“The delicate balance of mentoring someone is not creating them in your own image, but giving them the opportunity to create themselves.”
~Steven Spielberg
The Supervisory Context
Myths about Supervision
Almost anyone can be an early childhood supervisor
There is one best supervisory approach to use with everyone
Supervisors have all the answers
Direct confrontation with staff is non-supportive
Skilled supervisors never engage in manipulation
Good teachers do not need supervision
Supervision is an objective process
Supervisors are always calm
Early Childhood Programs: Implications for Supervision
NAEYC (National Association for the Education of Young Children) definition of early care: “any group program in a center, school or other facility that serves children from birth through age 8”
Full Day Programs:
Center-based Child Care
Infant/Toddler
Preschool
School-Age
Family Child Care
Head Start
Part-Day Programs
School-Based Kindergarten and Pre-K/Transitional Kindergarten (TK)
Supervisors and Staff: Roles and Responsibilities
Supervisors
Executive Director
Program Director
Educational Coordinator
Head Teacher
Teacher
College Supervisor
Child Development Associate (CDA) Advisor
Consultant
Supervisors and Staff: Roles and Responsibilities
Staff
Classroom Teachers
Classroom Aides and Assistants
Non classroom/Support Staff
Mentoring
Key strategy for supporting teachers at any stage of their careers
Improving teacher practice
Relationship based adult learning strategy to promote and support the professional learning process and teaching practices
Mentoring 101
