Volunteer State Community College

The Mentoring Teacher

ECED 2100

Fall 2004

 

Instructor: Kathy Mattson                                    Thursdays 6:00-8:50

Phone Messages: 931-526-7091                           TTU South Hall #122

E-Mail: kathymatt@frontiernet.net                         Office Hours: Before or

                                                                             After class

                                                                             *Or by appointment.

 

Course Description: A study of the philosophy, principles, and methods of mentoring adults who have varying levels of training. Emphasis will be on the role of adult learning while simultaneously addressing the needs of children, parents, and other staff.

 

Text:

Bellm, D., Whitebook, M. & Hnatiuk, P. (1996). The Early Childhood Mentoring Curriculum: A Handbook for Mentors. Washington, DC: Center for the Child Care Workforce. ISBN 1-889956-00-7

 

Supplemental Materials:

 

NAEYC Code of Ethics

 

Harms, T., Cryer D., & Clifford, R.M. (1996). Infant-toddler Environmental Rating Scale. New York: Teachers College Press. ISBN 0-8077-3010-6

 

Harms, T., Cryer D., & Clifford, R.M. (1998). Early Childhood Environmental Rating Scale. New York: Teachers College Press. ISBN 0-8077-3751-8

 

Harms, T., Cryer D., & Clifford, R.M. (1996). School-age Care Environmental Rating Scale. New York: Teachers College Press. ISBN 0-8077-3507-8

 

Harms, T., Cryer D., & Clifford, R.M. (1989). Family Day Care Rating Scale. New York: Teachers College Press. ISBN 0-8077-2955-8

 

 

Objectives: The student will:

1.     Use knowledge of adult development, experiences as care givers, and leadership skills to develop effective mentoring strategies for adults working in culturally and linguistically diverse settings.

2.     Use knowledge of the stages of teacher development to plan strategies for appropriately assessing and supporting the professional development of early childhood apprentices.

3.     Know, understand, and use effective approaches and strategies for self-assessment and reflective practices to examine individual values, beliefs, and practices in early childhood care and education.

 

Assessment:

The student will be assessed by reviewing literature on mentoring, developing a mentoring plan and a staff training plan.

 

Evaluation and Grading Procedures:

Course Requirements:

 

Review of Professional Journals, Attendance, and Participation – 20% of final grade

The student will be responsible for reviewing three professional journal articles on mentoring and writing a review of the articles and then sharing with the class the findings.

 

Mentoring Plan - 40% of final grade

The student will be responsible for developing a mentoring plan for their classroom, center, or program to be ready for implementation for practicum students, new employees or other designated projects. This will be discussed in more detail in class.

 

Staff Training - 40% of final grade

The student either individually or as part of a group will develop a staff training and then present the topic to the class. An outline of the presentation, handouts, and other resources must be provided, as well as, a bibliography of the resources used to develop the topic.

 

Grading:

 

A     90-100

 

B     89-80

 

C     79-70

 

D      69-65

 

F     64 and below