Relationship based professional development (RBPD) refers to the approach of using relationships as a method to improve the quality of learning, and is an important part of outreach in professional development systems (NCCIC, 2008). RBPD uses a professional relationship based approach using the skills of well experienced providers to build bridges of support and opportunities for learning with those who are less experienced to promote change and support quality improvement (NCCIC, 2008). “Differences in the type of RBPD are based on the type of relationship, the purpose of the activity, and how information is shared between the expert and client (NCCIC, 2008).”

Elements of RBPD Programs

Typical elements of RBPD programs

1) “Specified qualifications or defined competencies for the skilled professional;

2) A defined outcome or purpose; program policies, procedures, and reporting mechanisms;

3) A tracking system;

4) And ongoing training and support (NCCIC, 2008).”

Major Types of RBPD

The following are four commonly used types of Relationship Based Professional Development (RBPD). All states recognize these although they may have similar but different titles and approaches in relation to RBPD (NCCIC, 2008). You may click on the following links to see more information about each.

· Coaching

· Mentoring

· Technical assistance

· Consultation

The Minnesota Center for Professional Development has implemented a set of core competencies for Relationships Based Professional Development. These General Core Competencies are essential for each of the RBPD strategies. These competencies address skills, knowledge, attitudes and behaviors that lay the foundation for developing a professional relationship.

History of Relationship Based Professional Development

When people think about mentoring and coaching they normally do not think back as far as Socrates and Plato. However, these men are two of the first well-documented teachers and mentors. Socrates was a very well known teacher in Athens, Greece, who used an active learning method which used questions asked to the students to learn (Dowling, 2004). This method of asking questions and engaging the learner is known as the Socratic Method (Payne, 2009). Socrates would engage in casual conversation with anyone he crossed on the street (Beavers & Planeaux, 2004). Interestingly, he never took the time to write books because he felt that more was learned through conversation or “arguing” than from reading a textbook (Dowling, 2004). More…

GENERAL CORE COMPETENCIES FOR

RELATIONSHIP BASED PROFESSIONAL DEVELOPMENT

General Knowledge and Skills:

Integrates Adult Learning Principles into RBPD Relationships

Content Area I: Adult Learning

Competency

A- Demonstrates ability to apply motivational strategies in relationship-based (RB) settings

B- Demonstrates a partnership model when planning and designing goals and improvement plans

C- Acknowledges and builds on the experience and knowledge clients bring to the RB setting

D- Facilitates opportunities for client to practice new learning before integrating into daily activities

E- Provides opportunities for client to integrate new learning into their current setting, experience and knowledge base

F- Lays the groundwork for transfer of learning by providing materials and activities that promote ongoing learning and the development of learning communities

G- Demonstrates a commitment to shared learning by utilizing a feedback process that is strength focused

H- Facilitates a comfortable learning environment that acknowledges all contributions

I- Provides client interactions that are tailored to individual learning styles and preferences

J- Incorporates a process of goal setting and ongoing review of goals

Content Area II: Building Relationships

Competency

A- Uses positive ‘people skills‛ to develop a respectful and responsive relationship with client

B- Demonstrates respect for and interest in the individual abilities of others

C- Partners with client to identify learning and communicating styles and preferences

D- Demonstrates feelings of care and empathy that are strength based and focused on positive change when working with client

E- Provides support as needed by client while maintaining professional boundaries in the RBPD relationship

F- Demonstrates a commitment to the concept of shared learning by utilizing strategies that encourage sharing, joint problem-solving, and developing partnerships

G- Demonstrates an individualized, culturally competent approach to the relationship

H- Demonstrates cultural proficiency in integrating cross-cultural awareness and divergent points of view

Content Area III: Assessment and Planning

Competency

A- Uses strategies and appropriate tools to objectively observe client/program

B- Provides reliable data to client

C- Uses multiple strategies and tools to assess client/program improvement needs and develop measurable goals

D- Provides client with the skills and tools necessary to self-evaluate, and the opportunity to discuss/analyze findings

E- Provides support to client in using relevant data to prioritize needs, and develop personal and professional goals

F- Provides assistance and tools for continuously evaluating personal/program progress towards goals

G- Provides guidance in making ‘mid-course adjustments‛ to goals

H- Uses reflective practices to re-examine actions and feelings expressed by client

Content Area IV: Communication

Competency

A- Demonstrates active and responsive listening techniques with client

B- Utilizes a range of effective communication techniques designed to address both verbal and non verbal communication with client

C- Asks ‘what, where, when, who and how‛ questions to clarify beliefs, thoughts, and actions

D- Demonstrates ability to facilitate the RBPD process of timely, goal focused meetings and conversations

E- Strategically identifies possible conflicts and addresses them through utilizing positive conflict management strategies

Content Area V: Change

Competency

A- Demonstrates ability to respond effectively to client‛s ever-changing needs through planning for and managing change

B- Identifies and utilizes a variety of tools based upon the client‛s stage of development and approach to change

C- Demonstrates understanding that improvement is continuous and not static

D- Understands the impact learning has on the dynamics of the change process

E- Demonstrates ability to manage and facilitate change

F- Understands conflict management and demonstrates resolution strategies

Conduct and Professional Responsibilities

Content Area I: Professional Development

Competency

A- Demonstrates knowledge and competence in specific content area, quality standards, and best practices in field related to specific discipline

B- Advocates, supports, and works towards implementation of industry standards of quality

C- Demonstrates personal leadership in the field through ongoing education, and field building

D- Demonstrates knowledge of codes and licensing regulations

Content Area II: Professional Relationships

Competency

A- Articulates and follows a code of ethics for making personal and professional decisions

B- Maintains confidentiality in all areas, especially when discussing issues and solving problems

C- Demonstrates ethical and professional behavior that includes trustworthiness and individual integrity

D- Addresses needs of client without personal bias of values, beliefs, prejudices and past experiences

E- Uses reflective practices to re-examine actions and feelings expressed by client

RELATIONSHIP BASED PRACTICE

COACHING

Definition of Coaching

• A relationship in work or education settings in which a person with known expertise and skill in a specific area offers assistance to a person(s) in identifying and achieving skill development.

• Coaching goals are designed to increase individual skill achievement, and the addition of new skills into the professional/personal environment.

• Coaching relationships rely on client participation, and uses specific skills designed to empower the client including goal development and mutual accountability.

• Coaching usually continues until significant progress toward the goal, or desired results, have been achieved.

Overview of Coaching

Coaching is defined as: “…an adult learning strategy that is used to build the capacity of a parent or colleague to improve existing abilities, develop new skills, and gain a deeper understanding of his or her practices for use in current and future situations (Hanft, Rush, & Shelden, 2004; Rush, Shelden, & Hanft, 2003, as cited by Rush & Shelden, 2005).”

Coaching is a type of relationship based training. Coaching originated as a term used in athletics (Rush & Shelden, 2005), but is now being used in the business field including the field of early childhood education (NCCIC, 2009). Coaching in regards to the field of education has grown from clinical supervision in education and staff development with educators (Gallacher, 1997).

Coaching in the field of early childhood education is used to:

· Improve teaching and instruction approaches

· To build problem solving skills

· To enhance relationships between colleagues within the early childhood education field (Gallacher, 1997).

There are different models of coaching that differ in:

· The coach’s role, the primary objective

· The amount of structure

· The person defining the focus

· If the coaching is between a coach and learner or a coach and a group of people (Gallacher, 1997).

Two examples of different types of coaching are technical coaching and cognitive coaching.

· Technical coaching involves helping the learner to apply skills learned in workshops or trainings and helps them put them to use in the real world (Gallacher, 1997).

· Cognitive coaching is used when the goal is to encourage the learner’s thinking about decisions they make during the care they give and the decisions they make about teaching styles (Gallacher, 1997).

There are other different types of coaching, but it is important to understand the goals and styles of the type of coaching used to make sure it is helpful to meet one’s desired goals and learning style.

As discussed by Rush and Shelden (2005), coaching has 5 key characteristics in the field of early childhood education:

1. Joint planning- There has to be a shared agreement between the coach and learner of the roles each will play, the plan of action, and what will be done between coaching sessions.

2. Observation- By watching the person’s actions the learner can develop new skills, approaches, and ideas.

3. Action- It is important to use real-life situations to practice new skills.

4. Reflection- Examine current strategies against evidence-based approaches to see if they can be implemented with out change, or with modification to the situation.

5. Feedback- “Information provided by the coach on direct observations of the learner by the coach, actions reported by the learner, or information shared by the learner to expand the learner’s current level of understanding about a specific evidence-based practice.”

A new concept in the field of coaching is Culturally Proficient Coaching, which is defined by Lindsey, Martinez, and Lindsey (2007) as helping the person being coached to be “educationally responsive to diverse populations of students” and “Culturally Proficient Coaching mediates thinking toward values, beliefs, and behaviors that enable effective cross-cultural interaction to ensure unbiased environments for learners, parents, and all members of a community.” This type of coaching is becoming more and more important as the diversity of practitioners and children increases in the field of early childhood education. By coaching to increase cultural proficiency it will allow more practitioners to be better skilled at working with diverse populations, as a result increasing the access to quality of care to minorities.

Competencies for Effective Coaching

A coaching relationship is based on understanding the needs of the client, and providing support to gain the skills necessary for success. The following skills and competencies are important for a meaningful coaching relationship with the client. These competencies build upon the foundational General Core Competencies for Relationship Based Professional Development. The following categories and competencies are aligned with the MNSMART (2005) survey: “Results of the Relationship-Based Practitioner Survey”.

Content Area I: Coaching relationship

Competency

A- Approaches the coach-client relationship with mutual respect and positive relationship-building skills

B- Uses direct questioning and active listening skills to help determine the needs of client and convey understanding of feelings

C- Listens without passing judgment or displaying agreement or disagreement

D- Provides encouragement and support to client in developing new skills

E- Displays confidence in client‛s ability to develop new skills

Content Area II: Effective Coaching Practices

Competency

A- Demonstrates ability to develop a partnership with client through applying teamwork and teambuilding activities

B- Uses appropriate tools to provide reliable and useful information to client

C- Uses a variety of strategies to encourage and motivate client to identify needs and develop goals and an action plan to improve skill level

D- Demonstrates skill in identifying factors in client‛s environment that may affect intended outcomes

E- Provides strength-based feedback on identified needs in a sensitive and responsive manner

F- Uses knowledge and skills to model/teach skill as identified to meet need of client

G- Encourages client to practice and integrate new skill into daily work

H- Assists client to compare new information, skill and experiences with past practices

I- Assists client with developing an intentional plan for practicing new skills

J- Celebrates with the client in the successful acquisition of new professional skills

K- Supports the development of a learning community to solidify new skill acquisition

L- Demonstrates effective management of time, documentation/record-keeping skills and report writing

M- Shares knowledge of professional development opportunities, resources, and referral services available to client

Content Area III: Professional Responsibilities in Coaching

A- Demonstrates understanding of and value in the coach-client relationship

B- Demonstrates ability in clarifying the purpose and outcomes for the coach-client relationship

C- Demonstrates competence in applying effective coaching practices

D- Displays a commitment to quality through continued personal growth

E- Maintains confidentiality at all times, especially when discussing issues, topic choice, and results of individual learning

F- Maintains a positive attitude that focuses on the needs of client

Content Area IV: Managing Challenges

A- Demonstrates ability to establish realistic and consistent expectations for the coaching relationship

B- Demonstrates flexibility in providing a variety of strategies and techniques in skill development to address different learning styles and preferences

C- Includes client in applying problem solving strategies when necessary

D- Uses a variety of positive conflict management strategies to identify and minimize the impact of conflict on the coaching relationship

Resources for Coaching (pdf)

Q and A about Coaching

Principles and Ethics of Coaching

Impact of Coaching

How to Choose a Coach

Coaching in Early Childhood Website: http://www.coachinginearlychildhood.org/ccoaching.php

· This website discusses an overview of coaching in Early Childhood and also goes over the coaching process.

Coaching Quick Reference Guide: http://www.fippcase.org/briefcase/briefcase_vol1_no1.pdf

· This website describes what the learner and coach do in this type of RBPD.

Evidence-Based Definitions of Coaching Practices- http://www.fippcase.org/caseinpoint/caseinpoint_vol1_no6.pdf

· This website operationally defines coaching in relation to professional development and learning practices.

Characteristics of a Primary Coach Approach to Teaming in Early Childhood Programs- http://www.fippcase.org/caseinpoint/caseinpoint_vol3_no1.pdf

· This website operationally defines coaching in relation to team approaches.

Common Misperceptions About Coaching in Early Childhood Intervention- http://www.fippcase.org/caseinpoint/caseinpoint_vol4_no1.pdf

· This website discusses the top ten misperceptions about the use of coaching.

Coaching Practices Rating Scale for Assessing Adherence to

Evidence-Based Early Childhood Intervention Practices- http://www.fippcase.org/casetools/casetools_vol2_no2.pdf

· “This paper includes a brief overview of coaching practices, a description of the scale, and an explanation of how to use the scale to determine the extent to which a practitioner uses the characteristics of coaching as part of his or her work with a family member or in supporting a colleague.”

Tips and Techniques for Effective Coaching Interactions- http://www.fippcase.org/briefcase/briefcase_vol1_no2.pdf

· “This BriefCASE contains strategies to assist individuals using a coaching style of interaction to refine their skills when supporting parents, care providers, and colleagues.”

Characteristics of Primary Coach Teaming Practices- http://www.fippcase.org/casemakers/casemakers_vol1_no8.pdf

· “A primary coach approach to teaming assigns one member of a multidisciplinary team as the primary coach, where he or she receives coaching from other team members, and in turn uses coaching with parents and other primary caregivers to support and strengthen their parenting confidence and competence in promoting child learning and development.”

Characteristics and Consequences of Coaching Practices- http://www.fippcase.org/casemakers/casemakers_vol1_no9.pdf

· “The sources of information included provide a basis for understanding the characteristics and consequences of coaching that support an adult learner to improve existing abilities and develop new skills.”

Harvard Education Letter- School-Based Coaching- http://www.edletter.org/past/issues/2004-ja/coaching.shtml

· “These coaches don't use locker-room pep talks to motivate their teams, but they do strive to improve morale and achievement-and raise scores-by showing teachers how and why certain strategies will make a difference for their students.”

MENTORING

Definition of Mentoring

• A relationship in work or education settings in which a respected, experienced person partners with a less experienced person to support and nurture personal and/or professional growth.

• Mentoring goals are designed to improve individual productivity or achievement through building on the existing skills and knowledge of the less experienced person.

• Mentoring relationships can be formal or informal, are individual-focused, and may employ a variety of different ‘roles’.

• 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.

Overview of Mentoring

Mentoring is a key component for ongoing professional development in the early childhood education field. It is defined as an interpersonal relationship between a mentor (e.g. a practitioner) whom is experienced and knowledgeable, and a mentee or protégé whom is less experienced and knowledgeable in which a caring and supportive relationship is established (Gallacher, 1997). More currently another definition is provided by Elliot (2008), “Mentoring in the workplace is the intentional pairing of a more experienced staff member with a colleague to achieve mutually agreed upon work goals and outcomes. In its truest sense, it is a partnership in which individuals join to share and support each others’ professional growth and development.” Mentoring can be informal (through friendships or working relationships) or formal (through a supervisory role or consultant) where professionals give advice based on knowledge and experience in the field (Career Development Resource Guide, 2009). Recently mentoring has been broken down into four different types (Elliot, 2008):

· 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.

· Situational mentoring- Occurs when a staff member is seeking career guidance and direction and is short in term, serving a specific purpose.

· Supervisory mentoring- Occurs when a staff member is placed into a new work role and requires additional supervision, support, and assistance.

· Formal facilitated mentoring- Occurs with in 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).

The relationship between the mentor and the mentee is very important. In order for a mentoring program to work there needs to be both understanding and commitment in the mentoring relationship (Elliot, 2008). In addition to these components mentors need to: Listen carefully to concerns; be sensitive to gender, ethnic, and cultural issues; be respectful of professional needs, interests, and work roles; recognize and respect the significance of the role and its potential power; and provide feedback in a thoughtful and timely fashion (Elliot, 2008). Cummins (2004) further describes the relationship and process of mentoring in great detail:

· “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 an openness by both parties to grow and learn.”

It is evident by this statement that building a mentoring relationship is not a simple process and takes time to develop. The complex relationship needed for effective mentoring is influenced by the experiences, work settings, and careers of the mentors and the mentees (Gormley, 2008). In addition it is important to look at the perceived quality of the mentoring relationship, which is influenced by: closeness, attraction, and trust between the mentor and mentee (Gormley, 2008).

Both mentor and mentee characteristics play an important role in the effectiveness of the mentoring relationships. In regards to mentor characteristics, it has been found that mentors who posses good interpersonal skills, high intellectual capacity, and good mental health are viewed more positively than those who are neglectful, self-absorbed, lack interpersonal skills, and who tend to be mentally disturbed (Gormley, 2008). Other desired characteristics of effective mentors include: encouraging, supportive, committed, sensitive, non-authoritative, flexible, respectful, enthusiastic, patient, willing to share information and credit/recognition, experienced and knowledgeable about the organization they are working with, and highly skilled in various areas (e.g. communication, observation, interviewing, coaching, problem solving, consulting, negotiating) (Gallacher, 1997). When examining the mentee’s characteristics desired qualities include: self-directed (i.e. take responsibility of self growth) (Gallacher, 1997), (Gormley, 2008); receptive to ideas/feedback, commitment to the process, willing to ask questions and seek direction, willing to take risk, good communication skills, eagerness and a positive attitude (Gallacher, 1997); and independence and emotional stability (Gormley, 2008).

Not only are the individual characteristics of the mentor and mentee important in the mentoring relationships, but there also needs to be a shared understanding and agreement to the goals, to the level of commitment, and to the roles that each partner will play in the mentoring relationship (Gallacher, 1997). Without this shared understanding the mentoring relationship may not be effective or lasting and the mentee may not get what they wanted or needed from the mentoring relationship. In order to help the relationship develop the following steps are important in creating a meaningful mentoring relationship (Gallacher, 1997):

1. The mentee’s needs and interests need to be identified through either formal or informal discussion, self-assessment, interviews, or observations.

2. A plan and agreement needs to be in place to what the goals of the relationships are and how the mentoring will take place.

3. Assistance needs to be provided as the previously agreed upon plan is put to action.

4. Finally, an evaluation of the effectiveness of the mentoring plan needs to be conducted.

These steps help to ensure that the relationship and process of mentoring will be effective and useful. Not only are these steps needed to help the relationship evolve, but Gallacher (1997) also discusses four stages of the relationship:

1. Initiation- During this stage there is an acknowledgment from the mentee that the mentor has skills, knowledge, and competence that they would like to learn from.

2. Cultivation- During this stage the mentor and mentee become more familiar with each other. The mentor provides most of the assistance during this stage.

3. Separation- During this stage the mentee becomes more independent, though the mentor still provides feedback and assistance.

4. Redefinition- During the last stage the relationship evolves form a hierarchal relationship to a more collegial one.

Though the steps for building an effective mentoring relationship seem straightforward it does not come without challenges and conflicts. Some of the common challenges that are often faced when developing this relationship are: time constraints, other responsibilities, role confusion, negative feedback from other practitioners, and apprehension of the mentor if they have the necessary skills (Gallacher, 1997). It is important to understand that it is common for relationships to have conflict, but those that have a more negative impact have: constant conflict, large amounts of distress, abuse of power, and destructive behavior (Gormley, 2008). A common area of conflict is that often mentoring relationships have conflicting roles since mentors and mentees are often friends and/or colleagues, and now have to incorporate a student/teacher relationship (Gormley, 2008). When creating these mentoring relationships it is important to be aware of possible areas of conflict or challenging areas in order to best address them if or when they arise.

A new type of mentoring that has come about recently due to technological advances and in part because of shortages in early childhood education staff is remote mentoring (Elliot, 2008). This type of mentoring can be especially useful for those in rural areas. By using current technology such as Skype or other internet tools it is possible to provide mentoring opportunities when it otherwise isn’t feasible. Since remote mentoring requires more structure Bourne (2007) has developed a new venue for remote mentoring by using a reflective diary to facilitate the process. The reflective diary is used to: provide an ongoing record of the learning process; support planning to meet the goals and objectives; and it provides evidence of growth, learning, and progress (Bourne, 2007). Bourne (2007) states, “Reflection on what the individual does know and the synthesis into new experiences will also provide the path to understanding how each event shapes experience and accumulation of more experience and knowledge (wisdom).”

Competencies for Effective Mentoring

The following skills and competencies are especially important in developing a caring and productive mentoring relationship with the client. These competencies build upon the foundation of the General Core Competencies for Relationship Based Professional Development.

Content Area I: Mentoring Relationship

Competency

A- Develops a reciprocal relationship through sharing experiences, exploring expectations, and clarifying the roles of mentor and client

B- Recognizes, acknowledges, and builds upon the abilities and contributions of client to nurture a productive relationship

C- Uses caring and compassion to address positive changes based upon strengths

D- Supports client through identifying needs and advocating when/where appropriate

Content Area II: Effective Mentoring Practices

Competency

A- Facilitates and documents client meetings and dialogue that reflects purpose and progress of relationship/goals

B- Demonstrates effective management of time, documentation/record-keeping skills, and report writing

C- Confidently shares successful and unsuccessful learning experiences to foster the exploration of options and joint problem solving

D- Encourages client to share insights, thoughts and feedback to identify and prioritize program needs

E- Uses appropriate tools to provide objective, reliable and useful information of initial and on-going needs

F- Provides guidance and leadership in reflecting upon and interpreting data to develop goals and a plan for continuous improvement

G- Encourages the use of reflective practice through journaling and client conferences

H- Uses knowledge and competence in content area to help client acquire and apply new knowledge and skills

I- Shares knowledge of professional development opportunities, resources and referral services available to client

Content Area III: Professional Responsibilities in Mentoring

Competency

A- Understands the role, purpose and expectations of mentoring

B- Demonstrates competence in applying effective mentoring practices

C- Displays success in and a commitment to addressing quality and improvement

D- Maintains confidentiality when sharing experiences, discussing issues and solving problems

E- Demonstrates appropriate and timely follow through on commitments made to client

F- Understands the impact of personal bias, and works at minimizing personal bias

Content Area IV: Managing Challenges

Competency

A- Demonstrates ability to clarify mentor/client expectations

B- Demonstrates flexibility in working with the changing needs of client/program, time constraints, resources and other issues

C- Facilitates creative thinking and problem solving to address client‛s needs

D- Uses a variety of positive conflict management strategies to identify and minimize

E- Impact of conflict on program and mentoring relationship

Resources for Mentoring

The Origin of Mentoring -- Peer Resources-Navigation Tools for the Heart, Mind and Soul. “Mentoring Rationale, Examples, and Our Expertise.” Peer Resources. 2003. Peer Systems Consulting Group, Inc. June 13, 2003
http://www.mentors.ca/mentorrationale.html

Coach and Mentor Definitions – The Coaching & Mentoring Network. June 1999
http://www.coachingnetwork.org.uk/ResourceCentre/WhatAreCoachingAndMentoring.htm

Learn to Mentor Toolkit— The National Mentoring Partnership. “Learn to Mentor Toolkit.” Mentor. 2005. June 13,2005
http://apps.mentoring.org/training/TMT/Mentor_training_toolkit.pdf

Tips for Locating a Mentor -- Peer Resources-Navigation Tools for the Heart, Mind and Soul. “Mentoring Rationale, Examples, and Our Expertise.” Peer Resources. 2003. Peer Systems Consulting Group, Inc. June 13, 2003
http://www.mentors.ca/findamentor.html#Anchor-Tips-35882

Mentor. 2005. The National Mentoring Partnership. June 13, 2005
www.mentoring.org

“Mentoring Novices –

http://www.earlychildhood.org/cdrg/cont_ed.cfm#b1

· “Professionals take responsibility for giving advice based on their knowledge and wisdom gained by their experience. This support transmits knowledge to the less tenured portion of the workforce.“

Pot of Gold at the End of the Rainbow: Mentoring in Early Childhood Education-http://findarticles.com/p/articles/mi_qa3614/is_200401/ai_n9356965/pg_2?tag=content;col1

Putting the Pro in Protégé: a Guide to Mentoring in Head Start and Early Head Start: Mentoring Content and Strategies-

· “Specific mentoring content is determined by the goals that the mentor-protégé pair decides on together. Head Start and Early Head Start staff will find strategies for developing goals covering early childhood teacher competency; goals/mentoring content; and the process of goal setting.”

Mentoring for Professional Growth-http://www.earlychildhoodaustralia.org.au/every_child_magazine/every_child_index/mentoring_for_professional_growth.html

Supporting Early Childhood Professionals Through Content-Focused Mentoring- http://ccf.edc.org/PDF/MentorRG_Eng.pdf

· “In this guide, we share some of the lessons we have learned from our content focused mentoring work.”

Supervisions, Mentoring, and Coaching: Methods for Supporting Professional Development- http://www.fpg.unc.edu/~scpp/pdfs/Reforming/i-574.pdf#page=213

Mentoring: Cornerstone of Teaching and Learning Excellence- http://www.aare.edu.au/02pap/mat02380.htm

· “The Millennium Mentoring Model generated by this study will be used to contextualize the types of teaching and learning found to be most influential and successful in education (e.g. pre-service interns, beginning teachers, aspirant and experienced principals); Pre-school - Y2 students and their grandparent mentors; Yr 10 adolescent females and accelerated university studies; drop out, "at risk" sixteen year old adolescent males and TAFE studies.”

TECHNICAL ASSISTANCE

Definition of Technical Assistance

• A relationship in work or education settings in which an expert with specific technical/content knowledge provides information to address an identified need.

• Technical Assistance goals are designed to utilize recognized ‘best practices’ by organizations or individuals seeking answers to specific questions.

• Technical Assistance relationships are program-focused, and may use an interactive, on-site/hands-on approach as well as telephone or e-mail assistance.

Overview of Technical Assistance

Technical assistance is an important part of a professional development system. A quality support system for early childhood services include technical assistance because this would allow “local providers to have access to a wide variety of consultation and support personnel” (Gallagher & Clifford, 2000). According to the University of Kentucky (2008) technical assistance is defined as “a collaborative, relationship-based model of assistance and support designed to: identify, select, or design evidence-based solutions to address problems, needs or goals; adopt or adapt knowledge to practice; and effectively implement solutions customized to meet the needs of clients.”

There are several of ways of providing technical assistance that include but are not limited to:

· “Telephone conversations

· E-mail correspondence,

· On-line discussion boards,

· Fax correspondence,

· Video-conferencing,

· Program visits (University of Kentucky, 2008).”

As technology advances there are more opportunities to provide technical assistance to areas that previously did not have access to local technical assistance providers. Such progress continues to help bring professional development to rural areas and give those practitioners more options for assistance where they previously did not have many.

There are certain characteristics that the recipient of technical assistance should have in order to ensure effective and useful technical assistance such as:

· “A basic knowledge base of the topic

· Recipients are able to demonstrate abilities in a natural work environment

· Be able to show what was learned

· Able to reproduce and model the necessary skills demonstrated by the technical assistance providers (University of Kentucky, 2008).”

There are also characteristics of an effective technical assistance provider that should be in place. Competent technical assistance providers must be able to:

· Establish and maintain a supportive, positive, and trusting relationships with the recipient;

· Have current content knowledge based on research and evidence-based practices

· Must be able to effectively implement technical assistance practices (University of Kentucky, 2008).

Technical assistance can happen at varying intensity levels based on need and time. Technical Assistance Providers are expected to determine what level of intensity is needed to ensure that needs are met and that the technical assistance provided will be valuable. According to the University of Kentucky (2008) there are three levels of intensity when performing technical assistance:

· Low- Information relayed is related to a specific need to expand knowledge; provide access to other local resources and support systems; and is most often provided using an off-site approach.

· Medium- Assistance is provided through repeated contact with the staff and program; an action strategy is developed that includes a shared responsibility for outcomes; and is most often provided using on-site and off-site approaches.

· High- Recurring and enduring assistance; uses specific models of support (e.g. coaching, mentoring); and is most often provided using an on-site approach.

Though it is understood that technical assistance is an important part of a professional development system Gallagher and Clifford (2000) state, “The vast majority of programs for young children have little or no technical assistance available.” They go on to discuss that even though many state and federal agencies recognize the need for technical assistance there is often limited personnel to provide adequate support to meet the technical assistance needs of early childhood practitioners. In order to decrease the shortage of technical assistance that programs offer Wesley and Buysse (1996) have made recommendations for developing technical assistance:

· In order for technical assistance to be productive it needs to be “based on principles of planned change, organizational development, and consultation and not on adult learning theory alone”.

· “Catalysts for change are most productive when they are perceived as co-equals by those they hope to influence.”

· “The technical assistance system’s approach must be ecological and its services varied to meet the expectations of diverse clients involved in complex transactions.”

· “Technical assistance activities should promote local control and capacity building though broad community involvement.”

· “The technical assistance system must be prepared to offer not only technical expertise, but also to respect and occasionally challenge the values, beliefs, and leverage potential of local stakeholders.”

· “Technical assistances should invite collaboration with researchers to test theories and develop new models.”

Competencies for Effective Technical Assistance

In effective technical assistance the knowledge and skill of the person delivering the assistance is extremely important. The ability to apply their knowledge to address the client‛s needs relies upon good communication skills. The following skills and competencies ensure a successful technical assistance relationship with the client. These competencies build upon the foundational

Competency Area I: Technical Assistance Relationships

Competency

A- Uses productive two-way communication to build a collaborative relationship that engages the participation of client

B- Understands and addresses the changing needs of client through using a variety of strategies and resources

C- Understands that the client is an integral participant in identifying needs and developing an action plan to address them

D- Provides leadership that fosters a trusting, reciprocal relationship with client

Competency Area II: Effective Technical Assistance Practices

Competency

A- Demonstrates expertise in applying research based knowledge and content, best practices, resources, and current technology to address the needs of client

B- Provides information on different strategies and resources available to client

C- Uses observation strategies and appropriate tools to objectively observe client/program to determine prescriptive changes needed

D- Analyzes information from observations to guide the development of program improvement goals with measurable outcomes

E- Demonstrates flexibility and a positive attitude in delivering assistance to meet the challenges and changing needs of client

F- Supports goals that require different levels of intensity and timelines through understanding and planning for specific goals

G- Provides a process for ongoing planning and discussion

H- Provides support and guidance to client in developing a network of peers working to address similar issues

I- Uses new knowledge and skills to assist client in capacity building

J- Employs a broad range of ideas, values and diverse perspectives

K- Provides well documented assessment and reports

Competency Area III: Professional Responsibilities in Technical Assistance

Competency

A- Understands the role, purpose and expectations of technical assistance

B- Understands that client has mutual ownership of the TA process

C- Demonstrates competence in applying effective technical assistance practices

D- Committed to using a variety of strategies and resources to best meet the needs of client

E- Maintains confidentiality in sharing information and discussing strategies

F- Provides timely services and follow-up that addresses specific needs of client

Competency Area IV: Managing Challenges

Competency

A- Manages conflict and challenges to change with positive, results oriented strategies

B- Promotes client to assume leadership role in identifying program needs and implementing plan for improvement

C- Embraces the use of a variety of approaches, techniques, strategies, resources and innovative thinking to find solutions to challenges

D- Ensures that client contributes to the creation of solutions for challenges

CONSULTATION

Definition of Consultation

• A relationship in work or educational settings in which a person facilitates the resolution of specific work related issues pertaining to individuals, clients or programs.

• Consultation goals are designed to identify individual or program needs and implement solutions that address these issues.

• Consultation relationships rely on the process and subject expertise of the consultant; they include the client and other available resources in applying a process approach to identified work related issues.

• Consultation is time and task focused (more than 2 contacts with the same individual), and provides information and expertise to strengthen work-related skills.

Overview of Consultation

There are many types of consultation. Within the Early Childhood Development domain (not including special education) these include but are not limited to:

· Best practices

· Curriculum and/or lesson planning

· Training, staff development

· Educational environments (design)

· Observation (i.e., classrooms, teaching style, etc.)

· Literacy.

There are a number of free-lance consultants who offer their services to specific populations – in our case early childhood educators. However, many of these consultants do not list pricing information on their websites.

There has been some research to support consultation in the field of education. Based on a study by Han, Catron, Weiss, & Marciel (2005) that examined a program’s effectiveness in a pre-kindergarten intervention program that “was based around a teacher-consultation model, in which teachers are supported in their implementation of the classroom program through ongoing in-classroom consultation to ensure correct implementation and adaptation”. The results of this study show preliminary support for the teacher-consultation model for training teachers, in this case to train teachers in implementing a school-based mental health program (Han, Catron, Weiss, & Marciel, 2005). As shown, consultation can play an important role in helping to ensure that teachers are able to best meet the needs of the children they work with.

Competencies for Effective Consultation

Consultation requires keen observation, problem solving skills, as well as effective communication. The following skills and competencies are important for developing a meaningful consultation relationship with a client.

These competencies build upon the foundation of the General Core

Competencies for Relationship Based Professional Development.

Content Area I: Building Relationships

Competency

A- Identifies goals that are shared with client to develop a positive and productive relationship

B- Demonstrates skill in active listening to articulate and respond to the needs of client

C- Demonstrates skill in grasping and validating stated and unstated meanings and affect in communication with client

D- Encourages client to use reflective practices to examine personal viewpoint when considering other possible views or solutions

E- Maintains confidentiality and professional demeanor in all discussions with client

Content Area II: Effective Consultation Practices

Competency

A- Demonstrates expertise in applying research based knowledge, best practices, resources and current technology to address the needs of client

B- Effectively uses record keeping strategies to document consultation process

C- Uses documentation strategies and reports to support goals and ongoing planning with client

D- Demonstrates flexibility and a positive attitude in delivering assistance to meet the changing needs of client

E- Uses reflective practices to examine their personal viewpoint(s) when considering other possible views or solutions

F- Provides results oriented leadership to client that emphasizes continuous learning through sharing, joint problem solving, and developing partnerships

G- Uses observation strategies and tools to provide reliable information relevant to program improvement needs to client

H- Assists in evaluating information to make changes or improvements that address client‛s mission

I- Provides a process for feedback that is objective, knowledge/skill based, and goal oriented

J- Applies strategic thinking to inform decisions, goals and improvement plans

Competency Area III: Professional Responsibilities in Consultation

Competency

A- Demonstrates understanding of role and purpose of the consultation process

B- Understands the stages of the consultation process

C- Demonstrates competence in applying effective consultation practices

D- Establishes and maintains a professional relationship with client that demonstrates confidence, respect, and integrity

E- Maintains professionalism and confidentiality in all observations, meetings and interactions with client and program

F- Provides necessary supports and resources to ensure success of client

G- Demonstrates continued personal professional growth through conferences, individual study, and current reading/research

Competency Area IV: Managing Challenges

Competency

A- Demonstrates flexibility in supporting client and facilitating the consultation process through a variety of ever-changing needs

B- Encourages client to assume leadership role in identifying needs and implementing change through improvement plans that addresses client‛s mission

C- Demonstrates ability to proactively identify potential sources of and solutions for preventing problems before they occur

D- Manages conflict and challenges of change with positive relationship building strategies

E- Provides client with ‘big picture‛ view for understanding the need for change and program improvement

F- Uses a variety of strategies to address challenges and find solutions that are effective

ETHICS AND RELATIONSHIP BASED PROFESSIONAL DEVELOPMENT

Ethical Considerations

When dealing with RBPD it is important to remember that not only skills will be learned. One commonly asked question is can ethics be learned? The simple answer is yes. Ethics and morals are fashioned a number of different ways; for example through “personal experiences, peer pressure, family, and cultural and religious standards (Nichols, Nichols, & Nichols, 2007).” This is why it is important that those with experience and skills teach and pass along high moral and ethical standards to their students, mentees, and co-workers (Nichols, Nichols, & Nichols, 2007). For example, students and mentees can learn ethics and morals through modeling of the experienced provider. (More…)

Resources for Ethics

This Code is composed of PRINCIPLES and ETHICAL STANDARDS (E.S.). The Principles are codes of conduct. The Ethical Standards are specific goals in professional performance and behavior to which Members should aspire.
http://www.silverfox.org/codeofethics.htm

Mentoring code of ethics, program sample:
http://www.yjb.gov.uk/en-gb/practitioners/Prevention/Mentoring/MentoringManagementGuidance/SettingUpaProject/Policies+and+Procedures/CodeofEthics/

AVLIC code of ethics
http://www.avlic.ca/resources.php?coe

European Mentoring & Coaching Council Ethical Code
EMCC_Code_of_Ethics.pdf

Definitions of types of Relationship Based Professional Development

Mentoring (follow link to get more information)

• A relationship in work or education settings in which a respected, experienced person partners with a less experienced person to support and nurture personal and/or professional growth.

• Mentoring goals are designed to improve individual productivity or achievement through building on the existing skills and knowledge of the less experienced person.

• Mentoring relationships can be formal or informal, are individual-focused, and may employ a variety of different ‘roles’.

• 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.

Coaching (follow link to get more information)

• A relationship in work or education settings in which a person with known expertise and skill in a specific area offers assistance to a person(s) in identifying and achieving skill development.

• Coaching goals are designed to increase individual skill acquisition, and the integration of new skill into the professional/personal environment.

• Coaching relationships rely on client input, and utilize specific skills designed to empower the client including goal development and mutual accountability.

• Coaching usually continues until significant progress toward the goal, or desired results, have been achieved.

Consultation (follow link to get more information)

• A relationship in work or education settings in which a person facilitates the resolution of specific work related issues pertaining to individuals, clients or programs.

• Consultation goals are designed to identify individual or program needs and implement solutions that address these issues.

• Consultation is time and task focused (more than 2 contacts with the same individual), and provides information and expertise to strengthen work-related skills.

Technical Assistance (follow link to get more information)

• A relationship in work or education settings in which an expert with specific technical/content knowledge provides information to address an identified need.

• Technical Assistance goals are designed to utilize recognized ‘best practices’ by organizations or individuals seeking answers to specific questions.

• Technical Assistance relationships are program-focused, and may use an interactive, on-site/hands-on approach as well as telephone or email assistance.

• Technical Assistance delivery is short in duration (Two or fewer contacts, with more than one person from an organization), customized to meet the needs of the client, and offers prescriptive solutions to a specific issue.

References:

Beavers, A. & Planeaux, C. (2009). The Life of Plato. http://faculty.evansville.edu/tb2/trip/plato_life.htm

Dowling, M. (2004). Mr. Dowling’s Socrates page. http://www.mrdowling.com/701-socrates.html

Dowling, M². (2004). Mr. Dowling’s Plato page. http://www.mrdowling.com/701-plato.html

Gormley, B. (2008). An application of attachment theory: Mentoring relationship dynamics and ethical concerns. Mentoring & Tutoring: Partnerships in Learning, 16(1), 45-62.

Kearsley, G. (2009). Experiential Learning (C. Rogers). http://tip.psychology.org/rogers.html

National Child Care Information and Technical Assistance Center, (2008). RBPD: Models, qualifications, training, and supports. http://nccic.acf.hhs.gov/poptopics/rbpd.html?&printerfriendly=true

Neill, J. (2005). What is experiential learning? http://www.wilderdom.com/experiential/ExperientialLearningWhatIs.html

Neill, J. (2006). Experiential Learning & Experiential Education: Philosophy, theory, practice & resources. http://www.wilderdom.com/experiential/

Nichols, N., Nichols, G., & Nichols, P. (2007). Professional ethics: The importance of teaching ethics to future professionals. American Society of Safety Engineers, July, 37-41.

Payne, W. (2009). Diversity and the Socratic Method. http://facweb.bcc.ctc.edu/wpayne/diversity_and_the_socratic_metho.htm

Stevenson, S. (2001). The Socratic Method. http://www.cs.clemson.edu/~steve/CW/Info/socratic.html

More

Socratic Method

Since Socrates did not write any books, a majority of information that we have about him comes from his most well known student Plato. Plato is known for calling Socrates “the best of all men I have ever known.” (Dowling², 2004). After Socrates’ death Plato began the “Academy” based on the teaching styles of Socrates; this school operated for more than 900 years (Dowling², 2004). “The Academy served as the model for institutions of higher learning until it was closed by the Emperor Justinian in 529 CE, almost one thousand years later.” (Beavers & Planeaux, 2004). This is proof that the Socratic method of teaching, mentoring and coaching, is a valid and time proven method used to share and pass on knowledge and skills to others.

The Socratic Method is described as saying “There is no single, generally agreed upon, answer. There is no answer. All answers are equally correct.” (Stevenson, 2001). Socrates was searching for conceptual knowledge and found that conversation and arguing was a reasonable way to get this knowledge (Payne, 2009). Maxwell (2008) stated,

“To cultivate the Socratic Temperament in the students is to lay the ultimate foundation for the development of superior critical thinking later in life. Deep curiosity, fearless questioning, productive critical thinking and a lifelong quest for self-improvement are the fruits of the Socratic Temperament. The opportunity to develop their own Socratic Temperament is the finest gift you can give to your students.”

The use of the Socratic Method allowed a person or group of people to determine if a person’s position on a subject is fact or opinion (Stevenson, 2001).

In classrooms today there are two types of learning methods used the Rote model and the Platonic model, which is based on the Socratic method. The Rote model is used in a majority of kindergarten through high school classrooms. Young students are told that there is a right answer and they must repeat it word for word when asked to do so (Stevenson, 2001). The second is the Platonic Model, based on the Socratic Method, which allows for many correct answers as long as the person can explain why it is right; “this is truth by dialogue and reasoning (Stevenson, 2001).” The Socratic Method has also been referred to as “the central kernel of all rational inquiry including that we call the scientific method (Payne, 2009).”

The Socratic method also placed strong value on diversity. The diversity of a person’s thoughts and opinions, and the thoughts and opinions of others is a strong point for conversation and arguing which is the basis for the Socratic Method. Payne (2009) has said, “… intellectual progress using rational methods requires a community of inquirers working from different points of view.” Therefore, “like-mindedness tends to ossify into dogmatism” and “… diversity of mind within a community provides a constant renewal of intellectual vitality in the form of new points of view and new critiques of existing views (Payne, 2009).” The basis for Socrates as a teacher and philosopher was not to make people change their minds about what they thought was right. Instead, he thought that people were on a life-long journey of self-improvement, which could not be achieved with out the attainment of knowledge (Maxwell, 2008).

Mentors

Mentors are charged with being ethically responsible and only operating within “the boundaries of their competence (APA, 2002); however, mentors and mentees have few chances to get competent in managing mentoring relationships before they having them, especially the kinds of relationships that are extremely different from their previous relationship experiences (Gormley, 2008).” Students have to learn and understand the responsibilities that they have to themselves, their stakeholders, and the far-reaching effects of unethical practices (Nichols, Nichols & Nichols, 2007).

Nichols, Nichols, & Nichols (2007) have three questions that a person could ask themselves before making a decision to help them decide if the action or decision is moral or ethical. These questions are:

· “Is it legal?

· Is it balanced?

· Is it right? (Nichols, Nichols & Nichols, 2007).”

Making ethical decisions can be incredibly complicated and can be made challenging when there are different points of view and different perceived and longed for outcomes (Nichols, Nichols & Nichols, 2007).