2 Journal

Many early childhood programs utilize a team-teaching instructional approach. The purpose is to ensure that students benefit from the variety of valued skills and competencies that each member of the team possess. In this journal, you will reflect on the potential for mentoring to occur in a team-setting as you respond to the scenario below. You are encouraged to identify and use the strengths of each staff member.

Imagine that you and several other early childhood teachers you know are going to become a mentoring team. First, consider and list the knowledge and experience that you bring, both from your life’s journey to date and from your formal education, which might be used to support another early childhood educator’s professional growth and development. Examples of relevant strengths might be that some people in your group have family and center childcare experience, some speak languages other than English, and others have worked extensively with school-age children or infants. Other valuable knowledge may have been acquired from relevant college courses and degrees or through extensive work with specific curriculums. After compiling these skills, knowledge, and relevant experiences, consider the areas of opportunity. What other skillsets, knowledge, or experiences might be needed to create a mentoring team that reflects and meets the needs of your local early-learning community? Is there a need to recruit additional mentors or what professional development is needed for the existing team?

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