Mentors provide individualized professional development with an intent to teach and improve their mentees performance.
Published in Chapter:
A Collaborative Approach Towards Mentoring and Evaluation to Support Beginning NC Pre-K Teachers Within Non-Public School Settings: Early Educator Support (EES) Program – A Model of Support and Professional Development for Teachers
Archana V. Hegde (East Carolina University, USA), Amanda R. Vestal (Early Educator Support Office, University of North Carolina at Charlotte, USA), Jennifer Whited (East Carolina University, USA), Richard G. Lambert (University of North Carolina at Charlotte, USA), Ashley Norris (East Carolina University, USA), and Heather Taylor (Appalachian State University, USA)
Copyright: © 2022
|Pages: 28
DOI: 10.4018/978-1-6684-3848-0.ch019
Abstract
In this chapter, the authors describe the importance of the early educator support (EES) program by providing a historical context and description of the work being done through this program. They further elaborate on the actual work that mentors and evaluators conduct with NC Pre-K teachers utilizing evidence- and research-based coaching and mentoring practices. Connections between the EES work and teacher induction, correlation with stages of teacher development, and a robust framework for early childhood professional development have been explained in greater detail. The chapter concludes with describing the uniqueness of the program along with challenges confronted, future implications, and its corresponding benefits.