External

Adult Supervision/Early Childhood Mentoring (CD 065)

Social Sciences

Author: Ancelma Sanchez & Ydania Garcia
Publisher: East Los Angeles College
Source: LibreTexts
License: Mixed
Language: EN
Category: Basic Sciences

Read online Download PDF (open licence)

Contents· 192 sections

01: Overview on Supervision Mentoring Coaching and Leadership
1.01: Chapter Introduction
1.02: Clarifying Definitions
1.03: Mentor Coach Skills
1.04: SAGE Model
1.05: Stages of Educators Development
1.06: Summary
1.07: Vocabulary
1.08: Extra Internet Resources for Understanding
1.09: References
1.10: Leadership
1.10.01: Leadership Skills
1.10.02: Traditional Leadership
1.10.03: Collective Leadership
1.10.04: Four Basic Leadership Skills
1.10.05: Leadership Skills Summary
1.10.06: Cultural Competencies
1.10.07: Being a Director
02: Mentorship Theories in Education
2.01: Chapter Introduction
2.02: Introduction to Mentor Theories
2.03: Summary
2.04: Vocabulary
2.05: Extra Internet Resources for Understanding
2.06: References
03: Mentoring Student Teachers and Adult Learners
3.01: Chapter Introduction
3.02: The Role of the Mentor
3.03: Supervision and Support Networks
3.04: Matching Mentors and Student Teachers
3.05: The Seven Steps of Mentoring
3.06: Transformative Coaching Model
3.07: Evaluation and Professional Growth
3.08: Chapter Summary
3.09: Chapter Vocabulary
3.10: Extra Internet Resource Links
3.11: Chapter References
04: Leadership Thinking and Types of Styles
4.01: Chapter Introduction
4.02: Bridging Ethics and Leadership- A New Focus
4.03: Leadership Theories Introduction
4.04: Different Types of Leadership Styles
4.05: A Note on Types of Leadership Styles
4.06: Summary
4.07: Vocabulary
4.08: Extra Internet Resources for Understanding
4.09: References
05: Leading Ethical Change
5.01: Chapter Introduction
5.02: Change Theories
5.03: Leadership Ethics and Morality
5.04: Leadership as a Moral and Political Act
5.05: Theories on Change- From Systemic to Individual Change
5.06: Summary
5.07: Vocabulary
5.08: Extra Internet Resources for Understanding
5.09: References
06: The NAEYC as the ECE Foundation and the Code of Ethical Responsibilities to Children
6.01: Chapter Introduction
6.02: Who is the NAEYC
6.03: Professional Relationships
6.04: The NAEYC Code as Our Foundation
6.05: Professional Relationships with Children
6.06: Supporting Childrens Well-being
6.07: Summary
6.08: Vocabulary
6.09: Extra Internet Resources for Understanding
6.10: References
07: Reflective Practice in Early Years Education
08: Caring for the Self- Mindful Presence in Reflective Teaching
8.01: Chapter Introduction
8.02: The Importance of Educator Well-Being
8.03: Mindfulness and Reflective Presence
8.04: Building Emotional Intelligence
8.05: Setting and Protecting Boundaries
8.06: Practical Strategies
8.07: Everyday Self-Care Practices
8.08: Recognizing Stress and Re-Centering
8.09: Compassionate and Relational Teaching
8.10: Chapter Summary
8.11: Chapter Vocabulary
8.12: Extra Internet Resource Links
8.13: Chapter References
09: The Power of Positive Relationships
9.01: Building Positive Relationships with Families
9.02: Supporting Diverse Families and Culturally Responsive Engagement
10: Interpersonal Communication and Conflict Resolution
10.01: The Interpersonal Toolkit
10.1.01: Interpersonal Communication Revised Edition Gerber Murphy and Lightfoot
10.1.1.01: Method and Madness or How We'll Learn This Stuff
10.1.1.02: Introduction to Communication
10.1.1.2.01: Communication- Definition and The Communication Process
10.1.1.2.02: Shared Meaning and Context
10.1.1.2.03: Principles of Communication
10.1.1.2.04: Communication Competence
10.1.1.03: Culture and Communication
10.1.1.3.01: Defining Culture and Intercultural Communication
10.1.1.3.02: Communication Competence
10.1.02: Communication Climate
10.1.2.01: Communication Competence
10.1.03: Power and Communication
10.1.3.01: Defining Power
10.1.3.02: Principles of Power
10.1.3.03: Individual and Persuasive Power
10.1.3.04: Communication Competence
10.1.04: Listening
10.1.4.01: The Importance of Listening
10.1.4.02: The Stages of the Listening Process
10.1.4.03: Listening Styles
10.1.4.04: Barriers to Listening
10.1.4.05: Communication Competence
10.1.05: Emotions
10.1.5.01: Communication Competence
10.1.5.02: Defining Emotions
10.1.5.03: Perspective on Emotions
10.1.06: The Perception Process and Perception of Others
10.1.6.01: The Perception Process
10.1.6.02: Perceiving Others
10.1.6.03: Perception- (Co)Culture and Personality
10.1.07: Verbal Communication
10.1.7.01: Defining Verbal Communication
10.1.7.02: Characteristics of Verbal Communication
10.1.7.03: Functions of Verbal Communication
10.1.7.04: Communication Competence
10.1.08: Nonverbal Communication
10.1.8.01: Defining Nonverbal Communication
10.1.8.02: Functions of Nonverbal Communication
10.1.8.03: Types of Nonverbal Communication
10.1.8.04: Principles of Nonverbal Communication
10.1.8.05: Communication Competence
10.1.09: Interpersonal Conflict
10.1.9.01: Interpersonal Conflict
10.1.9.02: Conflict Management Styles
10.1.9.03: Communication Competence
10.02: Communication and Conflict Resolution
10.03: Conflict
10.04: Elements in Communication
10.05: Intercultural Communication
10.06: Communicating Effectively with Families
10.07: Additional Resources
11: The Power of Professional Feedback
11.01: Introduction
11.02: Feedback
11.03: Peer Feedback
11.04: References
12: Environments as Catalysts- Optimizing Physical Spaces in ECE Settings
12.01: Indoor Environments
12.02: Outdoor Environments
12.03: Equipment Guidelines
12.04: Organizing Spaces
13: Assessing and Enhancing Program Practices
13.01: Introduction to the Chapter
13.02: Understanding the Purpose of Evaluation
13.03: Creating an Evaluation Plan
13.04: Supporting Staff Growth Through Evaluation
13.05: The Administrators Role in Staff Evaluation
13.06: Assessing Childrens Growth and Development
13.07: Approaches to Understanding Childrens Progress
13.08: Tools for Analyzing and Documenting Childrens Learning
13.09: Tools for Analyzing and Documenting Childrens Learning
13.10: Evaluating the Program as a Whole
13.11: Making Meaning of Data for Program Improvement
13.12: Chapter Summary and Reflection
13.13: Chapter References
14: Assessment Tools for Program Evaluations
14.01: PAS- Program Administration Scale
14.02: QRIS- Quality Rating Improvement System
14.03: CLASS- Classroom Assessment Scoring System
14.04: ECERS- Early Childhood Environment Rating Scale
14.05: NAEYC- National Association for the Education of Young Children
14.06: Family Home Child Care Assessment Tools
14.07: Goals and Creating Improvement Plans
15: Program Assessment Strategies
15.01: Introduction
15.02: Basic Concepts
15.03: Selecting appropriate assessment techniques
15.04: Reliability
15.05: Absence of bias
15.06: Teachers observation questioning and record keeping
15.07: Selected response items
15.08: Scoring rubrics
15.09: Performance assessments
15.10: Portfolios
15.11: Choosing assessments
15.12: Action research
15.13: Privacy
15.14: Grading and reporting
15.15: Summary key terms and references
16: Advocacy for High Quality Early Education
16.01: Advocacy
16.1.01: Types of Advocacy
16.1.02: Next Steps