A critical part of the mentoring process is creating a visible action plan that captures a group’s theory of change. After reading the chapter, focus on the section titled Make Your Project Visible and use Table 8.3 (do not confuse this with Figure 8.3); reflect on how to put a mentoring plan into action. In one-page minimum, address the following questions: • How might making a mentoring project’s available resources (e.g., the assets that include time, money, partners, research, and available mentoring expertise) visible allow for thoughtful review by a planning team before, during, and after the project? • How would identifying a mentoring project’s activities and processes (e.g., observing documenting, reflecting, analysis, application, feedback, goal-setting, and modeling) allow for adjustment before, during, and after a project? • How does identifying the expected outcomes for both children and adults involved in a mentoring project increase the chance that the outcomes will be met? • As you reflect on this course, identify and briefly discuss a theme/idea that resonates with you as a leader who is invested in supporting the learning and development of the adults and children involved in early childhood education. ...

1. A critical part of the mentoring process is creating a visible
action plan that captures a group’s theory of change. After
reading the chapter, focus on the section titled Make Your
Project Visible and use Table 8.3 (do not confuse this with
Figure 8.3); reflect on how to put a mentoring plan into action.
In one-page minimum, address the following questions:
• How might making a mentoring project’s available resources
(e.g., the assets that include time, money, partners, research,
and available mentoring expertise) visible allow for thoughtful
review by a planning team before, during, and after the project?
• How would identifying a mentoring project’s activities and
processes (e.g., observing documenting, reflecting, analysis,
application, feedback, goal-setting, and modeling) allow for
adjustment before, during, and after a project?
• How does identifying the expected outcomes for both children
and adults involved in a mentoring project increase the chance
that the outcomes will be met?
• As you reflect on this course, identify and briefly discuss a
theme/idea that resonates with you as a leader who is invested
in supporting the learning and development of the adults and
children involved in early childhood education.