Competency Checklist and Professional Development Resources  An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components: Part 1 : Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document. competency checklist Part 2: Professional Development Resources Document –Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.) , focus on the first four standards: STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN                 AND FAMILIES STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES Directions: Each group will be assigned a different standard and each member will add at least one resource (such as yearly conferences, websites, leaders in the field, articles, blogs, etc.) that support that specific core standard. The resources will be organized on the attached Google Spreadsheet (which will also record who is submitting each resource). Through this group and class collaborative effort, you will be able to add resources from multiple perspectives that you can later include in your own mentoring portfolio.Be sure to include any relevant information and the following: the APA citation (article) or organization name/contact information (address, phone number, website). a brief description of their services in supporting early childhood professionals in their own growth and development. R.

1. Competency Checklist and Professional Development
Resources
An important and yet often overlooked function of leadership in
an early childhood program is the ability to positively influence
the people in the program. For this group assignment, consider
the characteristics of a leader who can support and lead teachers
in reflective teaching. This type of self-reflection is the first
step to understanding how a supervisor supports teachers to
accomplish their goals through mentoring. For this assignment,
your group will need to address the following two components:
Part 1
: Consider the following question as your group completes the
competency checklist below: What might be evidence that a
teacher leader possesses the competence to also be a mentor?
You are encouraged to evenly divide the competencies among
your group, so that each member contributes to providing brief
examples of interactions while highlighting the characteristic(s)
that demonstrates each competency. While this portion can be
completed independently, you should then collaborate to ensure
that each group member provides feedback before submitting
the full collaborative document.
competency checklist
Part 2:

2. Professional Development Resources Document
–Early childhood programs have numerous curriculum options
which may contribute to a need to support teachers and staff in
a curriculum context they are not familiar with. Therefore, as
we prepare to support protégés, we can refer to the National
Association of the Education of Young Children core standards
for professional development, to promote the use of best
practices. These six core standards, briefly describe what early
childhood professionals should know and be able to do. After
reading each of the
NAEYC Standards for Early Childhood Professional Preparation
Programs (Links to an external site.)
, focus on the first four standards:
STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO
SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
USING DEVELOPMENTALLY EFFECTIVE APPROACHES
Directions: Each group will be assigned a different standard and
each member will add at least one resource (such as yearly
conferences, websites, leaders in the field, articles, blogs, etc.)
that support that specific core standard. The resources will be
organized on the attached Google Spreadsheet (which will also
record who is submitting each resource). Through this group
and class collaborative effort, you will be able to add resources
from multiple perspectives that you can later include in your
own mentoring portfolio.Be sure to include any relevant

3. information and the following:
the APA citation (article) or organization name/contact
information (address, phone number, website).
a brief description of their services in supporting early
childhood professionals in their own growth and development.
Resources
Articles
Eggbeer, L. Mann, T., & Seibel, N. (2007). Reflective
supervision: Past, present, and future.
Zero to Three
, 28(2), 5-9. Retrieved from
https://www.zerotothree.org/resources/series/zero-to-three-
journal
This article provides information on reflective supervision and
may help you with your discussion this week.
Galinsky, E. (2012). Learning communities: An emerging
phenomenon.
Young Children
, 67(1), 20-27. Retrieved from http://www.naeyc.org/yc/

4. This article provides information on supporting learning
communities and may help you with your journal this week.
Books
Austin, L. (2009). Reflective teaching strategies for a reflective
educator. In A. Gibbons & C. Gibbs (Eds.),
Conversations on Early Childhood Teacher Education: Voices
from the Working Forum for Teacher Educators
(pp. 160-166). Redmond, WA: World Forum Foundation and
New Zealand Tertiary College.
The chapter from this book provides information on
implementing reflective teaching strategies in early childhood
teacher education and may help you with your discussion this
week.
Parlakian, R. (2002).
Reflective supervision in practice: Stories from the field.
Washington DC: Zero to Three.
This book provides information on reflective supervision and
may help you with your discussion this week.
Sullivan, D. R. (2010). Learning to lead: Effective leadership
skills for teachers of young children (2nd ed.) St. Paul, MN:
Redleaf Press.
This book provides information on reflective supervision and

5. may help you with your discussion this week.
Supplemental Material
American Institutes for Research. (2001).
Putting the PRO in protégé: A guide to mentoring in Head Start
and Early Head Start
(Links to an external site.)
. Washington, DC: U.S. Department of Health and Human
Services, Head Start Bureau, Administration for Children and
Families. Retrieved from
https://eclkc.ohs.acf.hhs.gov/hslc/hs/resources/eclkc_bookstore/
pdfs/pro_in_protege.pdf
This supplemental text provides information on designing new
mentoring programs and may help you with your discussion or
journal this week.