Sheet1Group 1Group 2Group 3Language developmentAmandaTamyraOreshaA.docx

Sheet1Group 1Group 2Group 3Language
developmentAmandaTamyraOreshaAPA Citation for Article
OR Org. Name / Contact Info / Brief Description of
Serviceshttps://www.readingrockets.org/article/preschool-
language-and-literacy-practices Reading Rockets offers
research-based strategies, lessons and activities designed to
help young children learn how to read and better read. The
resources aid to teachers, parents and other educators in helping
struggling readers build fluency, vocabulary and comprehension
skills.Language development in children: 0-8 years. (2017,
November 27). Retrieved from
https://raisingchildren.net.au/babies/development/language-
development/language-development-0-8. This article descirbes
how the language development in children is so important and
crucial. It also provides tips on how to enhance children
language development and help to build their vocabulary and
comprehension. LiteracyLateachaEricaPreciousAPA Citation for
Article OR Org. Name / Contact Info / Brief
Description of Serviceshttp://www.getreadytoread.org/ National
Center for Learning Disabilities
32 Laight Street, Second Floor
New York, NY 10013, Get Ready to Read is a resource from the
National Center for Learning Disabilities that provides services
to parents and teachers, such as skill building activities, games,
webinars and checklists in the hopes of improving and
promoting literacy growth and development in youth children,
especially those with disabilites.Art—music, creative
movement, dance, drama, or visual artsDeliaShanitaCaitlynAPA
Citation for Article OR Org. Name / Contact Info /
Brief Description of Services
Samuelsson, I. P., Carlsson, M. A., Olsson, B., Pramling, N., &
Wallerstedt, C. (2009). The Art of Teaching Children the Arts:
Music, Dance, and Poetry with Children Aged 2-8 Years Old.
International Journal of Early Years Education, 17(2), 119–135.

Through empirical examples from a large-scale research project,
we illustrate the tools of developmental pedagogy and show
how this perspective contributes to our understanding of
children’s learning of music, dance, and poetry(Samuelsson,
Carlsson, Olsson, Pramling & Wallerstedt, 2009).
https://classroom-aid.com/educational-resources/arts-and-music/
This site allows educators to create Curriculum and lessons to
help teach music and arts. National Standards for Arts
Education comes from the Consortium of National Arts
Education Associations.
MathematicsHelenQuentinaTranishaAPA Citation for Article
OR Org. Name / Contact Info / Brief Description of
ServicesTeaching math to young children practice guide helps
with teaching young children about math. In this article is
presents five reommendations to help children to understand and
th natural interest in math in preschool. The recommendation is
suggested with a panel members that are expertise and
experiances and systematic review. The guide helps teachers of
young children to introduce mathamatics.
https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/early_math_pg
_111313.pdfScienceDustiAnnetteKendraAPA Citation for
Description of ServicesWashington STEM
210 S. Hudson Street
Seattle, WA 98134
206.658.4320
[email protected]
https://washingtonstem.org/
This is the Washington-based STEM program. STEM stands for
Science, Technology, Engineering, and Mathematics. This
program is designed to help children succeed in these areas and
set them up for success regardless of their families’
socioeconomic background. The program is set up to fill gaps
and to present meaningful learning experiences for all children.
National Science Teaching Association (NSTA)
NSTA is an organization that supports teaching and learning of

science to all. The organization’s current members include
science professionals from all levels that are committed to
teaching science. The organization helps professionals by
guiding them on how to nurture scientific curiosity among
children by providing them with numerous and opportunities. in
making sure that science literacy is nurtured, it recognizes that
teachers need to be empowered. Retrieved from:
https://www.nsta.org/about/positions/earlychildhood.aspx
Physical developmentAmandaTamyraOreshaAPA Citation for
Description of
Serviceshttp://helpmegrowmn.org/HMG/HelpfulRes/Articles/Wa
ysEncourageMotorPhysical/index.html
Help Me Grow is a site that offers many resources about the
development of young children for parents and professionals
and the resources include information on developmental
milestones, YouTube videos, caregiver strategies to support
development, screening and evaluation, and how to talk about
developmental concerns.
Childcare. (2019, August 15). Physical Development in Child
Care. Retrieved from https://childcare.extension.org/physical-
development-in-child-care/. This article describe the importance
of the physical devlopment and the control of the muscle usage
in children. This website have useful information such as
waysto support large and small motor development and
activities to support it. Health and
safetyLateachaEricaPreciousAPA Citation for Article OR
Org. Name / Contact Info / Brief Description of
Serviceshttps://prevention1st.org/safety-resources/ General
email: [email protected]
Phone: 585-766-3660
Mail:
Prevention 1st
One Grove St. Suite 206

Pittsford, NY 14534, Prevention 1st is a resource that provides
information and research with the purpose of preventing injury
and accidents to young children. The site offers resources for
choking, fire, water safety and many other health topics in the
form of checklists, games and videos for both children and
adults. Social studiesDeliaShanitaCaitlynAPA Citation for
Description of ServicesKemple, K. (2017). Social Studies,
Social Competence, and Citizenship in Early Childhood
Education: Developmental Principles Guide Appropriate
Practice. Early Childhood Education Journal, 45(5), 621–627.
https://doi-org.proxy-library.ashford.edu/10.1007/s10643-016-
0812-z
Social Competence has been described as being comprised of
seven areas: Positive self-identity, interpersonal skills, planning
and decisionmaking, cultural competence, emotional
intelligence, social values, and self-regulation (Kemple,
2017).Orginization: National council for social studieses. This
site is a resource to help educators learn what they need to
know to help educate others on social studies and life events.
site: https://www.socialstudies.org/resources/resourcelist
Designing curriculum for childrenHelenQuentinaTranishaAPA
Citation for Article OR Org. Name / Contact Info /
Brief Description of ServicesHow to develop a curriculum for
preschool - information for edcuation. This article gives
teachers a step by step guide on how to design a curriculum.
The steps include understanding preschool development,
curriculum standards, structuring your curriculum, activites,
adjustments for learning spectrum.
https://www.brighthubeducation.com/teaching-preschool/67327-
developing-your-preschool-curriculum/ Evaluating curriculum
for childrenDustiAnnetteKendraAPA Citation for Article OR
Org. Name / Contact Info / Brief Description of ServicesThis
article is the position statement of the
NAEYC on Early Childhood Curriculum,
Assessment, and Program Evaluation. It

provides recommendations for all three of
these areas.
Nationals Association for the Education of Young
Children (2003) Early Childhood Curriculum,
Assessment, and Program Evaluation. Retrieved
from: https://www.naeyc.org/sites/default/files/
globally-shared/downloads/PDFs/resources/position
-statements/pscape.pdf
The National Association for the Education of Young Children
(NAEYC) & National Association of Early Childhood
Specialists in State Departments of Education (NAECS/SDE).
(2003). Early Childhood Curriculum, Child Assessment, and
Program Evaluation: Building an Accountable and Effective
System For Children Birth Through Age Eight (A Joint Position
Statement of NAEYC and NAECS/SDE). Washington, DC:
NAEYC.
This article looked at a new way of understanding the children
development through different research and point out the need
for evaluating curriculum for children to enhance their learning.
Even how the curriculum for children could be develop, citing
cognitive skills, learning process and acquisition of information
as the key aspects that must be considered. The authors noted
that although several learning theories have been proposed, they
have not been incorporated into the early curriculum. Retrieved
From: www.naeyc.org/.../position-statement/pscape.pdf
Find an article describing a national project in detail. On the
basis of the article and on your understanding of the project,
answer the questions below. State any assumptions that you feel
are necessary to provide answers.
1. Who were the stakeholders?
2. Was it an internal or external project?

3. What were the most important resources used in the project?
Explain.
4. What were the needs and expectations of each stakeholder?
5. What are the alternative approaches for this project?
6. Was the approach selected for the project the best, in your
opinion? Explain.
7. What were the risks in the project?
8. Rank the risks according to severity.
9. What was done or could have been done to mitigate those
risks?
10. Was the project a success? Why?
11. Was there enough outsourcing in the project? Explain.
12. What lessons can be learned from this project?
The assignment is to answer the question provided above in
essay form. This is to be in narrative form and should be as
thorough as possible. Bullet points should not to be used. The
paper should be at least 1.5 - 2 pages in length, Times New
Roman 12-pt font, double-spaced, 1 inch margins and utilizing
at least one outside scholarly or professional source related to
project management. The textbook should also be utilized. Do
not insert excess line spacing. APA formatting and citation
should be used.
Competency
Checklist
Assignment
Student Name APA citation of Article Short Description of
Article
STANDARD 1 - PROMOTING CHILD DEVELOPMENT AND
LEARNING

1 Oresha Christopher
Isbell,R. (n.d). An Environment the Positively Impacts Young
Children. Retrieved April
13,2020, from
http://www.earlychildhoodnews.com/earlychildhood/article-
view.aspx?
ArticleID=334.
After reviewong this article and seeing how it aligns with the
standard about promoting
child development and learning, I choose to select this aticle
because it gives me a
beteter understand on how the environment plays a major role in
children development.
within the article it also dealt with how the environment plays a
major role in children's
behavior.
2 Helen Mathews
Landry, S. H., Zucker, T. A., Taylor, H. B., Swank, P. R.,
Williams, J. M., Assel, M.,
Crawford, A., Huang, W., Clancy-Menchetti, J., Lonigan, C. J.,
Phillips, B. M., Eisenberg, N.,
Spinrad, T. L., de Villiers, J., de Villiers, P., Barnes, M.,
Starkey, P., & Klein, A. (2014).
Enhancing early child care quality and learning for toddlers at
risk: The responsive early
childhood program. Developmental Psychology, 50(2), 526–541.
https://doi-org.proxy-library.
ashford.edu/10.1037/a0033494.supp (Supplemental)
Even in high quality childcare there are an experimental study
have shown the improving

low-quality center-based care for toddler-age children. In the
article they talk about how
behaviors of teachers and children and social emotional
behaviors and their outcomes.
They show a study of use of responsive teacher practices,
derived from attachment and
sociocultural theories and comprehensive curriculum.
3 Delia Frost
4 Shanita Gaines
https://www2.ed.gov/about/inits/ed/earlylearning/index.html
This program supports early childhood professionals in their
own growth and
development by providing them with information that can help
them to set realistic
goals as well as helping them set themselves up for success.
This resource gives
the base of why early education is a key factor in children being
more prepared for
the world and why we as educators are an important part of that
process as well as
the families.
STANDARD 2 - BUILDING FAMILY AND COMMUNITY
RELATIONSHIPS
1 Tamyra Brown
2 Annette Williams
Barnes, C., & Nolan, S. (2019). Professionals, friends, and
confidants: After-school
staff as social support to low-income parents. Children and
Youth Services Review,

98, 238-251. Barnes,
This article supportive relationships between parents and staff
members in early
childhood education benefit both the children and parents. Staff
members may
provide social support to the disadvantaged parents who may
lack adequate social
capital and support. This study used social capital theory
concepts to determine
how social ties between staff members and parents develop.
Parents interviews and in-depth staff interviews were conducted
and analyzed. The
study found that some of the parents may be willing to develop
strong ties with
staff members to obtain social support. This showed that to
build a good
relationship, both staff members and parents stated the social
process of building
rapport is essential.
3 Precious Elliott-Matthews
Dikkers, A. G. (2013). Family Connections: Building
Connections among Home, School, and
Community. Childhood Education, 89(2), 115–116.
4 Quentina Offord
STANDARD 3 - OBSERVING, DOCUMENTING, AND
ASSESSING TO SUPPORT CHILDREN AND FAMILIES
1 Amanda Brown
Rencken, K. (1996). Observation: The Primary Tool in
Assessment. Child Care Information
Exchange. Retrieved form
https://www.childcareexchange.com/library/5011250.pdf

Staff members and families have to spend time with families to
build quality
relationships. Those who have shared experiences have a higher
chance of
developing more quality relationships with each other. Staff
members may
demonstrate trustworthiness to the parents by answering their
concerns efficiently.
2 Caitlyn Maiocchi
Hansel, L. (2019, July). Intentional and Supportive: Appropriate
Uses of Early
Assessment. Retrieved from https://www.naeyc.
org/resources/pubs/yc/jul2019/appropriate-uses-early-
assessments
This article provides educators and early childhood education
administrators with detailed
information regarding several methods that can be used to
observe and record children’s
development and how to use that information to plan instruction
to further support their
development. Some of the methods suggested in the article
including observation based
assessments, anecdotal records, and progression comparisons.
3 Tranisha Wakefield
4 Kendra Williams
STANDARD 4 - USING DEVELOPMENTALLY EFFECTIVE
APPROACHES
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[no notes on this page]

1st set of 1-
4 Erica Collier
Moore, K. (2001). Policies & Practices: Mentoring and
Coaching Teachers. Retrieved from
https://www.scholastic.com/teachers/articles/teaching-
content/policies-practices-mentoring-
and-coaching-teachers/
The focus of standard four incorporates developmentally
appropriate and effective
practices in the educational scope. Moore (2001) covers topics
surrounding policies and
practices when mentoring teachers. Subcategories incorporate
details revolving around
processes which are sensitive to participant needs and reflective
within different roles.
The content covering sensitivity and reflection account for the
primary four competencies
under Chu’s (2014) competency checklist. Moore expands on
program planning and the
importance of mentorship. Readers can attribute characteristics
within a mentor-mentee
scope or apply it to a teacher-student reference.
2nd set of 1-
4 Lateacha Evans
Buettner, C., Hur, E., Jeon, L., & Andrews, D. (2016). What are
We Teaching the Teachers?
Child Development Curricula in US Higher Education. Child &
Youth Care Forum, 45(1),
155–175. https://doi-org.proxy-

library.ashford.edu/10.1007/s10566-015-9323-0
This article compares and contrasts what is being taught to
teachers in two and four year
colleges to discover how to use the strategies and skills they
have learned in the
classroom to effectively support children.
3rd set of 1-
4 Dusti Whitfield
National Association of the Education of Young Children
(2009)
Developmentally Appropriate Practice in Early Childhood
Programs Serving Children From Birth to Age 8. Retrieved
from:
https://www.naeyc.org/sites/default/files/globally-
shared/downloads/PDFs/resources/position-
statements/PSDAP.pdf
This resource is the position statement of the National
Association of the Education of Young Children on
developmentally appropriate practice. The information is
based on research and knowledge of child development
from professionals in the field. It supports Standard 4 and
offers guidelines for DAP.
- 2 -
Running Head: Curriculum Planning Form 1

Curriculum Planning Form
Annette Williams
ECE 672 Personnal Management & Staff Development for Early
Childhood Administrators
Dr. Guevara
May 5, 2020
Curriculum Planning Form
- 1 -
Curriculum Planning Form 2
One: Teacher and Child Goals
1. Teacher Goal: The teacher will be
able to build trust with students and
improve relationships with them.
1. Children goal: The children will
eventually be able to build their self-
confidence
Two: Evidence
Teacher Evidence
BEFORE: In previous interactions, I observed
the behaviors of children and their attitude

towards the teacher.
Children:
BEFORE: I noticed that students were not
behaving so well towards each other. Some of
them did not know how to act right.
AFTER: I noticed that the students were not connecting with the
teacher. They have not gained
and develop the trust of the teacher.
THREE: LEARNING EXPERIENCE
TEACHING STRATEGIES
BEFORE: One of the teaching strategies that
are to be used is modeling attitudes. The
teacher will model the behavior of students
and the way they relate to other people.
AFTER: The teaching strategies used were
demonstrating and giving specific feedback to
the students. Next time, I will use modeling
attitudes and also ensure that I acknowledge
the students.
“Acknowledge what children do or say”. This
will help tailor learning experiences to
differentiate among the individual needs of
students.
CHILDREN EXPERIENCES
BEFORE: The children will be able to learn
how to convert vision into actual arts, how to
judge between wrong and write, and how to
read basic words and letters.
The children will also be able to know what is
wrong and right. A child will less likely to
assault other children, not to destroy

neighbors’ properties and how to control their
tempers.
AFTER: Children were able to behave in
a better way and showed more trust with the
teacher.
- 2 -
A. Specific Teacher Objective
1. The teacher will eventually be able to
promote a positive climate in the
preschool classroom community and
have guidance talks with individual
children.
2. As a teacher, she needs to understand
the ways to build supportive
relationships by encouraging children
with specific feedback.
3. She is wondering about preventing
conflict by establishing classroom
agreements and reacting to
challenging behavior.
1. The children will be able to show
empathy for others and understand
classroom rules.

2. Students need to learn how they can
work with their classmates and the
rules in the classroom community
3. Children will be able to practice
expressing themselves in a respectful
manager and reacting in a caring way.
SECTION TWO
Documentation will be done by using anecdotal records.
She already knows the way students relate to each other. What
will be documented in the way
they behave, and their reading skills. The resources needed
include analysis tools, data-driven
dialogue protocol, and collaborative assessment conference.
A. TEACHER EVIDENCE B. CHILDREN EVIDENCE
• In previous interactions, the children
had basic judgmental skills. They
were not however able to refrain from
the lucrative temptations that would
lead them into problems. For instance,
the children would easily pick any
material provided it was appealing to
their eyes.
The teacher tried to verbally explain to the
children how to avoid such temptations to
make the right judgment or decision.
It was then suggested that the goal of
achieving the best outcome from the children
would be best achieved through a short play
involving the children. The teacher then
sourced for short films on how to relate to the
elderly and other members of the society,

read, draw, and arrange objects.
• Initially, she realized that the children
in early childhood educational stages
were very vulnerable to poor decision
making. Their decisions were based
on how nature persuades their actions.
• After engaging the playing technique,
noticing that the failure to internalize
all the judgmental techniques from the
teacher was due to the lack of an
enabling environment.
The children under this new technique have
shown even more creativity by wanting to
dramatize everything they go through.
- 3 -
I noticed that the children were able to judge their actions as
either wrong or right. They knew
they were wrong to destroy my flowers without permission. The
only shortcoming was their
inability to resist attractions towards seemingly good things that
could land them into
problems.
Sources
Gartrell D (2011) A Guidance Approach for the Encouraging

classroom. Belmont. CA.
Strategies, T. (2010). Teaching Strategies GOLD.
III. Learning Experience
The strategies used in the past include engaging students in
group work and assigning them
various roles. The aim was to ensure that they learn how to
respect each other and how to
follow rules. Students were given a procedure to follow on
reading a particular source.
TEACHING STRATEGIES
BEFORE: The teaching strategies to be used
are working in partnerships, using storytime
for teachable moments, and nurturing a
culture of kindness.
AFTER: One of the strategies used was the
other strategy creating a physical practical
environment to assess the children’s
understanding of the stories and the films
watched. Equipment related to the ones used
in the film is a benefit to the classroom and
the children are asked to dramatize what they
have watched. This is what I call, bringing the
film environment to the classroom.
CHILDREN EXPERIENCES
BEFORE: The children will watch, listen,
and memorize the films. They will then
dramatize the same film and then compare the
results of their dramatization.
AFTER: The children would then make
models from mud, draw and name different
shapes on paper and assign each other roles
especially during games time.

Learning activities
The learning instructions will include participating in group
work and giving the students
stories on the power of good morals. Children will be required
to write messages to
appreciation and respect for each other.
I have been able to incorporate more teaching strategies as
compared to the past.
The effective part was engaging students in teamwork and
promoting social-emotional
development.
- 4 -
References
Gartrell D (2011) A Guidance Approach for the Encouraging
classroom. Belmont. CA.
Strategies, T. (2010). Teaching Strategies GOLD.
- 5 -
1
1. Gartrell D
is this a source you really

used? or just listed because it
was in the Appendix? [Frank
Guevara]
Running head: Progress Plan and Reflection 1
Progress Plan and Reflection
Annette Williams
Instructor Dr. Guevara
April 27, 2020
Progress Plan and Reflection
Part 1
Table 5.7 Teacher–Mentor Professional Development Plan:
Documenting Progress Teachers and Mentors Comments
1. Implementing: Documenting
Action Steps After They Occur
(Example: Observed,
documented, reviewed
information, discussed choices,

put into practice, offered
Observations: The teacher listened effectively to the message.
Review of documentation, information collected: information on
the ability
of teachers to evaluate students using checklists.
Put into practice: developing developmentally appropriate
assessment and
evaluation methods. Helping protégé diagnose student needs and
help those
- 1 -
Progress Plan and Reflection 2
feedback. .) with special needs.
2. Status: What happened?
Check-in date(s):
Progress toward goals:
The teacher learned how to
assess students using
checklists.
Facilitation of learning: Teacher can
effectively use some assessment methods
3. Reflection Mentee reflects on

observations, documentation,
and actions chosen.
Great progress in goal
attainment.
Summary of mentor feedback:
There should be more communication
between the mentor and mentee to fasten
the process of accomplishing goals.
4. Changes needed and next
steps:
What was accomplished?
Learning how to use
checklists
What has changed?
Listening has improved.
What still needs to occur?
Learning how to use rating
scales effectively.
What needs to change?
Documentation and
communication with the
mentor. It should be faster.
Next steps: Increase the level
of collaboration
Evidence of making progress or meeting
goals:
Mentee’s strengths are supported.
What should change about the mentoring
process?

There should be more collaboration.
PART 2
- 2 -
Table 5.8 Mentor Development Self-Reflection
Review the topics shown here. Note how you feel in your
mentoring role and add comments
about what you are still wondering or areas in which you feel
you need support. Circle the letter next to
the statement that describes your feelings about your mentoring
relationship(s) or skills.
I feel unsure (U), I am developing (D), I sometimes agree (SA),
or I am confident (C)
U-D-SA-(C)
Comfort and trust exist in the PD relationship.
U-(D)-SA-C
Organization of time: Schedule of observations and/or meetings
meets needs.

U-D-(SA)-C
Listening skills are growing.
U-D-SA-(C)
Questioning skills are growing.
U-D-SA-(C)
Communication during and between meetings is effective.
U-D-(SA)-C
Collaboration and collegiality exist.
U-D-(SA)-C
The ability exists to individualize and use multiple strategies to
fit teacher's needs.
. U-D-(SA)-C
- 3 -
1
1. U-D-SA-(C)
great reflection [Frank
Guevara]

Intentional mentoring practices are used. Reasons are given for
facilitation choices.
U-(D)-SA-C
The timing of support fits the teacher's needs.
U-D-SA-(C)
The mentoring process supports the strengths and resiliencies of
the teacher.
U-D-SA-(C)
The teacher is an active participant and decision-maker in his or
her learning.
U-D-SA-(C)
The mentor can separate the mentoring process from his or her
personal agenda.
U-D-SA-(C)
The mentor facilitates and advocates more than directs and
dictates.
U-D-(SA)-C

A personal mentoring style is emerging.
U-D-(SA)-C
Teacher's expectation of the mentoring process is realistic.
U-D-(SA)-C
Adult-learning theory is understood, and effective teaching
facilitation is used.
U-D-(SA)-C
The mentor can identify strengths and needed areas of
development in the mentoring role.
U-D-SA-(C)
The mentor helps the teacher to connect observations,
reflections, and actions.”
- 4 -
Some of the areas that are strengths include the comfort and
trust in the relationship, the
ability of the mentoring process to support the strengths and
resilience of the teacher, and the

growth of listening skills and effective communication. There is
trust in the PD relationship
because due to the freedom of sharing problems with the
mentor. The mentee openly raises his
concerns and talks about his worries about teaching. "A positive
mentor-mentee relationship is
essential for the mentee’s development of teaching practices”
(Rodriguez et al, 2020). This is
because it makes him/her free to share any concerns during
development.
The growth of listening skills was a strength due to the
responses given by the mentee.
During the beginning, the mentee was unable to maintain eye
contact. However, this was
improved and the mentee eventually started maintaining eye
contact consistently. Feedback was
given more frequently with comments that showed that mentee
was listening. There were also
verbal signs showing that listening skills had been improved.
Mentee learned how to effectively
observe body language and maintain the right posture.
The ability of the mentoring process to support the strengths
and resilience of the teacher
was a strength because of the positive responses given by the

teacher during the mentoring
process. The teacher had prior knowledge in various assessment
and evaluation methods, and this
was improved by discussing those methods and identifying the
relevant improvement areas.
Other strengths such as listening skills were also supported.
There were so much focus on the
ability of the teacher to effectively assess and evaluate students.
Communication was also a strength because of the high level of
interest demonstrated by
the teacher. There was also a high level of engagement with the
information being passed.
- 5 -
Feedback is sent promptly. "You need feedback because,
without it, you will not be sure that
people have understood the message" (Chu, 2014). The teacher
was an active participant because
of the way she asked questions for clarification frequently.
The areas to grow include the emergence of personal mentor

style, using effective
teaching facilitation, organization of time, and timing of
support to fit teacher's needs. The
mentor style is yet to be discovered. This shows that both the
mentor and mentee are in the
adjustment period. Mentoring may be done by connecting or
educating. “…your role as a mentor
is to teach a mentee what you have learned through experience
or in training” (Ellis et al, 2020).
It may also be achieved by appraising them, challenging, and
ideating.
The plan for growing mentoring involves taking steps to
improve communication skills,
listening skills, and identification of the mentoring style. verbal
and nonverbal communication
skills will be perfected. This will be done by practicing the use
of nonverbal communication cues
such as gestures and body language. Frequent communication
with teachers will be done to
ensure that communication skills are perfected by engaging in
conversations with them. "Draw
your listeners and readers into the conversation. Solicit their
feedback" (Hartman et al, 2018).
When enhancing communication skills, it is vital to have eye

contact when you are mentoring.
Adequate research will be conducted to understand how to
identify the strengths of
teachers. Practice will also be done by engaging with more
teachers to identify their strengths
and determine whether effective teaching facilitation is applied.
All personal agendas will be
kept off the mentoring process to help complete the process.
REFERENCES
- 6 -
1
1. improve
what about organization?
[Frank Guevara]
Chu, M. (2014). Developing mentoring and coaching
relationships in early care and education: A
reflective approach. Boston: Pearson. Retrieved from
https://redshelf.com/
Ellis, N. J., Alonzo, D., & Nguyen, H. T. M. (2020). Elements

of a quality pre-service teacher
mentor: A literature review. Teaching and Teacher Education,
92, 103072.
Hartman, P., Renguette, C., & Seig, M. T. (2018). Problem-
based teacher-mentor education:
Fostering literacy acquisition in multicultural classrooms.
Interdisciplinary Journal of Problem-
Based Learning, 12(1).
Rodriguez, A., Smith, M. D., & Magill, K. R. (2020). Teacher,
Mentor, and Teacher Education.
In Handbook of Research on Innovative Pedagogies and Best
Practices in Teacher
Education (pp. 291-309). IGI Global.
- 7 -
Running head: Individualized Professional Development Plan 1
Individualized Professional Development Plan
Annette Williams

Dr. Guevara
April 21, 2020
Teacher-Mentor Professional Development Plan
- 1 -
Individualized Professional Development Plan 2
Teacher-Mentor Professional Development Plan
1. Plan for learning
about each other and
creating adult
learning
opportunities
Teacher/mentee name:
Martesha Collins
Mentor/coach/. consultant
name: Mrs. McBride
A. Strengths
• Knowledge
• Skills
• Interests
Self-assessment to discover
strengths may require

reviewing list of early
childhood teacher
competencies, standards,
knowledge areas.
I know how to create a
learning environment that is
responsive to the diverse
needs of young children.
I can do planning and
implementation of a
developmentally appropriate
curriculum for children.
I am curious about knowing
how to properly assess young
children such as their
behavior and screening
instruments for all domains,
apply technology as an
effective assessment tool and
use assessment data for
instruction.
I have experience facilitating
in…helping beginning
teachers learn how to plan for
instruction, engage and
motivate students.
I will partner with others to
facilitate leadership skills,
organization and
communication amongst
teachers.

I will also refer this teacher to
other mentors who have
perfected assessment and
evaluation of students.
B. Questions to
investigate: Put
curiosity/areas of
interest into the form
of a question
Prioritize specific questions to investigate (examples)
1. (Child development and learning) How does one
observe, document and assess to support young
children?
2. (Teacher development areas) Why are assessment,
evaluation and organizational and leadership skills
essential for teachers of the 21st century?
If you do not know what your questions are, first schedule a
time for a mentor to observe you in your work setting, and
then come back to this section again
C. Short-term
purpose/goals
The purpose of our PD relationship is to apply learning from
(content area such as child development) __child
development__ to (specific aspect of work responsibilities):
__assessing and evaluating children_
Complete this sentence
I will learn how to construct evaluation instruments and know
more about the use of technology as an effective assessment

tool. I will explore different ways to develop assessment tools
- 2 -
1
2
1. Mrs. McBride
who is this? This should be
you [Frank Guevara]
2. how to construct
evaluation instruments
this is a BIG goal; it would be
helpful to understand the
learning context (preK/ 2nd
grade) to know how big of a
task this will be [Frank
Guevara]
and ensure that technology is effectively used to assess
children.

D. Long-term
purpose/outcomes
Mentee: My long-term professional hope and vision is to…
gain further knowledge and skills in language arts and
appropriate assessment and evaluation of children to ensure
they improve.
E. Standards/knowledge
area (attach relevant
standards, circle area
of focus)
The relevant professional standards or guidelines that I want
to meet, and we will refer to are…standard 3: Observing,
Documenting, and Assessing to Support Young Children and
Families.
F. Strategies for
investigating and
learning
I believe I learn best by
• Reading
• Talking/discussing
• Noticing
• Being observed or
observing others
• Trying out an idea
• Collecting
information
I will observe this teacher and

gather information on how to
support adult learning by…
asking questions and
effectively listening to his
advice.
I am able to facilitate learning
by demonstrating, listening
and discussing.
Supervisors/
administrators/other peer
mentors who will review and
support this plan: school
administrator
G. Resources needed Educational needs:
assessment tools such as
checklists and rating scales.
Support to participate needed:
a laptop and funding.
Community, educational, and
related needs, and other
professional resources to
bring information about:
H. Possible challenges I need support or I am
concerned about…creating
learning assessment tools that
are appropriate, fair and
easily understood by students.
Considerations about my time
and work setting are

I am wondering about… how
teachers assess all students
properly especially those who
are disabled and mentally
retarded.
I. Agreements
1. Review
confidentiality and
other
requirements.
Describe and
I am available:
On Tuesdays, Wednesdays
and Thursdays
I am not available:
I am available:
On Tuesday and Thursday
I am not available:
On Mondays, Wednesdays
and Fridays
- 3 -
1
2
3
4

5
1. language arts
so this is more specific; does
this person only teach
language arts? [Frank
Guevara]
2. Observing,
NAEYC [Frank Guevara]
3. checklists and rating
scales.
is the goal to create
assessment tools or to learn
how to use things like
checklists and rating scales
do they not have any of
these? [Frank Guevara]
4. information
what resources can you

bring? [Frank Guevara]
5. retarded.
do they need help coming up
with a workable plan for
assessing their students?
[Frank Guevara]
negotiate other
mentoring ground
rules (attach)
2. Set up times to
meet and a
timeline
On Monday, Friday and over
the weekends.
I need you to contact me by:
Phone and email
I need you to contact me by
phone and email.
J. Planning for
assessment/evaluation

We will know that the goals have been met by testing the
knowledge of assessment and evaluation by the teacher.
Target dates for reflecting on/evaluating progress: ongoing,
after every two weeks.
3. Documenting
progress
Teachers and mentors
Great communication, reading and understanding
demonstrated. Knowledge on developing some assessment
types gained.
Implementing: Documenting
Action Steps After They
Occur:
(example: observed,
documented, reviewed
information, discussed
choices, put into practice,
provided feedback…)
Status: what happened?
Check-in date (s)
Observations:
Review of documentation:
documented information on
various assessment strategies
Put into practice: the good
observational skills
Progress toward goals:
Good

Information collected:
Information on different skills
and knowledge in evaluation
Facilitation of learning:
supported the teacher in
practicing how to assess,
provided feedback regularly
to the teacher.
Reflection Mentee reflects on
observations, documentation
and actions chosen
Improve presentation skills,
note taking, peer assessment
and listening skills.
Summary of mentor
feedback:
Great communication,
reading and understanding
demonstrated.
Changes needed and next
steps:
What was accomplished?
What has changed?
Learning how to develop
checklists and rating scales
that are developmentally
appropriate.
What still needs to occur?
Perfect observational skills
and oral skills.
What needs to change?

The amount of time spent
Next steps:
Perfect written language
Evidence of making progress
or meeting goals.
Performed self-assessment
and evaluation fairly well.
What should change about
the mentoring process?
It should be more engaging,
more meetings between
mentors and mentees.
Next steps:
Learn more assessment and
evaluation skills.
- 4 -
1
1. testing
you're going to give the
teacher a test? on what
content? [Frank Guevara]
skills

References
Hanft, Rush Coaching families and colleagues in early
childhood. Baltimore. MD Paul H.
- 5 -
1
1. Hanft,
where did you use these
references?
the only citation needed was
the text [Frank Guevara]
Sugarman (2011) Putting yourself in action. Individual
professional development plans. Young
Children
- 6 -
Competency

Checklist
Assignment
Student Name APA citation of Article Short Description of
Article
STANDARD 1 - PROMOTING CHILD DEVELOPMENT AND
LEARNING
1 Oresha Christopher
Isbell,R. (n.d). An Environment the Positively Impacts Young
Children. Retrieved April
13,2020, from
http://www.earlychildhoodnews.com/earlychildhood/article-
view.aspx?
ArticleID=334.
After reviewong this article and seeing how it aligns with the
standard about promoting
child development and learning, I choose to select this aticle
because it gives me a
beteter understand on how the environment plays a major role in
children development.
within the article it also dealt with how the environment plays a
major role in children's
behavior.
2 Helen Mathews
Landry, S. H., Zucker, T. A., Taylor, H. B., Swank, P. R.,
Williams, J. M., Assel, M.,
Crawford, A., Huang, W., Clancy-Menchetti, J., Lonigan, C. J.,
Phillips, B. M., Eisenberg, N.,
Spinrad, T. L., de Villiers, J., de Villiers, P., Barnes, M.,
Starkey, P., & Klein, A. (2014).

Enhancing early child care quality and learning for toddlers at
risk: The responsive early
childhood program. Developmental Psychology, 50(2), 526–541.
https://doi-org.proxy-library.
ashford.edu/10.1037/a0033494.supp (Supplemental)
Even in high quality childcare there are an experimental study
have shown the improving
low-quality center-based care for toddler-age children. In the
article they talk about how
behaviors of teachers and children and social emotional
behaviors and their outcomes.
They show a study of use of responsive teacher practices,
derived from attachment and
sociocultural theories and comprehensive curriculum.
3 Delia Frost
4 Shanita Gaines
https://www2.ed.gov/about/inits/ed/earlylearning/index.html
This program supports early childhood professionals in their
own growth and
development by providing them with information that can help
them to set realistic
goals as well as helping them set themselves up for success.
This resource gives
the base of why early education is a key factor in children being
more prepared for
the world and why we as educators are an important part of that
process as well as
the families.
STANDARD 2 - BUILDING FAMILY AND COMMUNITY
RELATIONSHIPS

1 Tamyra Brown
2 Annette Williams
Barnes, C., & Nolan, S. (2019). Professionals, friends, and
confidants: After-school
staff as social support to low-income parents. Children and
Youth Services Review,
98, 238-251. Barnes,
This article supportive relationships between parents and staff
members in early
childhood education benefit both the children and parents. Staff
members may
provide social support to the disadvantaged parents who may
lack adequate social
capital and support. This study used social capital theory
concepts to determine
how social ties between staff members and parents develop.
Parents interviews and in-depth staff interviews were conducted
and analyzed. The
study found that some of the parents may be willing to develop
strong ties with
staff members to obtain social support. This showed that to
build a good
relationship, both staff members and parents stated the social
process of building
rapport is essential.
3 Precious Elliott-Matthews
Dikkers, A. G. (2013). Family Connections: Building
Connections among Home, School, and
Community. Childhood Education, 89(2), 115–116.
4 Quentina Offord
STANDARD 3 - OBSERVING, DOCUMENTING, AND

ASSESSING TO SUPPORT CHILDREN AND FAMILIES
1 Amanda Brown
Rencken, K. (1996). Observation: The Primary Tool in
Assessment. Child Care Information
Exchange. Retrieved form
https://www.childcareexchange.com/library/5011250.pdf
Staff members and families have to spend time with families to
build quality
relationships. Those who have shared experiences have a higher
chance of
developing more quality relationships with each other. Staff
members may
demonstrate trustworthiness to the parents by answering their
concerns efficiently.
2 Caitlyn Maiocchi
Hansel, L. (2019, July). Intentional and Supportive: Appropriate
Uses of Early
Assessment. Retrieved from https://www.naeyc.
org/resources/pubs/yc/jul2019/appropriate-uses-early-
assessments
This article provides educators and early childhood education
administrators with detailed
information regarding several methods that can be used to
observe and record children’s
development and how to use that information to plan instruction
to further support their
development. Some of the methods suggested in the article
including observation based
assessments, anecdotal records, and progression comparisons.
3 Tranisha Wakefield

4 Kendra Williams
STANDARD 4 - USING DEVELOPMENTALLY EFFECTIVE
APPROACHES
- 1 -
1st set of 1-
4 Erica Collier
Moore, K. (2001). Policies & Practices: Mentoring and
Coaching Teachers. Retrieved from
https://www.scholastic.com/teachers/articles/teaching-
content/policies-practices-mentoring-
and-coaching-teachers/
The focus of standard four incorporates developmentally
appropriate and effective
practices in the educational scope. Moore (2001) covers topics
surrounding policies and
practices when mentoring teachers. Subcategories incorporate
details revolving around
processes which are sensitive to participant needs and reflective
within different roles.
The content covering sensitivity and reflection account for the
primary four competencies
under Chu’s (2014) competency checklist. Moore expands on
program planning and the
importance of mentorship. Readers can attribute characteristics
within a mentor-mentee
scope or apply it to a teacher-student reference.

2nd set of 1-
4 Lateacha Evans
Buettner, C., Hur, E., Jeon, L., & Andrews, D. (2016). What are
We Teaching the Teachers?
Child Development Curricula in US Higher Education. Child &
Youth Care Forum, 45(1),
155–175. https://doi-org.proxy-
library.ashford.edu/10.1007/s10566-015-9323-0
This article compares and contrasts what is being taught to
teachers in two and four year
colleges to discover how to use the strategies and skills they
have learned in the
classroom to effectively support children.
3rd set of 1-
4 Dusti Whitfield
National Association of the Education of Young Children
(2009)
Developmentally Appropriate Practice in Early Childhood
Programs Serving Children From Birth to Age 8. Retrieved
from:
https://www.naeyc.org/sites/default/files/globally-
shared/downloads/PDFs/resources/position-
statements/PSDAP.pdf
This resource is the position statement of the National
Association of the Education of Young Children on
developmentally appropriate practice. The information is
based on research and knowledge of child development
from professionals in the field. It supports Standard 4 and
offers guidelines for DAP.
- 2 -

Running head: Mentoring Philosophy and Document Analysis 1
Mentoring Philosophy and Document Analysis
Annette Williams
April 6, 2020
Dr. Guevara
- 1 -
1
1. April
date goes last [Frank
Guevara]
2

Acting as a leader and a mentor especially in the field of early
childhood education, it is
essential to have effective planning for the activities that will
be involved in mentoring as well as
documentation of progress, expectations as well as outcomes of
the learners. The appropriate
aspect that will aid in the above undertaking is having an
effective individual philosophy of
mentoring and also acting as a leader, and this will also be
important for the manner that a person
approaches the professional associations with the early
childhood teachers and also the staff. The
approach will also be essential for supporting the professional
developmental motives of these
people. As far as this situation is concerned, my mentoring
philosophy is creating choices as well
as building skills for the mentees and also instilling a sense of
confidence and integrity to all that
are involved, i.e. the childhood teachers and the other staff
members that are involved.
Regarding the above individual philosophy, adult learners’
motivators, goals and even
styles of communication exist. The notable motivators of the
adult learners include creating a

useful and also relevant experience of learning, facilitating
explorations, focusing on practical
knowledge and skills as well as accommodation group
associations, (Borras, 2016). The other
motivator is building society via social technologies. The
essential goals include developing the
knowledge of truth and attainment of the goodness of this field.
The essential styles of
communication that will be involved in this philosophy will
entail face-to-face communication,
the use of technology to communicate between the various
parties and the use of written styles of
communication, (Adubato, 2006). Therefore, the above styles of
communication will be
important and useful.
The creation of an interactive and environment for the inquiry
will also be important. The
situation will be done by considering the opinions and views of
all individuals. A safe
environment for interaction will also be created so that growth
and change will be achieved.
- 2 -
1

2
1. i.e.
use a parenthesis when you
have (i.e.,) [Frank Guevara]
2. motivator is building
society
it's unclear how we're building
society? [Frank Guevara]
3
The environment will be created by involving people from all
corners of lives and situations, and
this is known as diversity. It will also be important to challenge
the staff and the early childhood
educators, especially by delegating minor tasks to them so that
they may carry them and by
doing so, they will be growing and developing.
Developing and implementing an individual’s mentoring
philosophy is a complex and
long-term undertaking as it involves various undertakings. One

of the key undertakings involved
in this case is locating, reviewing as well as revising the
prevailing forms and at the same time,
discussing the numerous importance of tailoring the forms so
that they may meet the specific
needs of the mentoring philosophy. The prevailing forms will
also be important for the creation
of a portfolio of mentoring for the professional work either in
the current working environment
or in a future and a potential working area. The forms will also
be important for creating
essential relationships when it comes to mentoring
relationships, and by reviewing such forms,
important and significant questions will be answered.
Regarding the above situation, a certain form is important, and
this is a form that would
aid in answering the essential and relevant questions that may
aid in the development of the
mentoring philosophy. The form is entitled to record the notes
of a coaching process for every
visit that has been made to the teacher. As far as this form is
concerned, I find it to be not only
useful but also important during every visit and also after every
visit with a teacher that is meant

to guide the development of the mentoring philosophy. The
reason for claiming that this form is
useful and important is that it offers a place where a person may
describe the general needs and
interests as well as the goals of the teacher or in other words,
the individual entrusted with the
work of mentoring. Under this space, various needs and
interests and also the goals of the
mentoring philosophy will be developed and written down.
Therefore, during and after every
- 3 -
1
2
3
1. environment will be
created by involving people
from all corners of lives and
situations, and this is
known as diversity.
but what if your community

doesn't have much diversity?
[Frank Guevara]
2. delegating minor
building ownership is an
effective strategy [Frank
Guevara]
3. the mentoring
philosophy.
any forms used for mentoring
will not explicitly state one's
mentoring philosophy; that's
the point of part 1 of this
assignment...for you to
articulate your philosophy
[Frank Guevara]
4
visit, such goals will be developed further, and there is also a

likelihood that any goal, interest or
need that does not fit in the mentoring philosophy and process
may be eliminated. The form also
offers an opportunity for evaluating whether the goal, need, or
interest is short or long-term.
After this identification, it may also be examined whether or not
the goals, interests, and needs
were negotiated and suggested by the teacher as a mentor. After
a realization that such aspects
were never negotiated, then the teacher may provide a further
direction for the situation.
The other reason for claiming that the form is useful and
important is that it provides an
opportunity for evaluating the manner that the teacher will
evaluate whether or not the goals,
needs, and interests of the mentoring philosophy and process
have been attained. In this case, the
mentoring process and philosophy are an undertaking that needs
to be achieved, and as a result, a
need for evaluating the attainment of such goals and interests
has to prevail. The aspects also
need to be covered in the form, and since this form provides
such an opportunity, then it would
be important to claim that this form is useful and important.

Despite that this form is useful and important, several and
important revisions may be
done to the form, and these would aid in enhancing the
efficiency of the form. One of the notable
revisions that would be made on this form is aligning an
individual’s mentoring philosophy to
the questions that are asked in the form. As an example,
mentoring philosophies between the
individuals differ, and it would be important to consider the
philosophy of the concerned person
in the evaluation form (Searby, 2016). Therefore, this is an
important revision that would be
made on this form, and it would aid in further enhancing the
form as it will allow the questions
asked in the form to be aligned to the mentoring philosophy of
an individual. The mentoring
philosophy and process is an undertaking that needs to be done
systematically and within a
certain time frame so that each undertaking will be attained or
accomplished within the specified
- 4 -
1
2

3
1. aspects
you are being very long-
winded in making your points;
I suggest being much more
succinct and specific.
This form is useful because it
X and that's important
because Y. [Frank Guevara]
2. aligning an individual’s
mentoring philosophy to
the questions that are
asked in the form.
so what specific change do
you suggest to show more
alignment? [Frank Guevara]
3. so that each undertaking
will be attained or

accomplished within the
specified
this last part is simply
repeating that a timeframe is
important. [Frank Guevara]
5
time. Therefore, it would be important to include the time limit
when each of the interests, goals
and even needs of the mentoring philosophy will be attained and
this will further enhance the
efficiency and effectiveness of the form that will be used in the
mentoring philosophy and
process. By undertaking these revisions on the form and
developing it afresh, then the new form
will be more useful and will incorporate all the essential aspects
of a mentoring philosophy.
References
- 5 -
1

1. time limit
I agree with you suggestion of
including a time frame for the
goals [Frank Guevara]
6
Adubato, S. (2006). Make the connection: Improve your
communication at work and home. New
Brunswick, N.J: Rivergate Books.
Chu, M. (2014). Developing mentoring and coaching
relationships in early care and education:
A reflective approach. Boston: Pearson. Retrieved from
https://redshelf.com/
Isabella Borras. (2016). Adult Learning for Self and Relational
Growth (ALG). Place of
publication not identified: Sense Publishers.
Searby, L., & In Brondyk, S. K. (2016). Best practices in
mentoring for teacher and leader
development.
- 6 -

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