Running Head: Journal 1 Learning Partnership Annette Williams ECE 672 Personnal Management & Staff Development for Early Childhood Administrators April 5, 2020 Dr. Guevara - 1 - 1 1. April date goes last [Frank Guevara] Journal 2 Learning Partnerships Mentoring for professional development goes beyond just building respectful and trustworthy relationships with adults. It is assumed that once a relationship has been built, early childhood teachers are left to handle the dilemma of putting their effort into practice (Stormshark et al. 2016). This may not be true since such partnerships not only help to enhance professional development but also establish professional boundaries basing on culture among many other factors. One reason for this partnership is the fact that however, many teachers may be experienced, they need support to help them effectively take up the roles they have been assigned to do. Adults are better placed to provide this support, showcasing their special abilities, personal as well as professional guidance for the teachers. Through established relationships, mentors can offer the support that these teachers need. Partnerships become more comfortable with teachers and vice versa, making children appreciate the fact that important people in their life are working together. This enhances children’s learning due to a perfect environment characterized by a healthy teacher-parent relationship. This partnership also helps teachers and mentors to establish expectations and formulate strategies that can help them achieve the set objectives and expectations. Mentors may not have trained as teachers but are in a better position in society to understand the societal expectations of their children in academic and other facets of life. Through partnerships, mentors and teachers brainstorm together, do consultations and come up with effective strategies that enhance professional development. Lastly, partnering with adults helps to achieve learner’s needs more effectively. Mentors act as watchdogs who review the learning process and can help comb out. In case of any challenges, mentors always come in to help and address them. They are also the first - 2 - 1 2 1. effective strategies this is a key difference [Frank Guevara] 2. can help comb out. I'm not sure what you mean here? [Frank Guevara] Journal 3 people to point out any mistakes that could affect the learning process and do not hesitate to talk with teachers and find positive ways of solving emerging problems. I have observed parent involvement in family-school partnerships. In this case, parents are involved in the academic lives of their children by taking part in their activities. There are four patterns in parent involvement. The first one is home-based involvement, whereby parents initiate activities at home that can promote the child’s learning. There is also school-based involvement where p.

1. Running Head: Journal 1
Learning Partnership
Annette Williams
ECE 672 Personnal Management & Staff Development for Early
Childhood Administrators
April 5, 2020
Dr. Guevara
- 1 -
1
1. April
date goes last [Frank
Guevara]
Journal 2
Learning Partnerships
Mentoring for professional development goes beyond just
building respectful and

2. trustworthy relationships with adults. It is assumed that once a
relationship has been built,
early childhood teachers are left to handle the dilemma of
putting their effort into practice
(Stormshark et al. 2016). This may not be true since such
partnerships not only help to
enhance professional development but also establish
professional boundaries basing on
culture among many other factors. One reason for this
partnership is the fact that however,
many teachers may be experienced, they need support to help
them effectively take up the
roles they have been assigned to do. Adults are better placed to
provide this support,
showcasing their special abilities, personal as well as
professional guidance for the teachers.
Through established relationships, mentors can offer the support
that these teachers need.
Partnerships become more comfortable with teachers and vice
versa, making children
appreciate the fact that important people in their life are
working together. This enhances
children’s learning due to a perfect environment characterized
by a healthy teacher-parent

3. relationship. This partnership also helps teachers and mentors to
establish expectations and
formulate strategies that can help them achieve the set
objectives and expectations. Mentors
may not have trained as teachers but are in a better position in
society to understand the
societal expectations of their children in academic and other
facets of life. Through
partnerships, mentors and teachers brainstorm together, do
consultations and come up with
effective strategies that enhance professional development.
Lastly, partnering with adults helps to achieve learner’s needs
more effectively.
Mentors act as watchdogs who review the learning process and
can help comb out. In case of
any challenges, mentors always come in to help and address
them. They are also the first
- 2 -
1
2
1. effective strategies
this is a key difference

4. [Frank Guevara]
2. can help comb out.
I'm not sure what you mean
here? [Frank Guevara]
Journal 3
people to point out any mistakes that could affect the learning
process and do not hesitate to
talk with teachers and find positive ways of solving emerging
problems.
I have observed parent involvement in family-school
partnerships. In this case,
parents are involved in the academic lives of their children by
taking part in their activities.
There are four patterns in parent involvement. The first one is
home-based involvement,
whereby parents initiate activities at home that can promote the
child’s learning. There is also
school-based involvement where parents visit their children in
schools, make calls to
teachers; attend school events like prize-giving ceremonies. The
last pattern is community

5. base involvement which implies that parents are involved in
their children’s activities outside
the home and the school. Such places include movie shops, art
galleries, a church or a
community library.
Parents act as a primary resource in the learning and
development of their children.
Home learning exemplifies learning and has a great impact on
academic success (Mapp and
Kutther, 2013). Parents and the society are also advocating for
better educations for children
by implementing effective strategies and building healthy
personal and professional
relationships that help enhance the learning experience through
sharing of ideas and support
of teachers and learners.
This relationship is also faced with some barrier which may
limit the partnerships
from realizing the best results, despite evidence of positive
impacts. Research shows that
there is less teacher training in terms of preparedness for
family-school relationships. There is
also poor in-service education which seems to be side-lined in
most learning institutions.

6. There is also a notable lack of collaboration among
professionals in embracing family-school
partnerships.
- 3 -
1
1. parent involvement in
family-school
partnerships.
but you were supposed to
discuss strengths and
challenges of a specific
mentoring relationship
[Frank Guevara]
Journal 4
References
Mapp, K L & Kuttner, P.J(2013) Partners in Education: A Dual
Capacity-Building
Framework for family-school partnerships

7. Stomshark, E.A, Brown, K.L., Moore K.J., Dishion, T., Seeley,
J., & Smolkowiski, K. (2016).
Going to scale with family-centered, School-based
interventions; Challenges and
future directions
- 4 -
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