I have been posting current course work reflections and have not written any new posts, I stumbled upon this essay from 2011. This is the first half!  I am now practicing what I was just coming to realize in 2011. I am surprised by how closely these words ring true today!

Happy reading and reflecting on your own ability to coach.

ECPK 401

Coaching and Mentoring in Early Childhood Programs

Susan Eliason

Bridewater State University

Final reflective essay

June 2, 2011

I have a new and different perspective about facilitating the growth and development of educators. After reading the text book, Mentor Coaching and Leadership in Early Care and Education by Mary Nolan and participating in class and blackboard discussions my perspective has shifted from, “more work to do”, to, “the outcome of this process will far outweigh the work of mentor coaching.”

Coaching others to take on more responsibility and accountability in leadership roles I will engage teachers in ways that make our school a better early education center and take some responsibilities off of myself, the administrator.  I can also see that encouraging an educators’ growth and development might improve their motivation and self-esteem, thus providing a structure in which the result outweighs what I thought would be so much work.

I have been engaged in the status quo with my educators for quite some time, allowing the small team that I work with to stay in the same place professionally. I was very intrigued with the five minute mentor coaching activities as a perfect way to start easing into changing this status quo.  I now see that mentor coaching is related to leadership in several ways. As one takes on more challenges professionally with the right supportive coach/protégé relationship success will follow. As these successes mount the quality of care for children and families will improve. If we can learn how to manage our professionalism and take care of each other, everyone wins. In a relationship filled with dialogue and respect, the feeling of one’s success as well as successes for the children and families served is deeply satisfying. Everyday feels new and engaging and not stale. Everybody wins.

I had believed that continuing ones professional growth and development by getting a formal education was simply to be expected professional development. I believed that the educators’ was responsible to be motivated and knowledgeable enough to realize that moving to a new level professionally was prudent for job security and staying relevant. Upon reflection I now see that this is why an active role in coaching is important. There is no separation between mentor coaching and professional development. I will try to understand the educator from the place where he/she is instead of being disappointed that they don’t want to advance educationally. I will recognize their value from a point of view of taking on leadership roles and developing professionally even though it may not include higher education at first. I now respect that there is a relationship to be built between mentor coach and protégé where kindness, trust and dialog need to be present. I will be skilled at better evaluating the phase of career the educator is in so as to suggest activities that may move them to a new level.  As a mentor coach my role would be to make sure that we had a professional development plan in place that was appropriate for both parties. This plan could include many different leadership roles that might build the educators’ self- esteem and motivate him/her to continue his/her education. I will continue to be a model and a lifelong learner.