The Partners in Quality Mentor Program was established in 1994 to improve the quality of care and education of young children through the professional development of teachers and directors.

One-on-one professional development for teachers and directors

Mentoring is a professional partnership – a relationship based on mutual trust and respect. Together, mentors and protégés reflect on how individual beliefs affect daily practices. Through mentoring, protégés find solutions to their needs and concerns. As a result, they are better equipped to provide high quality care for children.

Mentoring develops the professional, while supporting the goals of the profession

The goals of the Mentor Program are to address critical needs in the early childhood community:

• To retain early childhood teachers in classrooms.
• To establish a peer network for directors of early childhood programs.
• To provide opportunities for professionals at all levels to develop their skills and abilities.
• To promote high quality learning environments for young children.
• To create pathways for career advancement.
• To encourage leadership through professionalism and advocacy.

Programs benefit from the increased skill, motivation, commitment and professionalism of mentors and protégés.

Mentors gain increased professional recognition, opportunities for additional compensation, and the ability to advance their careers.

Protégés receive support to achieve success in their roles as teachers and directors.

Communities benefit when early childhood professionals are committed and able to consistently meet the diverse needs of children and their families.

The Partners in Quality Mentor Director Program

Directors play a critical role in the function of early childhood programs and therefore in the quality of services provided to children and families. The Mentor Director Program provides opportunities for experienced and entry-level personnel to develop their administrative skills, improve their knowledge of quality practices, and to connect with resources and peer support. The Program consists of four main components: Mentor Selection and Preparation, Mentor/Protégé Matching, the Mentor/Protégé Relationship and Mentoring Process, and the Mentor Network.

Mentor Selection and Preparation

Mentor Directors are selected based on practical experience and education, reflective essay, professional recommendations, and quality of program practices. Directors participate in a 50 hour preparation course designed to assist them in developing the knowledge and skills needed to serve as mentors to other directors. Mentors are required to make a commitment to work with an assigned protégé for twenty-five contact hours upon completion of the course, for which they are compensated at the rate of $25/hour.

Mentor/ Protégé Matching

Protégé directors are assigned a mentor unless a request for a specific mentor is made. Factors in the matching process include geographical proximity, professional areas of interest, individual needs of the protégé, mentor areas of expertise, similarity of type of child care program, and availability.

Mentor/Protégé Relationship and Mentoring Process

When mentors and protégés begin to work together, they need opportunities to get to know each other as individuals and to develop a confidential, professional relationship. Based on discussions and reciprocal program observations, the mentor and protégé question, analyze, and reflect on administrative practices. It is important to note that the mentor/protégé relationship is collegial and not supervisory or regulatory in nature. The most successful mentor/protégé relationships are characterized by mutual trust and respect in a peer-to-peer association.

Mentor Network and Discussion Group

The Mentor Network provides mentors with on-going support, continuing professional development, and opportunities to take a leadership role in the field of early childhood education. The goal of the Network is to form a collaboration of mentors to advocate for children and families, themselves and their peers, and for the growth of the profession. The Network is coordinated by Partners in Quality.

Through the on-line Mentor Discussion Group, mentors can access immediate and on-going peer support. The Discussion Group allows mentors to share their experience, accomplishments, challenges and new ideas in a "mentors only" forum.

Protégé Director Participation

Directors currently working a minimum of 25 hours per week in an early childhood setting are eligible to participate as a protégé in the Partners in Quality Program. Directors interested in working with a mentor to further develop their administrative knowledge and skills, are invited to attend a Director Network Meeting. Network Meetings are an opportunity for directors to expand their knowledge and resources while addressing issues of greatest interest to them. Network Meetings are also an opportunity for mentor and protégé candidates to meet one another. Network Meetings are held quarterly at Quality Assist, inc.

Please send me more information about the Mentor Director Program

The Partners in Quality Mentor Teacher Program

Experienced and knowledgeable teachers are in a unique position to assist and support less experienced teachers in the classroom. They also deserve the opportunity to attain increased recognition, compensation and professional status for their skills and years of experience. The Partners in Quality Mentor Teacher Program is designed to make these opportunities available to high-functioning teachers, while supporting all teachers in delivering high quality care and education to young children. The Mentor Teacher Program consists of four main components: Teacher/Program Partnership and Mentor Service Agreement, Mentor Teacher Course, Mentor/Protégé Relationship and Mentoring Process, and the Mentor Network.

Teacher/Program Partnership and Mentor Service Agreement

The Mentor Teacher Program begins with establishing a partnership between the teacher and sponsoring program to ensure that each will share in the responsibilities and benefits of participation. Sponsoring programs agree to pay the course tuition, provide release time to attend the course, cover travel expenses, and to compensate the mentor teacher while working with a protégé. Teachers must agree to attend all Mentor Course sessions, complete required assignments, pay the materials fee, and to have their classroom serve as an observation site for other teachers. When mentor teachers assume their mentoring role, they continue to work in their own classroom while also working one-on-one to guide, support and challenge a protégé teacher.

Mentor Teacher Course

The Mentor Teacher Course consists of 50 class hours, organized into eight working sessions. It is designed to assist early childhood teachers in acquiring the knowledge and skills needed to serve as a mentor to another teacher. The focus is on the mentor’s role as a leader, understanding and facilitating the process of learning, and personal and professional growth. The course is taught through discussion, reflection, a variety of experiential learning activities and independent assignments.

Mentor/Protégé Relationship and Mentoring Process

When mentors and protégés begin to work together, they need opportunities to get to know each other as individuals and to develop a confidential, professional relationship. Based on discussions and reciprocal classroom observations, the mentor raises questions about teaching strategies and guides the protégé to reflect on classroom. It is important to note that the mentor/protégé relationship is collegial and not supervisory in nature. The most successful mentor/protégé relationships are characterized by mutual trust and respect in a peer-to-peer association.

Mentor Network and Discussion Group

The Mentor Network provides mentors with on-going support, continuing professional development, and opportunities to take a leadership role in the field of early childhood education. The goal of the Network is to form a collaboration of mentors to advocate for children and families, themselves and their peers, and for the growth of the profession. The Network is coordinated by Partners in Quality.

Through the on-line Mentor Discussion Group, mentors can access immediate and on-going peer support. The Discussion Group allows mentors to share their experience, accomplishments, challenges and new ideas in a "mentors only" forum.

Mentor Teacher Eligibility Requirements

Mentor Teacher Program applicants must:

• Have a minimum of a Child Development Associate (CDA) Credential, or a Technical Diploma, or a Degree in Early Childhood Education/Child Development.
• Have at least three years experience in an early care and education setting.
• Be currently working a minimum of 25 hours per week in an early childhood classroom; and
• Have sponsorship from their employing program.

Please send me more information about the Partners in Quality Mentor Teacher Program

Scholarship Information coming soon!