A Collaborative Approach Towards Mentoring and Evaluation to Support Beginning NC Pre-K Teachers Within Non-Public School Settings-Reference-Cited by-同舟云学术

A Collaborative Approach Towards Mentoring and Evaluation to Support Beginning NC Pre-K Teachers Within Non-Public School Settings

Published:2022-06-24 Issue: Volume: Page:381-408
ISSN:2327-6983
Container-title:Handbook of Research on the Educator Continuum and Development of Teachers
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Author:

Hegde Archana V.¹,Vestal Amanda R.²,Whited Jennifer¹,Lambert Richard G.³,Norris Ashley¹,Taylor Heather⁴

Affiliation:

1. East Carolina University, USA

2. Early Educator Support Office, University of North Carolina at Charlotte, USA

3. University of North Carolina at Charlotte, USA

4. Appalachian State University, USA

Abstract

In this chapter, the authors describe the importance of the early educator support (EES) program by providing a historical context and description of the work being done through this program. They further elaborate on the actual work that mentors and evaluators conduct with NC Pre-K teachers utilizing evidence- and research-based coaching and mentoring practices. Connections between the EES work and teacher induction, correlation with stages of teacher development, and a robust framework for early childhood professional development have been explained in greater detail. The chapter concludes with describing the uniqueness of the program along with challenges confronted, future implications, and its corresponding benefits.

Publisher

IGI Global

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