A Collaborative Approach Towards Mentoring and Evaluation to Support Beginning NC Pre-K Teachers Within Non-Public School Settings: Early Educator Support (EES) Program – A Model of Support and Professional Development for Teachers

Introduction

The realization of ongoing gaps that were enabled within low-income areas prompted the introduction of early education programs and policies across the nation. These types of programs were supported on the belief that by providing adequate educational support and resources, there would be increased opportunities for those of low-income communities, which in turn, would work to close the present educational gap. Through the application of these programs, children are able to receive individualized support, which was recognized by the state of North Carolina and resulted in the motivation of a partnership of a NC Pre-K program and private childcare centers. While it was determined that adequate resources have a significant impact on student processes and development, the emphasis was then focused on providing resources and support to NC Pre-K teachers as they navigate the licensure process. This support is informed by research, coaching and mentoring practices offered by trained mentors and evaluators along with opportunities for professional development. Thus, the main role of the Early Educator Support (EES) program is to provide ongoing state mandated mentoring and evaluation services to both initial and continuing licensed teachers who work with at-risk children within NC Pre-K settings. However, over the years through meaningful research and collaboration with community partners, the Beginning Teacher Support Program (BTSP) has become a nationally recognized model program that supports both teachers and their mentors and evaluators (MEs) by engaging them in high professional development opportunities. As the literature suggests, quality professional development for beginning teachers includes ongoing support that equips them to effectively facilitate learning, gives them opportunities to network with other colleagues and professionals, and promotes a learning environment that is beneficial for all children (Patrick, 2018). MEs are provided with similar support within the EES program that includes in-service training opportunities with a chance to participate in meaningful research and conduct presentations at local, state and national conferences. In this chapter the authors provide details on the EES program surrounding its inception, role, mission, work, uniqueness, challenges, and future plans. Authors also contextualize the work by explaining the importance of early childhood care and education (ECCE) and how quality ECCE guides the work done in the field and within the EES unit. Authors also describe the coaching and mentoring practices MEs indulge in based on research, the EES conceptual framework and developmental stages of teacher development (Katz, 1972). Additionally, they have attempted to showcase how EES impacts and supports induction for teachers in the non-public school setting as literature is sparse.

This chapter will:

• 1)

  Describe the importance of early childhood care and education and need for high quality care for young children.

• 2)

  History, Evolution, and Importance of the Early Educator Support (EES) Program

• 3)

  Explain in greater detail supports provided by the Early Educator Support (EES) Program to teachers licensed or seeking license in the state of North Carolina. Specific connections have been drawn between stages of teacher development and mentoring practices (see mentor continuum), impact of EES on teacher induction in non-public school settings and the professional development framework formulated for all early childhood professionals.

• 4)

  Identify and describe the uniqueness, challenges, future and benefits to the Early Educator Support Program and its role in professionalizing the field of early childhood care and education.