Volume 5, Issue 1
In This Issue
Staff Mentoring
A Strategic Approach to Corporate Mentoring Programs
Key Questions for Developing Mentoring Programs
CCEI Alumni Profile - Meghan Kelly
Professional Development
Certificate Programs
Dates to Remember
Welcome to the ChildCare Education Institute January Newsletter!
This month, CCEI Discusses Staff Mentoring.

Properly planned and implemented, a mentoring program can provide a valuable and effective staff development tool. Whether it's formal or informal, mentoring allows for the transfer of knowledge and ideas between employees with different levels of experience. Developing a mentoring program in your early childhood center can create a supportive environment where both mentor and mentee can benefit and enjoy personal and professional growth.

There are several program aspects to consider before introducing a mentoring program:

  • Needs Assessment. Determining the need in the center will help focus the purpose of the mentoring program. For example, do teachers need help improving communication skills? Do teachers need a forum to discuss ideas that they wish to implement in the classroom?
  • Program Type. Determine what type of mentoring program you need. Will the mentor and mentee interact in a formal or informal setting? Will there be a designated time for mentoring sessions to take place during the week?
  • Goals. Identify the goals of the mentoring program. Is the purpose to encourage more training and education among mentors and mentees? Will the program focus on implementing new and exciting teaching strategies in the classroom? Or, is the goal to simply create a work environment with more open communication and support.
  • Matching Mentors and Mentees. Determining who will be the mentor and who will be the mentee can be a challenge. Will you pair mentor and mentee based on experience levels or will the pairs be determined by skill sets?
After defining all of the program aspects, determine a method for giving and receiving feedback. Both the mentor and mentee should benefit from the relationship in some way. Providing the opportunity for feedback can ensure that steps are taken to make the mentoring program as successful and beneficial as possible.

It is important for mentees to realize that the program is not part of their performance review, and they are not being judged or graded. The purpose is simply to promote collaboration and the sharing of knowledge and experience in order to improve the overall program. At the same time, mentors should be encouraged to approach the mentee as an equal partner or colleague, as opposed to a student or subordinate. Striking the right balance in the mentor-mentee relationship will encourage greater openness and sharing.
Taking the time to think through each of the steps required to create a mentoring program will benefit every employee involved. Both mentor and mentee will be excited to participate in a program that offers career support and encouragement.

In the month of January, child care staff can log in to CCEI's learning management system at www.cceionline.com and take ADM114: Five Steps to Building a High Performance Team, at no cost. The skills taught in ADM114 can help early childhood professionals create and maintain mentoring relationships within their teams. It is easy to set up an account if you don't already have one. Click here for detailed registration instructions and remember to use the promotion code 010810 when prompted.

Have you implemented a mentoring program in your early childhood center? Looking for tips on implementing a mentoring program? Log in to the CCEI Discussion Thread and share how you developed and introduced the mentoring program in your center. Or, log in to get tips from those peers who have already instituted programs.
A Strategic Approach to Corporate Mentoring Programs
By: Akhil Shahani
Most CEOs would agree that the success of their organization is driven by its culture in no small measure. Therefore, companies have started to place greater emphasis on personal attributes while selecting and developing staff. This brings a number of benefits to the business, not the least of which is a cohesive team. However, the job isn't quite done by merely recruiting people who are perceived "to fit". The introduction process requires skillful guidance, and must be based on individual development needs. While some skills can be imparted through functional training, corporate mentoring programs play a huge role in preparing the employee in the truest sense.

Read Article
Article Courtesy of Article Alley 
Key Questions for Developing Mentoring Programs
By: Barry Sweeny
What follows in this article are all the major questions that a mentoring program should answer if it wants to ensure that its participants' performance improves and the desired results are achieved as an outcome of the program.

Asking these questions provides a potential structure for the process of program development. However, answering these questions in ways which will ensure program effectiveness is not so simple. It is a long, but rewarding process.
This Month's CCEI Radio: "Managing Aggressive Children"
This month, CCEI Radio features a discussion between Dr. Jane Nelson and Dr. Atilla Ceranoglu, lead by Rae Pica, addressing strategies for Managing Aggressive Children. Dr. Ceranoglu believes young children exhibit aggressive behaviors by biting, hitting, grabbing, and pushing. For older children, aggression is evidenced by an invasion of another's space. Dr. Nelson points out that younger children exhibiting these same aggressive behaviors may be facing developmental issues and they will overcome the aggression as the developmental issues are addressed. Both agree that children need to be directed, by parents and educators, to more positive behaviors. Children acting aggressively need to be shown skills that are positive and helpful.
Go to www.cceionline.com and click the CCEI Radio button on the righthand side of the website. Listen today and learn how you can redirect negative behaviors being displayed by children in your classroom.
Meghan Kelly, Boca Raton, FL
Meghan is a recent CCEI graduate who completed her Online Director's Certificate. Meghan began her career in early childhood education when she was 16 years old, working after-school at a group center that she attended as a child.
Meghan's favorite activity to do with the children is art because of the individuality that each child brings to each project. She enjoys giving them an activity that allows for self-expression. Meghan enjoys witnessing the children's creativity in the classroom, especially during dramatic play time. She loves to hear the interaction between the children and the funny things they say throughout the day. 
Meghan knew at an early age that she wanted to work with children and her passion continues to motivate her in her career. She will continue her career working with children and hopes to move into other child care management roles. In the future, she hopes to pursue her Master's Degree in Leadership in Education. In her spare time, Meghan is training for an 8k race and loves to spend time with her family and friends.
Congratulations on your accomplishment, Meghan! And thank you for the care and guidance you provide to the children in your classroom!
Annual, Unlimited Professional Development Subscriptions, Only $99!
CCEI offers over 100 online, IACET CEU awarded professional development courses that meet continuing education requirements. CCEI has course offerings in English and Spanish and courses are accessible 24 hours a day, 7 days a week, 365 days a year from any computer with Internet access.
CCEI has an articulation agreement with Ashford University, giving CCEI students the opportunity to articulate completed coursework to Ashford University for college credit. Fifteen (15) clock hours of completed CCEI professional development coursework translate to one (1) unit of elective credit at Ashford University.

Center-Based Subscriptions
Directors: Center-Based Subscriptions are a great way to manage and administer continuing education for your staff. CCEI's Center-Based Subscriptions, available for 20 and 50 users, allow you to provide training for as little as $20 per teacher for the entire year!
For more information, contact Admissions at 800.499.9907 or click here to enroll online.
Complete CDA Coursework Online with CCEI!
CCEI's Online CDA Certificate programs meet the clock-hour training requirement of The Council for Professional Recognition, which is needed in order to apply for the Child Development Associate (CDA) credential. CCEI's CDA Certificate programs focus on the six CDA Competency Standards established by The Council and contain the required hours in each of the eight specified content areas. Each hour of completed coursework is awarded 0.1 IACET CEU.
CCEI offers three CDA programs. The CCEI Online Self Study CDA is designed for students who are comfortable with an online learning environment and can successfully complete work independently. The Online Instructor Supported CDA Certificate, available in English and Spanish, provides students with extra support from a CCEI Education Coach (EC). Each EC is an early childhood specialist and has previous experience working in a child care center or school. Students seeking college credit should enroll in the College Credit Eligible CDA Certificate program for the opportunity to earn 26 quarter-hour credits at Kendall College.
Online Director's Certificate
CCEI offers an Online Director's Certificate that provides professional recognition for early childhood professionals seeking to further their skills and knowledge in the management of a child care center. The program is composed of nine instructional units that focus on the core areas of competency required to manage a child care center. Each student in the Online Director's Certificate receives support from an Education Coach.

Click here to enroll online.

January 30, 2010 - 23rd Annual Southern Conference on Children, Statesboro, Georgia.

February 8 - 11, 2010 - Region IV Head Start Training Conference, Atlanta, Georgia.

February 23 - 26, 2010 - 39th Migrant & Seasonal Head Start Conference, Washington, D.C.
February 26 - 27, 2010 - Georgia Preschool Association Conference, Atlanta, Georgia.

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