Peer Assistance and Coaching Project / Mentee Selection Criteria /
The Peer Assistance and Coaching (PAC) model for MA is under development by the MA Department of Early Education and Care (EEC)
Scope of Work
The Role of the Peer Assistance and Coaching (PAC) Mentee:
The purpose of the Massachusetts PAC model is to develop high quality early education and out of school time programs which can meet the expectation of state standards as defined by QRIS. This includes opportunities maximizing children's growth and development; advance educator’s knowledge, skills and abilities; transforming practice and retaining skilled practitioners.
The PAC model will involve collaboration among three key roles. This triad will include the Consultant Teacher (CT), the Mentee, and the Program Leader.
The Mentee is an educator working full or part-time in a licensed family child care, center-based, out of school time, or Head Start Program. The Mentee is committed to transform their practice to increase growth in children. The Program Leader for the Mentee is an integral part of the process as this person will support the transformation of practice on the program level.
The process will involve training, modeling, and supporting Mentees in improving their knowledge, skills and abilities which will enable them to meet criteria on the QRIS. The QRIS criteria are linked to a set of educator competencies and practices that enable them to support young children’s growth in all domains, as defined by the Early Learning Standards including language and early literacy skills, social-emotional competencies, and an understanding of early math concepts.
Coaching is a reciprocal process which provides benefits to all parties involved. Within a framework of reflective practice, the CT, Mentee, and Program Leader will participate in a cycle of evaluation. This cycle includes continuous mutual goal setting using classroom/program observations and follow up conferences. During these conferences, the CT and Mentee mutually analyze and set practical goals for improvement founded on detailed evaluation criteria including observation, conferencing, modeling, and mutualgoal-setting and ongoing collaboration. This process is designed to transform the practice of the mentee as measured by classroom observation tools and child assessment.
The Mentee will receive CT support over a six month to one year term pending an ongoing evaluation process. This formative process will include at least monthly assessment of progress by the Program Leader, Mentee and CT. It will include a review of goals established and met, as well as longer term goals. The evaluation process will include an ongoing review of data as well as periodic interviews by panel members or EEC.
Qualifications:
The Mentee must be working, full or part time, in a licensed family child care, center-based, public preschool, out of school time, or Head Start Program.
Also, Mentees must:
  • Be at least teacher qualified, a licensed family child care educator, or an assistant leader or group leader for out of school time programs;
  • Be working directly with children at least half time in a licensed program;
  • Be registered in the MA EEC PQ Registry and the Mentee’s program must be in the QRIS system;
  • Be participating in QRIS and at least pursuing Level 2 or at Level 1 with goals to move to Level 2;
  • Commitment to increasing knowledge and skills related to MA Core Competencies, Early Learning Standards and advancing on the QRIS; and
  • Have access to technology (video, email, and other electronic methods will be used to support the Mentee).
Responsibilities:
  • Attend Regional Orientation to the MA PAC model;
  • Participate in recommended training as determined by CT, Mentee, and identified Program Leader;
  • Meet with CT and Program Leader to review the PAC process;
  • Participate in regular self-reflection on progress and growth;
  • Work with CT and Program Leader to collaboratively establish a schedule of meetings, observations, and feedback sessions:
  • The initial meeting will include a review of the data identifying the Mentee’s needs with an action plan, including recommended professional development and coaching strategies designed to increase knowledge and skills in identified areas of need.
  • Participate in mutual goal setting using observations of Mentee and follow up conferences to analyze and set practical goals for improvement based upon details evaluation criteria
  • Participate in observation by the CT (in person and/or virtual).
  • Attentive and receptive to CTdemonstration, and feedback.
  • Meet with CT at least monthly to review and receive feedback on progress.
  • Collaborate with CT and Program Leader to refine the professional development plan including identification of recommended training or courses and strategies for application to practice.
  • Attend recommended professional development and implement strategies learned in practice.
Note:
  • A combination of email, phone, online, and face to face interactions are recommended.
Application:
Online or paper application (EEC website) including:
  • Statement of personal growth over the past two years with a plan for the next year;
  • Statement of professional development needs in relation to MA Core Competencies and Early Learning Standards;
  • Three recommendations: Program Leader, peer, and one other individual (family from program, support group member, et. al.);
  • Program Leader’s Statement of benefit for mentor and their commitment; and
  • Completed and signed MOU from Program Leader and Mentee.

The Institute for Education and Professional Development