Press Room

Partners in Mentoring
by Ruth Lawryk and Shannon McNevin

Q: Why did you get involved in the Partners in Practice program?
Ruth: As much as I truly enjoyed my job, there was a void. I was ready for a new challenge, rejuvenation. As a teacher in a co-op nursery school, I often felt somewhat isolated. After hearing about a mentoring project at an Association of Early Childhood Educators, Ontario (AECEO) meeting, my interest was sparked. Could I do this? Did I have anything to offer a novice early childhood practitioner? Two days before the applications and portfolios were due, I decided to try. And thank goodness, because professionally it was the best decision I could have made.

Shannon: I had changed jobs to a co-op and needed more co-op knowledge. I felt isolated from other ECE’s and programs. It was difficult to make a real connection with them because I had always worked on my own. I wanted someone to brainstorm ideas with, who understood how co-ops functioned and who could reinforce my philosophy and teaching style. I wanted a colleague to reaffirm my strengths in working with parents on a daily basis.

Q: What was the experience like?
Ruth: Attending the training was a great experience in itself. The commitment and excitement of other mentors in training were contagious. Looking at ourselves, studying adult development, life stages and the art of reflection, I felt a new person emerging. I couldn't wait to put these new skills into practice. I was still worried that I wouldn't be able to give a newer ECE what she needed.

Shannon: I looked forward to weekly visits from Ruth. She kept me positive. The children and families of the nursery school also enjoyed the visits. The families valued Ruth's opinions and expertise within early childhood, and learned about the importance of their children's early experiences. Ruth and I had constant open dialogue, by phone, visits, at classes and meetings. We set goals and accomplished them. We shared ideas and resources for each other's centres. For example, we worked together to develop a play day for both of our settings, then took our resources and presented a workshop on co-operative games. I was fortunate to have experienced Ruth "in action" but would have liked to spend more time in her setting.

Q: How did your relationship grow?
Ruth: The day I met Shannon as my protégé, we hit it off. immediately. I had met her before, and knew that she was new to a co-op nursery school, but we really hadn't chatted much. But from that day, we talked every time we had a chance — before our morning programs, at lunchtime and after school. Shannon’s energy and enthusiasm re-energized me. At this point I realized that I was going to gain just as much, if not more, from this project as my protégé.

Shannon: Through Ruth’s weekly visits, she helped me to see the importance of dialogue between teacher and parents. Ruth helped me to realize that families lead busy lives, that each family is unique and requires patience. Ruth showed me how to stop, take a breath, and remember where families are coming from. As I learned about them and they learned about me, a bond of trust formed.

Ruth: My Thursday afternoon visits to Shannon's program were always enjoyable. By that time of the week, I was tired and couldn't believe how much energy Shannon still had. Her classroom was beautifully decorated – she really has an artistic talent and I got some great ideas for my own classroom. I usually stayed for at least an hour longer that I had to. I was beginning to see my role as a mentor having an effect. My experience as a co-op teacher dealing with parents enabled me to help Shannon learn empathy towards the complex world of parenthood. As a parent myself, I could show her the flip side of an issue. My confidence as a mentor grew. Yes, I did have something to offer!

Ruth and Shannon: We had a chance to attend a Canadian Child Care Federation conference to present our story. This was when we realized just how much we had in common. We shared a room and talked all night. Presenting our story was easy. Our positive experiences made it all seem to come naturally. The one area we struggled with was journal writing. We talked on the phone so much, by the time we went to make a journal entry we had already discussed and resolved the matter.

Q: What was it like to reach the end of the one year project?
Ruth: We proposed a retreat as part of the project and it was accepted. The retreat was a totally enlightening experience. I remember crying at the end as we finished the weekend and I reflected on what a special time this was. We had worked, played, laughed and cried together.

Shannon: As the months marched forward, I dreaded the end. I had many questions running through my head. Will I make it on my own? Will the relationship continue? What if I have a concern that I don't know the answer to? I couldn't believe how quickly the year had gone by, all the wonderful things we had experienced both professionally and personally.

Our professional relationship moved to a different level, yet remained comfortable, strong and open. We can go for weeks now without talking, yet as soon as we do, we are right back where we left off.

Ruth: I was worried about how the end of the project would affect us. We naturally drifted, but always knowing the other was just a phone call away. When I was trying to decide whether to change jobs, we had some role reversal, with Shannon a great listener and strong support.

Q: Did you always get along?
Ruth and Shannon: Our overall experience was amazing, confidence building, with outcomes of positive and fulfilling experiences. This was just what we had each been searching for. Even though we had opposite personalities, they complemented each other. We were open enough to respect each other's opinion and point of view. We would recommend this opportunity to anyone.

Shannon: I learned to slow down, to enjoy what I was doing and avoid burnout

Ruth: I gained confidence to move on in my career, rejuvenated and ready to stay in this profession.

Q: Where we you now?
Shannon: I am still teaching in a co-op and loving it. My school has changed location and has made many changes. I am in my second year as president of AECEO and co-chaired the year 2000 provincial conference. At present, I am helping two women with their AECEO equivalency – becoming a mentor myself.

Ruth: I took another position at the Early Childhood Community Development Centre, and am very happy. I'm working on outreach programs where I put my mentoring skills to daily use. I'm almost finished the Early Childhood Education Administration Certificate Program and have attended some wonderful training. I know that I'm dedicated to this field for life. ©CCCF 2001

Ruth Lawryk, ECE, is an outreach staff at the Early Childhood Community Development Centre in St. Catharines, Ontario. She has worked as an ECE for more than 25 years. Shannon McNevin, ECE, is supervisor of Niagara Nursery School in Niagara-on-the-Lake, Ontario. She is currently the president of the AECEO, Niagara Branch. © CCCF 2001

Partners in Practice is a national non profit organization with a mandate to promote mentoring in early childhood practice. The partners (board of directors) are Elaine Ferguson, executive director of Child Care Connections-NS, Halifax, Nova Scotia; Tammy McCormack Ferguson, executive director of the Early Childhood Community development Centre, St. Catharines, Ontario; Carmella Singleton, manager of early childhood programs at the College of the North Atlantic, St. John's, Newfoundland; and Allison Soave, coordinator of early childhood programs at Niagara College, Welland, Ontario. The partners bring a balance of theory and application experience to projects, and serve as principle researchers.

The objectives of Partners in Practice are:
. to promote mentoring;
. to provide information, support and resources that encourage quality mentoring;
. to provide a forum for dialogue about mentoring
. to provide a financially viable organization.

Partners in Practice projects are developing an infrastructure that supports mentoring in Canadian early childhood practice. The first project, from March 1998 to fall 1999, developed a mentoring model through field testing in St.John's, Newfoundland, in the Niagara region, Ontario and in Halifax, Nova Scotia. Lawryk and McNevin are one of the original mentoring pairs.]