1.

What is Mentor Coaching?

a. A one-way leadership development process
b. A facilitated, structured process where a more experienced person
introduces, assists, and supports a less experienced person, a Protégé, into a
personal and professional growth process
c. A process that is only important for a Protégé

2.
SAGE stands for:
a. Surrendering, accepting, gifting, and extending
b. Serving, agreeing, gifting, and enjoying
c. Sending, applying, getting, and existing

3.
A Mentor Coach should be:
a. The supervisor
b. A friend and confidante
c. An early care and education professional

4.
The following are the stages of teacher’s development according to Lillian Katz:
a. Beginner, teacher, leader, mentor
b. Novice, amateur, expert
c. Survival, consolidation, renewal, maturity

5.
What kind of mentoring is appropriate during the Survival Stage—Stage One of a teacher’s
professional career?
a. A project or theme-based action plan
b. Looking at life as a series of challenges
c. An intervention where the mentor takes over the class and shows the new
teacher how to do the right thing
 6.
Behavioral coaching is a process that includes:
a. Watching other teachers teach
b. Using self-reflection to help understand oneself
c. Having an action plan with goals and objectives

7.
What should be done in a Mentor Coach relationship before providing constructive feedback?
a. Meet with the Protégé’s supervisor
b. Have some introductory chit chat
c. Provide some sincere compliments before offering constructive feedback

8.
What competencies and backgrounds are desirable for a Mentor Coach?
a. Previous experience as a Mentor Coach
b. Knowing the Protégé
c. Considering the Mentor Coach’s educational background, experience,
content knowledge, and mentor coaching skills

9.
Why should an organization provide training for the Mentor Coaches and Protégés?
a. No training is needed
b. Ongoing training with support and technical assistance is essential for a
successful Mentor Coach program
c. Training is needed only in the beginning

10.
Why is it important to get to get top management’s commitment to the Mentoring program?
a. Top management will want daily reports on progress
b. Allocation of resources, time, staffing, and training will be necessary
c. Top management does not need to be involved until the final report and
evaluation

11.
A Mentor Coaching program has proven effective in:
a. Retaining staff
b. Developing leadership
c. Both a and b

1.
Planning is understood to be:
a. Optional in the Mentor Coaching relationship
b. A necessary element of a successful Mentor Coaching relationship
c. Brief in the Mentor Coaching relationship

2.
Top administrators, human resources, and fiscal people:
a. Should be involved from the beginning of a Mentor Coach program
b. Do not need to be involved in a Mentor Coach program
c. Can be given a report after the program is over

3.
How can the logic model assist in planning for a Mentor Coaching project?
a. A logic model solves all possible challenges
b. A logic model identifies the match of Mentor Coaches and Protégé
c. A logic model can assist in identifying inputs, throughputs, and outputs

4.
Why should the human resources staff be involved in planning for a Mentor Coaching program?
a. They develop job descriptions with skills, attitudes, and knowledge for both
the Mentor Coach and Protégé positions
b. They ensure promotions
c. They keep all staff happy

5.
The Mentor Coach:
a. Is a positive role model
 b. Is an autocratic leader
c. Has a strong personality

6.
Mentor Coaching as a concept:
a. Is a recent business strategy
b. Is not used in education
c. Was used as long ago as Ancient Greece

7.
The prototype for the Mentor Coach process is from the Greek myth:
a. Sisyphus and Orpheus
b. The Peloponnesian War
c. Odysseus

8.
Educators benefit from using strategies from:
a. Sports events
b. TV and film
c. Business

9.
Leadership can be developed:
a. Through Mentor Coaching
b. By attending courses
c. Not possible unless born with leadership traits

1.
The Mentor Coaching Protégé process:
a. Is not appropriate in the field of early care and education
b. Does not affirm the veteran teacher to take newcomers under her wing
c. Affirms the veteran teacher to take newcomers under her wing
 2.
According to Bennis and Goldsmith (1997):
a. Leaders and managers are the same
b. A good manager tends to do things right; the leader does the right thing
c. A leader is a “good soldier”

3.
Transformational leaders:
a. Are persuasive and have the ability to influence and inspire others
b. Are strong, predictable, and skilled in anecdotal communication
c. Use more science than art

4.
The general systems theory:
a. Leads us to view organizations as complex and in constant change
b. Shows us that organizations are static and neutral
c. Does not value creativity and intuition

5.
According to Bloom (1997), exemplary directors:
a. Focus on the present
b. Focus on the future
c. Focus on the present and future simultaneously

6.
Advocacy leadership:
a. Is critical to improving quality in the field of early care and education
b. Is not necessary in the field of early care and education
c. Does not help to improve facilities
 7.
Leadership and supervision should be about:
a. Being the best
b. Caring
c. Keeping things the same

8.
One of the competencies required of an early care and education program director is:
a. Ensuring self-development
b. Handling financial responsibilities
c. Both a and b are correct

9.
An effective Mentor Coaching program:
a. Can help the Protégé develop leadership skills
b. Helps the Protégé learn how to budget personal finances
c. Helps the Protégé with family problems

10.
Mentor Coaching requires the commitment of:
a. Time, resources, and personal responsibility
b. Money
c. A once-a-month appointment

1.
In Hudson’s set of life skills:
a. Self-renewal does not occur
b. Cocooning only happens to caterpillars
c. The “doldrums” occur during Phase Two of the change process

2.
When choosing a Mentor Coach, it is important to find:
a. Someone in the same age group
b. A person who has successfully negotiated the phase the Protégé is entering
 c. Someone with a higher level of education

3.
A Mentor Coach may assist the Protégé with which of the following activities during Phase One
of one’s Life/Career path?
a. Accepting leadership positions in professional and community organizations
b. Hiring staff to meet program goals
c. Maintaining the status quo

4.
During Phase Two of the Life/Career path, the Mentor Coach may assist the Protégé in:
a. Assessing whether it is time to move on
b. Assessing if it is time for taking a vacation
c. Assisting with projecting budget figures

5.
During Phase Three of the Life/Career path, the Mentor Coach might:
a. Go on a trip alone
b. Help the Protégé quietly begin assessing other opportunities
c. Tell everyone what the Protégé’s plans are

6.
Phase Four of the Life/Career path is a time of:
a. Reflecting
b. Budgeting
c. Renewing and redefining purpose

7.
According to Cooperider and Whitney, appreciative inquiry (AI) is defined as:
a. Problem-based management
b. Focusing on the negative to make big scale organizational change
c. The cooperative process of searching for the best in people, their
organization, and the world around them
 8.
In appreciative inquiry, intervention gives way to:
a. Imagination, innovation, discovery, dream, and design
b. Negativism, criticism, and spiraling diagnosis
c. Searching for the worst in people, organizations, and the world

9.
It helps in the Mentor Coach relationship to have a discussion around change:
a. Knowing that change is a single event
b. Understanding that change is a personal process, a transformation from
inside out
c. Identifying that change is always difficult

10.
Change can be described:
a.Exactly as it will happen, including a time line
b As having a variety of emotions involved and can be exciting, energizing, as
. well as painful
c.As not possible to control in any way

1.
What is the definition of communication?
a. It happens when someone is talking
b. It involves two people in a process of giving and receiving messages
c. Does not occur in isolation

2.
As part of the levels of communication:
a. When trust and cooperation are high, “win/win” communication can occur
b. Communication is a one-way street
c. Defensive communication occurs when cooperation is high
 3.
Dialogue is different than communication in that it:
a. Seeks to convince another person
b. Effectively changes another’s mind
c. Is built on honor, respect, and trust

4.
Dialogue is valuable:
a. To gossip
b. To deepen the level of communication
c. To help memorize facts

5.
A person with a “Dominant” style of communication:
a. Is usually passive
b. Is unsure
c. Is outgoing and an extrovert

6.
A person with an “Influencing” style of communication:
a. Does not stand out in a crowd
b. Tends to be a “risk taker”
c. Tends to be critical of everybody and everything

7.
People with a “Steady” style of communication:
a. Tend to be the first to try something new
b. Are extroverts
c. Are good listeners

8.
People with a “Conscientious” style of communication:
a. Tend to be pessimistic
 b. Tend to be accepting
c. Tend to be extroverts

9.
What are “crucial conversations”?
a. Conversations to talk about the weather
b. Party conversations
c. Learning how to advocate for oneself

10.
Why is communication important in the Mentor Coach-Protégé relationship?
a. Both parties in a successful Mentor Coach-Protégé relationship must
understand what is expected, have clear boundaries set, and be willing to
dialogue about issues
b. Communication is not necessary in the Mentor Coach-Protégé relationship
c. Only the Mentor Coach has to have good communication skills

11.
When a Protégé wants the Mentor Coach to handle her classroom for a couple of hours:
a. This is not an appropriate Mentor Coach Protégé activity
b. Covering the Protégé’s classroom is an appropriate activity for the Mentor
Coach
c. The Mentor Coach could offer to do this for a couple of weeks so the
Protégé gets a break