Coaching as a Key Component in Teachers' Professional Development: Improving Classroom Practices in Head Start Settings. OPRE Report 2012-4

Autor/inn/en	Lloyd, Chrrishana M.; Modlin, Emmily L.
Institution	Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation
Titel	Coaching as a Key Component in Teachers' Professional Development: Improving Classroom Practices in Head Start Settings. OPRE Report 2012-4
Quelle	(2012), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Education; Disadvantaged Youth; Workshops; Professional Development; Interpersonal Competence; Preschool Children; School Readiness; Emotional Development; Social Development; Coaching (Performance); Low Income Groups; Early Intervention; Quality Assurance; Teacher Effectiveness; Teacher Recruitment + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Benachteiligter Jugendlicher; Lernwerkstatt; Schulung; Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Gefühlsbildung; Soziale Entwicklung; Qualitätssicherung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrekrutierung
Abstract	Head Start CARES (Classroom-based Approaches and Resources for Emotion and Social Skill Promotion) is a large-scale, national research demonstration that was designed to test the effects of a one-year program aimed at improving pre-kindergarteners' social and emotional readiness for school. To facilitate the delivery of the program, teachers attended training workshops and worked with coaches throughout the school year. This report focuses on the planning and implementation of the coaching component in the Head Start CARES demonstration. Beginning with an overview of coaching as a model of professional development generally and the demonstration's coaching model in particular, the report then offers practical lessons learned about coaching social-emotional curricula in a large and complex early childhood education system. Geared toward early childhood education administrators and practitioners who are interested in adopting or modifying a coaching model, the lessons learned address the selection of the coaching model; coach hiring and training; coaching processes; coach support and supervision; and program management, data, and quality assurance. (Contains 4 tables, 1 box and 22 footnotes.) (ERIC).
Anmerkungen	Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10