NAEYC’s 2012 Professional Development Institute, Indianapolis, IN

10 Effective Strategies for Classroom Quality Improvement: Research Based Coaching That Works

Sarah E. Dennis, Ph.D. & Linda Hamburg, M.S.

Impact of Professional Development
(Based on research by Joyce, B.R & Showers, B. Student Achievement Through Staff Development)

Type of
In-Service / Knowledge/ Understanding / Ability to Use Developed Skill / Transfer To The Classroom
Presentation / 90% / 25% / 5%
Demonstration / 90% / 50% / 5%
Coaching
w/ongoing support / 95%-100% / 95-100% / 90%

Think about coaches/mentors you’ve had in your own life, professional or personal. List some of their character traits, and things they did or said that helped you grow.

Coaches…

Distinguishing between Coaching and Directive Supervision

Elements / Coaching / Supervision/Monitoring
Relationship / Interactive; reflective / One-sided; reactive
Process / Collaborative: Non-judgmental / Hierarchical; power-based
Focus / To enhance the learner’s performance in self-selected areas / To ensure that employee performance meets criteria
Outcome / Acquisition of knowledge/skills / Rating; evaluation

Hanft, Rush, & Shelden, (2004). Coaching Families and Colleagues in Early Childhood. Brooks Publishing

REVISED: Rush & Shelden (2011). The Early Childhood Coaching Handbook. Brooks Publishing.

1

1

UNDERSTANDING HOW ADULTS LEARN

As early childhood professionals, we know that children learn best when they are following their own interests, when they can make choices, when they have hands-on experience, and when they can interact with others. Adults learn best under much the same circumstances. —Sullivan (2003)

1

8 Factors that affect Adult Learners:

1

1. MOTIVATE_ - Adults are self-directed learners who prefer direct application to their jobs and daily responsibilities. Adults are goal oriented who generally want challenges resolved now!

2. BUILD_TRUSTING_RELATIONSHISP_ - Adult learners must experience a safe physical and emotional climate to promote acquiring of new information/ skills and engage in self-reflection.

3. CONNECT__- Adults learn best when new information is related to what they know/experience.

4. GIVE INFORMATION - Learners must have rich factual knowledge to develop competence.

5. VALUE THEIR TIME_ - Adults have many commitments & demands on their time.

6. INDIVIDUALIZE_- Adults learn best if they are active participants. Give options; let them choose.


1

1

Strengths:

Reviewed title/author

Asked a prediction question ("What do you think this book will be about?") Children: A Caterpillar.

Pointed to illustrations (moon, egg on leaf) to help 2nd Lang. Learners

Asked many questions to engage children

("How many apples did he eat?"

"What color apples did he eat?"

"What day of the week comes after Wed?

"Who likes plums?"

"What was your favorite part?")

Discussed cocoon.

Used hands to show butterfly flying

Recommendations:

Could discuss: antennae, vision, segmented, abdomen, furry; stem, skin/peel, core, seeds; gigantic, huge, humongous

Ask questions that drive at PLOT

("What do you think will HAPPEN?" "What will the caterpillar DO?"

"Why do you think he'll do that?")

Ask more open-ended questions

("What do you think he'll eat next?"

"Why do you think he's eating so much?"

What are some of your favorite foods?" What do you think he'll do now (after the stomachache page?" Why do you think he felt better after eating the leaf?”)

(Could act out more words – nibble

1

1

SCENARIO #1 / SCENARIO #2
Continue Building Relationships / Continue Building Relationships
Build Teacher Knowledge (Activity/Role Play) / Build Teacher Knowledge
Develop Teacher Buy-In (Score Others & Self) / Develop Teacher Buy-In
Reflect on Observation (Ask Reflection ?s): / Reflect on Observation (Ask Reflection ?s):
Brainstorm Ideas for Improvement: / Brainstorm Ideas for Improvement:

1

What could coaching look like at your center/work?

WHAT:

What would the content of the coaching be?

WHO:

Who would coach?

Who would be coached?

WHEN:

How frequently could coaching occur?

When (time of day/day of week for coverage, etc)?

HOW:

What could your coaching model look like?

What resources might you use (Classroom observation tools, forms, child assessments, focus child matrix)?

1