Sample Paper on Early Childhood Coaching

FACTORS OF EVIDENCE BASED COACHING PRACTICES USED BY PRE-K COACHES IN ALABAMA AND HOW IT RELATES TO PRE-K CHILDREN’S SCORES IN THE AREAS OF SOCIAL-EMOTIONAL, PHYSICAL, LANGUAGE, COGNITIVE, LITERACY, AND MATHEMATICS IN A STATE FUNDED PRE-K: A QUANTITIVE STUDY

 

Literature review

Professional development and coaching

Professional development and coaching has been established to be instrumental in improving teacher and child interactions. Various studies demonstrate that instructional support, emotional support including classroom organization is among core factors shaping coaching practices. These factors relate directly with all spheres of professional development and coaching since; they are employed in understanding teacher-pupil relationship, instructional engagement as well as providing strong platform for pre-Kindergarten teacher’s development. As is with the professional development and coaching, the procedures employed in Alabama are dynamic. They combine the school and home setting to develop the essential skills. Neither professional development nor coaching alone has been found to be satisfactory. However, as established by recent studies, early professional development and coaching instrumentally improve the scope of the teacher as well as the lives of pre-kindergarten children. Examining the Alabama pre-kindergarten teachers as well as the involved children, it is evident that the components employed focuses on establishing frameworks with engaging interactions, defining and employing research based system including teaching practices, exploiting the continuous evaluation of children skills in addition to individualized tutoring and learning (Lidz,2010). It is established that teachers who embrace these aspects have excelled and have helped in shaping the focus of children. This is attributed to preschoolers with established academic skills in areas of social-emotional, physical, language, cognitive, literacy, and mathematics, and this is due to well ingrained evidence based professional development and coaching. Some of the factors employed involve Classroom-based Approaches and Resources for Emotion and Social Skill Promotion

(CARES) (Bells, 2009). The approach is based on planning, implementation as well as coaching dynamics. The various evaluation executed points out that the approach has ignited strong tie between the teacher and pre-kindergarten schoolers,and eventually improving on their performance as regards areas of social-emotional, physical, language, cognitive, literacy, and mathematics. According earlier studies, well designed professional growth and coaching is vital to enhancing professional skills. When skilled teachers handle the children, also their achievement increases. That is why interest in professional development and coaching in early childhood programs is gradually becoming popular; the process has shown that it is essential in the provision of classroom consultation among others.

Coaching Approaches

Integrated teacher training has been cited as a primary factor improving the pre-kindergarten learning; the dynamics are correlated to the coaching practices involving effective and engaging interactions. The coaching approaches has been identified to uphold high quality practices such as instructional support, well organized learning setup including the use of materials or facilities that triggers stimulation. Hence, the coaching in most instances is anchored within back-to-back real world framework. In this way, coaching is implemented as a tool of evaluating class interaction (Sutterby, 2011). That is why emotional support; instructional support as well as class organization are presented as the pillars of effective coaching. As established by various studies, communication and implementation of coaching must be allied to the teachers and pre-kindergarten scholar’s requirements. The approach is therefore designed to sustain multiple requirements as well as day to day practices which are highly flexible. In this way to meet the requirements of the pre-K children, coaching initiatives are executed with a broader aspect of understanding all core development of the child. Thus, coaching approach must contain language and literacy growth of the child.

Goals of Coaching

The principal objective of coaching is to prepare the pre-kindergarten teacher and this achieved by immersing the teacher in knowledge regarding the pre-K child. This goes far beyond understanding what is required but as well to effectively and developmentally teach. Thus, the central goal of coaching is to institute substantial knowledge base which covers the dynamics of understanding child development including skills along with dispositions necessary to mould proper learning and teaching experience (Johnston and Nahmad-Williams, 2014). Also, linking content with content in coaching and professional development is another area of concern in regard to goals of coaching. Coaching objectives helps in determining how various concepts are deployed and if they are valuable to the teachers and the children.

Characteristics of good coaching

Good coaching is defined by how the coach cares for his students, personal principles and ambitions as well as a high degree of self-knowledge. Looking at the primary requirement of pre-K teachers, some of the major attributes allied to coaching include:

  1. Superb self-consciousness.
    2. High emotional intelligence.
    3. Open vision with focus on essential details.
    4. Nuanced, brusque, excellent communication.
    5. Uppermost regard, caring and esteem for clients.
    6. Creative, inventive learner in addition to being developer of custom training methodologies.
    7. Insightful, discerning, curious and inquisitive.
    8. Continuous student of themselves along with their experiences.
    9. Perceive coaching as a two way swapping of energies as well as learning’s.
    9. Modest, open, fostering and appreciative to the world.
    10. View coaching as a calling, an art and a discipline.
    11. Walking the talk as well as sculpting a good life for their patrons.

On the other hand, knowledge of the discipline being coached is also an important characteristic of good coaching. This may entail an in-depth understanding of the subject, tactics of delivering as well as the strategies of exhaustive training. Since training objectives changes constantly it is imperative for a coach to be informed at all times. Thus, patience, leadership, and communication skills are important pillars that establish good coaching dynamics.

Measuring effectiveness of coaching

To execute the process of determining efficiency of coaching, it needs to be understood that some aspects must be involved which demonstrates that:

  • The client is coachable
  • The coach use all available data for the benefit of the learner
  • The coach is aware of the real challenges
  • Elusive but critical approach shifts must be linked to concrete and quantifiable behavioral shifts.

These aspects are employed to measures the effectiveness of coaching. They embrace different quantification platforms such as:

  • Action measures
  • Feeling measures
  • External measures

In this way, Kirkpatricks model to determine coaching measurement is employed. The significant of this model lies in that it captures reactions, behavior, learning and results correlated to the coaching (Rush and Shelden, 2011). Thus, efficiency in productivity is established while increased satisfaction among the trainees is detected. Similarly, the model is instrumental in establishing high value for learning opportunities. Due to the demands of coaching, quantifying the very success achieved it would be essential include the dynamics of team performance evaluation so as to benchmark as well monitor coaching efficiency as well as its impact. Assessing managerial output is instrumental; it defines the coaching objectives and provides a clear path of coaching efficiency including how the entire process is evolving, positively or negatively.

References

Bells,M.S.(2009). Enhancing Positive Early Childhood.NY:Proquest.

Johnston, J,and Nahmad-Williams,L.(2014).Early Childhood studies.NY:Routledge.

Lidz,C.S.(2010). Early Childhood Assessment.NY:John Wiley

Rush,D.and  Shelden,M,(2011). The Early Childhood Coaching Handbook.NY: Paul H.

            Brookes Publishing Company

Sutterby,J .(2011).The early childhood.NY:Emerald.