Coaching and Consultation Practices in Early Childhood

ISBN-13: 9781681254692 / Angielski / Miękka / 2022 / 248 str.

William McInerny

Spis treści

• About the Downloads
• About the Authors
• Preface
• Chapter 1: Introduction to Models of Professional Collaboration
•  Learning Objectives
•  New Roles and Responsibilities for Early Childhood Professionals
•  Models of Professional Collaboration: Promising Practices to Support Professional Learning
•  Models of Coaching and Consultation in Early Care and Education
•  Models of Consultation
•  Overview of Origin and Scope of Consultation in Early Childhood Intervention
•  Research on the Efficacy of Behavioral Consultation and Coaching
•  Consultation/Coaching in Early Childhood: A Professional Collaboration Model
•  Determining the Goals and Purpose of Consultation/Coaching
•  Who Provides Consultation/Coaching in Early Childhood Settings?
•  Research on How Consultation or Coaching is Used in Early Education and Intervention
•  Summary
•  Discussion Questions
•  Case Study Activities
• Chapter 2: Agreements for Coaching Services: Establishing Ground Rules for Coaching
•  Learning Objectives
•  Introduction: Establishing the Ground Rules for Coaching
•  Why Are Requests for Coaching Services Initiated
•  Establishing Objectives Before Initiating Coaching Services
•  Creating an Agreement for Coaching Services
•  Key Elements in an Agreement for Coaching Services
•  What Details Should Be Addressed in an Agreement for Coaching Services?
•  Benefits of a Formal Agreement for Coaching Services
•  Caveats Related to On‐Line and E‐Communications
•  Summary
•  Discussion Questions
•  Case Study Activities
• Chapter 3: Building Rapport in a Coaching Relationship
•  Learning Objectives
•  Introduction: The Nature of a Coaching Partnership
•  Initiating a Coaching Partnership
•  The Role of Rapport in Building a Coaching Partnership
•  Building and Sustaining Rapport: Recommendations for Coaches
•  Use of Interpersonal Communication Skills in Establishing and Building Rapport
•  Non‐Verbal Communication Skills Linked to Building Rapport
•  Verbal Communication Skills Linked to Building Rapport
•  Use of Different Forms of Questioning in Communicating with a Partner
•  Common Mistakes in Interpersonal Communication
•  The Role of Social Power and Influence in Coaching Partnerships
•  Perspectives and Interests of the Coach and Partner in a Coaching Relationship
•  Factors that May Contribute to the Success or Failure of a Coaching Partnership
•  Summary
•  Discussion Questions
•  Case Study Activities
• Chapter 4: Observation and Information Gathering
•  Learning Objectives
•  Introduction: Observation and Information Gathering
•  Getting to Know the Learning Enviornment
•  Assessing the Teaching Skills of Early Childhood Educators
•  Assessing the Program's Climate or Culture
•  Teddy, Alexis, Brittany, and Shelly
•  Summary
•  Discussion Questions
•  Case Study Activities
• Chapter 5: Implementing the Plan
•  Learning Objectives
•  Setting a Goal
•  Reviewing Assessment Information
•  Triaging or Prioritizing Targets for Intervention
•  Reaching Consensus and Moving Forward: Planning for Action
•  Selecting Strategies to Address the Issue
•  Choosing Child‐Focused Intervention Strategies
•  Choosing Evidence‐Based Strategies that Promote Adult Learning
•  Creating an Action Plan
•  Supports for Implementation
•  Curriculum Planning Matrices
•  Observation and Data Collection
•  Performance Feedback
•  Ways to Share Performance Feedback
•  Challenges to Implemtnation
•  Summary
•  Discussion Questions
•  Case Study Activities
• Chapter 6: Evaluating the Success of the Coaching Plan and the Partnership
•  Learning Objectives
•  Introduction: Evaluation of Coaching Partnerships
•  The Relationship Between Coaching Context and Evaluation
•  Use of Common Coaching Tools in Evaluating a Coaching Partnership
•  Evaluating the Process and Outcome of a Coaching Partnership
•  Expectations of Stakeholders: Implications for Evaluating a Coaching Partnership
•  Summary
•  Discussion Questions
•  Case Study Activities
• Chapter 7: Behind the Scenes in the Coaching Model
•  Learning Objectives
•  Introduction
•  The Role of Logistics in Supporting Effective Coaching: An Overview
•  Key Elements in a Coaching Partnership
•  Considerations in Assigning Coaching Personnel
•  The Expertise Model of Caseload Allocation
•  Cultural Competence in Assigning Caseloads
•  Enrollment of Children with Special Needs in Selected Programs
•  Assigning Caseloads: Striking a Balance
•  Supporting Coaching Services: Creating Office Space at Host Sites
•  Professional Preperation and Learning for Coaches: Building Capactiy
•  Key Elements in a Coaching Partnership: Personal and Professional Organization
•  Challenges in Adopting or Expanding Coaching Services
•  Summary
•  Discussion Questions
•  Case Study Activities
• Chapter 8: Coaching and Consultation in a Virtual World
•  Learning Objectives
•  Introduction
•  Building Effective Professional Relationships Virtually
•  Sharing Information Virtually
•  Creating Virtual Repositories of Resources
•  Capitalizing on the Benefits of Could‐Based Systems
•  Silver Linings
•  Virtual Coaching
•  Lessons Learned from Early Intervention Tele‐Intervention
•  Summary
•  Discussion Questions
•  Case Study Activities
• Index