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Why Coaching?
Why Coaching?
When partnering with caregivers and families, it is critical to empower them to support their child's learning and we do this best through a coaching approach. The coaching approach allows practitioners to engage caregivers in reflective conversations that promote new and expanded learning opportunities.
When partnering with caregivers and families, it is critical to empower them to support their child's learning and we do this best through a coaching approach. The coaching approach allows practitioners to engage caregivers in reflective conversations that promote new and expanded learning opportunities.
"The coach's ultimate goal is sustained performance in which the caregiver has the competence and confidence to engage in self-reflection and self-correction and the generalization of new skills and strategies to other situations as appropriate. Effective coaching can set the stage for lifelong learning on the part of the caregiver.”
"The coach's ultimate goal is sustained performance in which the caregiver has the competence and confidence to engage in self-reflection and self-correction and the generalization of new skills and strategies to other situations as appropriate. Effective coaching can set the stage for lifelong learning on the part of the caregiver.”
(The Early Childhood Coaching Handbook by Rush & Shelden, 2013)
new resources from fipp!
new resources from fipp!
Coaching-Using-an-Interpreter.pdf5 ways to scaffold caregiver learning.pdf
Thank you to Hartford Foundation for Public Giving for sharing this video series. Visit their site at www.hfpg.org
At-A-Glance - Coaching Fidelity.pdfCoaching Characteristics Introduction
Coaching Characteristics Introduction
Foundations of Coaching in Early Childhood: Partnering with Parents and Professionals is a video training resource for early childhood coaches, based on the 5 key characteristics of coaching as outlined by Dathan Rush and M'Lisa Shelden.
Coaching Characteristics include:
Joint Planning
Observation
Action/Practice
Reflection
Feedback
How well do you understand each characteristic of coaching?
What is your focus for improvement in your practice?
coaching-quick-reference-guide.pdfCoaching Mythbusters by Dr. Rush and Dr. Shelden
Coaching Mythbusters by Dr. Rush and Dr. Shelden
Common Misconceptions about Coaching caseinpoint_vol4_no1.pdfWatch and Reflect
Watch and Reflect
In the following 20-minute video , Drs. Rush and Shelden address common misconceptions about caregiver coaching.
As you watch and listen, pause to reflect on your own beliefs about coaching. Make note of any points you may wish to share with colleagues.
Digging into Coaching interaction Practices
Digging into Coaching interaction Practices
Coaching Quick Reference Guide_vol1_no1.pdfEvidence-based Definitions of Coaching Practices_vol1_no6.pdfTips and Techniques for Effective Coaching Interactions briefcase_vol1_no2.pdfRoadmaps for reflection
Roadmaps for reflection
Structure/flow of a visit using the coaching interaction practices
Structure/flow of a visit using the coaching interaction practices
3-part flow of visit - Roadmap for reflection.pdfReflective Questions
Reflective Questions
Framework for Reflective Questioning R&S.pdfSuggestions & Reflections on the use of this video:
Suggestions & Reflections on the use of this video:
If you’re a coach (an adult supporting other adults in the lives with children with disabilities), what did you think about the information in the video? What types of experiences have you had with reactions to reflective questions? How will you use information on reflective questions in your practice?
If you’re working with a coach (family member, child care provider, teacher, colleague, new coach, etc.), what do you think about reflective questions? How could this be helpful/not helpful to you? What steps will you take with reflecting with a coach?
Reflective Questions At a Glance.pdf11 Questions to Ask at a Family Visit.pdf'Reflection & Reflective Questions' video
'Reflection & Reflective Questions' video
Rush and Shelden
Rush and Shelden
Suggestions & Reflections on the use of this video:
Suggestions & Reflections on the use of this video:
If you’re a coach (an adult supporting other adults in the lives with children with disabilities), how does this fit in with what you already know about reflective coaching? How could reflective questions be helpful in your work? What steps would you take to use reflective questions in your work?
If you’re working with a coach (family member, child care provider, teacher, colleague, new coach, etc.), what do you think about reflection and reflective strategies? How could reflection work for you? What questions will you have for a coach?
feedback
feedback
EQIP Feedback Infographic.pdf~Thank you to Jennifer Blank, Region 11 PDF, for creating this infographic!~
Suggestions & Reflections on the use of this video:
Suggestions & Reflections on the use of this video:
If you’re a coach (an adult supporting other adults in the lives with children with disabilities), how does this information fit in with what you already know about feedback? How could you use this information on sharing your expertise and using feedback in your work? What steps would you take to begin using the different types of feedback effectively?
If you’re working with a coach (family member, child care provider, teacher, colleague, new coach, etc.), how does this information fit in with your experiences in working with a coach? What would you like to see happen? What questions will you have for a coach?
ACtion/practice ~ intentional modeling
ACtion/practice ~ intentional modeling
Suggestions & Reflections on the use of this video:
Suggestions & Reflections on the use of this video:
If you’re a coach (an adult supporting other adults in the lives with children with disabilities), how does this fit in with your understanding of action/practice and modeling? What information did you get from this video that you would want to try in your practices? What steps would you take to begin using this information?
If you’re working with a coach (family member, child care provider, teacher, colleague, new coach, etc.), what do you think about the information on action/practice and modeling? How could this information work for you? What questions will you have for a coach?
Others — How does this information on action/practice and modeling fit in with what you already knew? How does this apply to your current experiences and situations? What will you take away from this information and how will you use it in your work?
Seven Steps to Intentional Modeling.pdfCoaching Interaction Practices Activity Guide
Coaching Interaction Practices Activity Guide
Virginia Coaching Facilitation Guide.pdfOur deepest thanks to The Partnership for People with Disabilities at the Virginia Commonwealth University (VCU) for making this resource publicly available!
Our deepest thanks to The Partnership for People with Disabilities at the Virginia Commonwealth University (VCU) for making this resource publicly available!
Coaching Interaction Practices take.......practice!
Coaching Interaction Practices take.......practice!
During Guide 1, we use some of the activities, scripts, and role plays outlined in Virginia's Coaching Facilitation Guide to apply what we learned about the five coaching characteristics.
During Guide 1, we use some of the activities, scripts, and role plays outlined in Virginia's Coaching Facilitation Guide to apply what we learned about the five coaching characteristics.
There are over 100 pages of additional activities that you may choose to try with your team, in a PLC, or during a coaching meeting. Remember that coaching as an interaction style takes practice and it is ok to try one new thing at a time. If it doesn't go well the first time, try, try again! Ask a teammate, coach, or your PDF to reflect with you.
There are over 100 pages of additional activities that you may choose to try with your team, in a PLC, or during a coaching meeting. Remember that coaching as an interaction style takes practice and it is ok to try one new thing at a time. If it doesn't go well the first time, try, try again! Ask a teammate, coach, or your PDF to reflect with you.
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