Explain the purpose of reflection
List the three types of reflection coaches use to build their own and their partner’s reflective capacity
Describe thinking and self-awareness practices and tools that support reflective practice
Explain how reflective practice is defined by Zero to Three
Encourage reflection in a coaching conversation using reflective questions
Explain the connection between reflective supervision/consultation and professional growth in coaching practice
Locate additional support for early childhood professionals when they may need support beyond what a coach can provide
Explain the purpose of feedback
Describe the difference between strengths-based and directive feedback and when to use both
Use coaching best practices when delivering feedback
These resources are needed before or used for the Module 9 session.
Foundations of Coaching in Early Childhood: Reflection (Chapter 5)
Foundations of Coaching in Early Childhood: Feedback (Chapter 6)
The Reflective Conference (minutes 2:45-5:57)
Self-Awareness and Constructive Functioning: Revisiting “the Human Dilemma.” The Journal of Social and Clinical Psychology. Paul J. Silvia and Maureen E. O'Brien. Vol. 23, No. 4 June 2005
Self-Regulated Learning: The Interactive Influence of Metacognitive Awareness and Goal-Setting. D. Scott Ridley, Paul A. Schutz, Robert S. Glanz and Claire E. Weinstein. The Journal of Experimental Education. Vol. 60, No. 4 (Summer, 1992), pp. 293-306 (14 pages)
A longitudinal, mixed method evaluation of self-awareness training in the workplace; Anna Sutton, Helen M Williams, Christopher W Allinson. European Journal of Training and Development. 3 August 2015
National Center for Pyramid Model Implementation coaching resources
Free Reflective Supervision for Early Childhood Coaches. ECCLA currently has the funding to offer free Reflective Supervision (RS) to any credentialed Early Childhood Coach in Colorado who needs it.
“Co-regulation: What It Is and Why it Matters” from the Administration for Children and Families (ACF)