Using Practice-Based Coaching to Increase Use of Language Facilitation Strategies in Early Head Start and Community Partners
coaching, Early Head Start, infant-toddler care, language facilitation, practice-based coaching, professional development, video-based self-reflection
Infants and Young Children
This article describes how practice-based coaching was used with Early Head Start infant and toddler teachers to support their use of evidence-based language facilitation strategies. Video-based self-reflection and focused feedback allowed teachers to recognize what they were already doing well and increased the fidelity of evidence-based practices. Observational data show changes that took place over the course of the 3 monthly coaching cycles and 6-month follow-up. Teachers increased their use of encouraging back-and-forth exchanges and parallel talk to varying extents. Goal setting was associated with infant-toddler teachers increasing their use of specific strategies. Coach use of nonjudgmental "I notice" statements contributed to a safe and supportive experience. In this pilot study, infant-toddler teachers benefitted from video-based self-reflection and coaching to transfer the use of language facilitation strategies. Focusing on teacher strengths and creating opportunities for skill development through goal setting, individualized support and performance-based feedback facilitated the use of language facilitation strategies in infant-toddler care settings.
Department of Curriculum and Instruction
Original Publication Date
DOI of published version
UNI ScholarWorks, Rod Library, University of Northern Iowa
Donegan-Ritter, Mary and Van Meeteren, Beth, "Using Practice-Based Coaching to Increase Use of Language Facilitation Strategies in Early Head Start and Community Partners" (2018). Faculty Publications. 796.