Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies

Occasions and the Reliability of Classroom Observations: Alternative Conceptualizations and Methods of Analysis

“…Research shows that observations of student-teacher interactions in classrooms explain a considerable portion of variance in student development Connor, Son, Hindman, & Morrison, 2005;Howes et al, 2008;Mashburn et al, 2008;NICHD Early Child Care Research Network, 2002;Pianta, La Paro, Payne, Cox, & Bradley, 2002). Observations can also be used effectively in teacher professional development programs to improve the quality of teachers' interactions with students (Hsieh, Hemmeter, McCollum, & Ostrosky, 2009;Neuman & Cunningham, 2009;.…”

Coaching and Professional Development in Early Childhood Classrooms: Current Practices and Recommendations for the Future

“…Additionally, despite the use of a prescriptive coaching model, coaching logs revealed that coaches were less inclined to demonstrate, model, coplan, and coteach than address structural enhancements to the classroom, which suggests that coaching behaviors varied from the coaching model and possibly across classrooms. Hsieh et al (2009) also evaluated the impact of a highly prescriptive coaching model on preschool teachers' use of emergent literacy strategies; however, this model did not include coursework or a workshop. The model, implemented over a 6-week period, grouped emergent literacy strategies into three clusters (see Hsieh et al, 2009, p. 233).…”

“…Researchers have linked coaching to changes in teacher behavior (Domitrovich, Gest, Gill, Jones, & DeRousie, 2009;Filcheck, McNeil, Greco, & Bernard, 2004;Lieber et al, 2009;Lyon et al, 2009) and teachers' sustained use of practices (Lieber et al, 2010). Coaching also seems to facilitate early childhood teachers' language and literacy knowledge and skills (Armstrong, Cusumano, Todd, & Cohen, 2009;Cusumano, Armstrong, Cohen, & Todd, 2006, Hsieh, Hemmeter, McCollum, & Ostrosky, 2009Mohler, Yun, Carter, & Kasak, 2009;Neuman & Wright, 2010;Powell, Diamond, Burchinal, & Koehler, 2010) and use of math-mediated language (Rudd, Lambert, Satterwhite, & Smith, 2009), a technique teachers use to informally but intentionally discuss mathematical concepts in activities with young children (Rudd, Satterwhite, & Lambert, 2010).…”

“…What differentiates coaching from other approaches is the individualized and sustained support coaches provide teachers. It is through this specialized support-and a series of activities that include joint planning, observation, feedback, and reflection (Rush et al, 2003)-that coaches guide teachers to develop the critical reflective skills needed to examine the impact of their teaching practices on child outcomes (Hsieh et al, 2009). Coaching not only supports teacher acquisition and application of knowledge (National Professional Development Center on Inclusion, 2008) but also may lead to improved outcomes for young children.…”

Using Kindergarten Entry Data to Guide Teachers' Skills, Beliefs, Self-Efficacy, and Practices through Instructionally Focused, Data-Driven Consultation

“…In school settings, the client is the student or classroom, and the consultee (teacher) and the consultant work together to help the client. This model has been shown to be effective in reducing challenging behaviors for individual children (Hsieh, Hemmeter, McCollum, & Ostrosky, 2009;Powell, Dunlap, & Fox, 2006), as well as improving instruction at the classroom level (Conroy, Sutherland, Algina, Wilson, Martinez, & Whalon, 2015;Sutherland, Conroy, Vo, & Ladwig, 2015). Educational consultants range in their title but typically consist of school psychologists, organizational consultants, or behavioral specialists (Dougherty, 2009;Kratochwill & Bergan, 1990;Rosenfield, 2013).…”