Coaching: How is it used in Early Childhood?
Dathan Rush from FIPP summarizes the February 2009 online community discussion about Coaching.
by
Dathan Rush
Associate Director
Family, Infant
and Preschool Program
I wanted to thank the early childhood practitioners, administrators, and faculty from around the country who took time out to participate in a lively discussion here on the Early Childhood Community in early February. We discussed how we define and use coaching as well as the characteristics of coaching practices that set it apart from other approaches to professional development. More specifically, we analyzed the characteristics of reflection and its impact on individuals who have diverse learning styles and preferences.
We had the opportunity to look at one group's coaching competencies (see Minnesota Competencies below) and discussed whether or not they provided enough specificity for personnel who work with children with disabilities. Discussion participants exchanged a number of ideas related to the similarities and differences between coaching and consulting as well as coaching and mentoring as well as provided links to several resources (see links below).
Based on the interest and enthusiasm on coaching as an approach to professional development, the conversation should continue as we work toward a common definition and set of research-based practices that can be used across the field of early childhood.
Related content:
Family, Infant and Preschool Program (FIPP)
