103 Session 1
Papers Topic - Coaching of Professionals Advancing Comprehensive Early Childhood Intervention P1.09 Coaching Coaches for True Professional Development and Implementation Presenting Author: Robin McWilliam (USA) Affiliation: University of Alabama Co-Author: Cami Stevenson
Professional development, a key driver in implementation science and in workforce enhancement, has been plagued with ineffective one-off workshops, simple modules, Zoom sessions, webinars, and readings. These methods have their place but are unlikely to develop fidelity to a model or evidence-based practice. Coaching involving observation and feedback, however, has been found to be effective. In this session, we address how to prepare coaches. Using case examples from the United States, in Oregon and Alabama, we address: (1) key components of successful coaching; (2) adult-learning-theory methods to infuse coaching practices in the coaches; and (3) methods for checking coaches’ fidelity and interobserver agreement. The components of coaching encompass aspects of adult-learning theory as well as performance fidelity—a tricky combination. For scaling up coaching, we need to train coaches to be reliable in their use of the fidelity instruments, which are performance checklists. P1.10 How Can Coaching Challenges Shared by ECI Professionals Inform Professional Learning Design? Presenting Author: Helen Mataiti (New Zealand) Affiliation: Otago Polytechnic | Te Pūkenga The practice of coaching in early childhood intervention (ECI) has been found to help facilitate children's learning and development, improve parents' and educators' sense of confidence and self-efficacy, and enhance educators’ ability to plan and support learning in a quality and inclusive curriculum. However, professional learning in coaching as part of personnel preparation in ECI is limited. To inform enhancement of professional learning in coaching in Aotearoa New Zealand, a group of fifteen pre- and in-service ECI professionals were asked how they learned about and utilized coaching when working with parents, early childhood educators, and the wider ECI team. Data collected using semi-structured interview methods was analyzed thematically. This presentation outlines key challenges with coaching as shared by participants, including those pertaining to the ECI context, the practice of coaching itself, professional learning, and one’s own professional practice and identity. Implications and recommendations regarding these challenges will also be discussed.
P1.11 Knowledge and Importance of Coaching Strategies in Early Intervention Presenting Author: Noelia Orcajada Sánchez (Spain) Affiliation: University of Murcia, Spain
Coaching in early intervention can be understood as the support professionals provide to primary caregivers with the aim of empowering them, through reflection, to support and promote the child’s learning during daily routine activities. Sometimes, professionals are aware that they are basing their intervention on coaching strategies, but many other times, they do so unconsciously or without being able to identify these strategies. For this reason, we present a study conducted with six professionals from an Early Intervention Team based in Spain. In the study, the professionals were asked to identify, through a questionnaire, whether certain strategies they used were part of coaching and the level of importance they assigned to them.
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