Coaching is one of the best ways to enhance the skills of early childhood practitioners and ensure high‐quality learning experiences for young children with and without disabilities. With this authoritative professional learning resource, educators and early interventionists will learn how to use coaching and consultation methods to support inclusion and ensure the best outcomes for all children from birth to five.
Written by two experts on early childhood intervention and special education, this book introduces multiple models of professional collaboration and offers in‐depth guidance on how to implement an effective consultation/coaching model in early childhood settings. From big‐picture considerations to small logistical details, professionals will master the entire process of creating, maintaining, and evaluating a successful coaching relationship. In each chapter, case examples, discussion questions, chapter summaries, and group activities reinforce key points and encourage reflection.
An essential professional resource and an ideal textbook for courses on consultation and coaching, this comprehensive guide will help early childhood practitioners work together to improve educational and developmental outcomes for all young children.
DISCOVER HOW TO:
Establish ground rules and objectives for coaching Build rapport and strong communication skills within a coaching relationship Systematically gather information about the child, teacher, and learning environment to inform coaching practices Work together to set and prioritize intervention goals for children Create and implement an action plan that addresses intervention goals Deliver effective performance feedback Evaluate the success of both the coaching plan and the partnership Use current technology to harness the benefits of tele‐intervention, mobile coaching, and remote consultation
PRACTICAL MATERIALS: Support successful coaching and consultation with more than 25 reproducible downloads, including data collection forms, action plans, a planning matrix, self‐assessments, and coaching session sample logs. Instructors will also find downloadable PowerPoint presentations aligned to each chapter.
By:
Laurie A. Dinnebeil,
William McInerny
Imprint: Brookes Publishing Co
Country of Publication: United States
Dimensions:
Height: 277mm,
Width: 214mm,
Spine: 13mm
Weight: 363g
ISBN: 9781681254692
ISBN 10: 1681254697
Pages: 216
Publication Date: 30 September 2022
Audience:
Professional and scholarly
,
Undergraduate
Format: Paperback
Publisher's Status: Active
About the Downloads About the Authors Preface Chapter 1: Introduction to Models of Professional Collaboration Learning Objectives New Roles and Responsibilities for Early Childhood Professionals Models of Professional Collaboration: Promising Practices to Support Professional Learning Models of Coaching and Consultation in Early Care and Education Models of Consultation Overview of Origin and Scope of Consultation in Early Childhood Intervention Research on the Efficacy of Behavioral Consultation and Coaching Consultation/Coaching in Early Childhood: A Professional Collaboration Model Determining the Goals and Purpose of Consultation/Coaching Who Provides Consultation/Coaching in Early Childhood Settings? Research on How Consultation or Coaching is Used in Early Education and Intervention Summary Discussion Questions Case Study Activities Chapter 2: Agreements for Coaching Services: Establishing Ground Rules for Coaching Learning Objectives Introduction: Establishing the Ground Rules for Coaching Why Are Requests for Coaching Services Initiated Establishing Objectives Before Initiating Coaching Services Creating an Agreement for Coaching Services Key Elements in an Agreement for Coaching Services What Details Should Be Addressed in an Agreement for Coaching Services? Benefits of a Formal Agreement for Coaching Services Caveats Related to On‐Line and E‐Communications Summary Discussion Questions Case Study Activities Chapter 3: Building Rapport in a Coaching Relationship Learning Objectives Introduction: The Nature of a Coaching Partnership Initiating a Coaching Partnership The Role of Rapport in Building a Coaching Partnership Building and Sustaining Rapport: Recommendations for Coaches Use of Interpersonal Communication Skills in Establishing and Building Rapport Non‐Verbal Communication Skills Linked to Building Rapport Verbal Communication Skills Linked to Building Rapport Use of Different Forms of Questioning in Communicating with a Partner Common Mistakes in Interpersonal Communication The Role of Social Power and Influence in Coaching Partnerships Perspectives and Interests of the Coach and Partner in a Coaching Relationship Factors that May Contribute to the Success or Failure of a Coaching Partnership Summary Discussion Questions Case Study Activities Chapter 4: Observation and Information Gathering Learning Objectives Introduction: Observation and Information Gathering Getting to Know the Learning Enviornment Assessing the Teaching Skills of Early Childhood Educators Assessing the Program's Climate or Culture Teddy, Alexis, Brittany, and Shelly Summary Discussion Questions Case Study Activities Chapter 5: Implementing the Plan Learning Objectives Setting a Goal Reviewing Assessment Information Triaging or Prioritizing Targets for Intervention Reaching Consensus and Moving Forward: Planning for Action Selecting Strategies to Address the Issue Choosing Child‐Focused Intervention Strategies Choosing Evidence‐Based Strategies that Promote Adult Learning Creating an Action Plan Supports for Implementation Curriculum Planning Matrices Observation and Data Collection Performance Feedback Ways to Share Performance Feedback Challenges to Implemtnation Summary Discussion Questions Case Study Activities Chapter 6: Evaluating the Success of the Coaching Plan and the Partnership Learning Objectives Introduction: Evaluation of Coaching Partnerships The Relationship Between Coaching Context and Evaluation Use of Common Coaching Tools in Evaluating a Coaching Partnership Evaluating the Process and Outcome of a Coaching Partnership Expectations of Stakeholders: Implications for Evaluating a Coaching Partnership Summary Discussion Questions Case Study Activities Chapter 7: Behind the Scenes in the Coaching Model Learning Objectives Introduction The Role of Logistics in Supporting Effective Coaching: An Overview Key Elements in a Coaching Partnership Considerations in Assigning Coaching Personnel The Expertise Model of Caseload Allocation Cultural Competence in Assigning Caseloads Enrollment of Children with Special Needs in Selected Programs Assigning Caseloads: Striking a Balance Supporting Coaching Services: Creating Office Space at Host Sites Professional Preperation and Learning for Coaches: Building Capactiy Key Elements in a Coaching Partnership: Personal and Professional Organization Challenges in Adopting or Expanding Coaching Services Summary Discussion Questions Case Study Activities Chapter 8: Coaching and Consultation in a Virtual World Learning Objectives Introduction Building Effective Professional Relationships Virtually Sharing Information Virtually Creating Virtual Repositories of Resources Capitalizing on the Benefits of Could‐Based Systems Silver Linings Virtual Coaching Lessons Learned from Early Intervention Tele‐Intervention Summary Discussion Questions Case Study Activities Index
Dr. Laurie Dinnebeil is a Professor and holds the Daso Herb Chair in Inclusive Early Childhood Education. She was a preschool special education for five years before entering higher education. She has taught a range of undergraduate and graduate courses related to early childhood education and early childhood special education and has published extensively in the area of itinerant ECSE service delivery. Dr. Dinnebeil is a proficient grant writer, having secured over $6 million in national and state funding over the past 15 years. Dr. Dinnebeil is very active in the field of early childhood special education at the local, state, and national levels. She is a past president of the Council for Exceptional Children's Division for Early Childhood and a past president of the Ohio Higher Education Consortium for Early Childhood Education. She is Associate Editor for Topics in Early Childhood Special Education and serves on editorial boards for numerous academic journals related to early childhood education and special education. Dr. Dinnebeil is active in the local, state, and national early childhood education communities. She is a 2002 Mid-Career Fellow for Zero to Three. She also has college administrative experience as a department chair and associate dean for graduate studies and research. Dr. McInerney is a Professor of Special Education in the Judith Herb College of Education at University of Toledo in Ohio. He teaches graduate-level courses in the early childhood special education (ECSE) area. Throughout his career, Dr. McInerney has secured U.S. Department of Education-Office of Special Education Programs (USDOE-OSEP) funding to support graduate-level training of ECSE teachers and early intervention personnel. He has managed several grants that have focused on itinerant early childhood special education (IECSE) services and has coordinated, with his associates and the Ohio Department of Education, a statewide professional development program for IECSE teachers and their supervisors. He and his colleagues at the University of Toledo have presented their work at professional conferences and have consulted with school districts and state education agencies concerning the status and future of IECSE services.
Reviews for Coaching and Consultation Practices in Early Childhood
In this valuable new text, Drs. Dinnebeil and McInerney bring together consultation & coaching research and practice so that inclusion teams can successfully teach all young children. Coaches will find practical guidance on their journey toward reaching mutually agreed upon goals. Evidence-based resources for partnership teams abound with the aim to equip a partner with knowledge and skills in supporting a childa (TM)s IFSP or IEP goals. The authors include many examples and worksheets for coaches and partners as they identify goals including child specific (focusing on learning objectives and interventions), partner specific (focusing on beliefs and practices), and program specific (focusing on overall quality improvement) outcomes. In an important analysis, the authors discuss social power and social influence and their effects on coach-partner relationships. Readers are invited to honestly reflect on their communication skills, their ability to express respect, and their acceptance of feedback from others. Rich case examples illustrate interactions, problem solving approaches, and progress monitoring techniques that coaches and partners can choose from and implement. The authors acknowledge that developing a collaborative relationship takes time and dedication. They offer practical suggestions and accommodations so that partners who come together with a coach feel supported in their daily work and can effectively respond to child- and program-specific needs. As early intervention programs and school districts increasingly seek coaching teams to facilitate inclusive early care and education, they face real-life logistics and rapid changes in the use of technology. The authors provide honest discussions and reflections on the benefits and challenges of virtual communication, meetings, resource sharing, and progress monitoring. Readers will be able to apply tips and reflections to their daily work; they will know how to assure that all team members are included and supported throughout the coaching journey. I hope that this text will invite instructors to offer trans-disciplinary courses and practicums for their pre-service professionals. The book is also well suited for in-service professionals who need to effectively respond to the increasing demands for consultative coaching. This book offers co-learning opportunities for coaches and partners so that they may become co-pilots in providing inclusive early care and education. --Simone DeVore, Ph.D.
