Coaching Clips March

Intended read time is less than 5 minutes.

Access the Practice-based Coaching Share Site for additional resources.

• One essential characteristic of an effective practice-based coaching collaborative partnership is a shared focus on specific effective practices. To support this, how might you, as the coach, incorporate self-reflection tools into your coaching sessions? How can results be used to support shared conversation and building relationships?

  
  

  • EQIP Self-Reflection Tool
  • CEM Self-Reflection Tools
  • Pyramid Model Practice Implementation Checklists

• Having data to base your coaching on gives you focus and makes feedback more objective and meaningful. Using data helps provide concrete evidence of progress that can be very rewarding. Data is powerful, and teachers often ask to see more data as the coaching partnership progresses.

• Reflective questions support continued conversation and deeper learning of a topic. The Resource Types and Examples of Reflective Questions from the Communication and Early Childhood Research and Practice Center might be helpful. What are one or two reflective questions you can take with you for your following coaching conversation?

• Making Coaching Come Alive: Creating Action Plans to Promote Practitioner Buy-In This one-hour webinar unpacks the action planning component of the Practice-based Coaching cycle. Presenters discuss identifying an action plan goal, the components of an effective action plan, and the coach/practitioner collaborative relationship during the action planning process.

Children notice differences in the world around them all the time, and this is a useful strategy as they learn about the world. Through this process of critical observation, infants begin to form categories. For example, detecting differences in the leaves on a tree helps children learn about nature. Noticing differences between people helps children construct their own social identity.

Talking about differences is an effective way to decrease biases and racism. Research shows that taking a 'color-blind' approach or pretending that differences do not exist is ineffective. If adults don't help children process their observations, children will create their ideas about what these differences mean.

• Access the Office of Head Start's article, Talking to Children about Differences & Similarities, for further reading.