Implementing the Practice Based Coaching Model for Inclusion in Early Childhood Education

Abstract

This mixed method descriptive single case research explored the effects of implementing the Practice-Based Coaching (PBC) model at an Early Head Start Center in South Texas. The Practice-Based Coaching model provided professional development by three bilingual coaches to three bilingual teachers of young children ages 2-3 about emergent biliteracy instruction. Data was collected from coaches and teachers through reflexive journals, focus group interview, pre and post observation checklists and surveys to get their perceptions and experiences with the Practice-Based Coaching model. The findings showed the Practice Based Coaching model is an effective learning practice for teachers and coaches. The model created a ripple effect that generated a coach-teacher collaboration through social learning that expanded teacher’s knowledge and skills of emergent biliteracy practices that promote inclusion. This knowledge changed teacher’s practices and performance, resulting in increased student engagement. The implications of this research are for teacher educators to use the Practice-Based Coaching model for professional development opportunities that support social learning and expands teacher’s knowledge and skills of emergent biliteracy practices that promote inclusion.