Using the Practice Based Coaching Model for Professional Development in Head Start Programs

Abstract

A mixed-methods descriptive single-case research design explored the effects of implementing the Practice-Based Coaching (PBC) model at a South Texas Early Head Start Center. Three bilingual coaches used the Practiced-Based Coaching model to provide professional development on emergent biliteracy instruction for three bilingual teachers of 2- to 3-year-olds. Coaches and teachers used reflexive journals, focus groups, pre- and post-observation checklists, and surveys to share their views and experiences with the Practice-Based Coaching model. Results showed the Practice Based Coaching model is effective teacher and coach training. The model’s ripple effect fostered a coach-teacher collaboration via social learning, boosting teachers’ emergent biliteracy skills and inclusive practices. Teachers changed their practices and performance because of this knowledge, leading to more engaged students. This research suggests that teacher educators employ Practice-Based Coaching in professional development to cultivate social learning and expand teachers’ knowledge and skills in inclusive emergent biliteracy.