The Early Childhood Coaching Handbook

Second Edition

by Dathan D. Rush, Ed.D., CCC-SLP Family, Infant and Preschool Program (FIPP) Morganton, North Carolina and M’Lisa L. Shelden, P.T., Ph.D. Wichita State University, Department of Physical Therapy Kansas

Contents

• About the Downloads ... iv
• About the Authors ... v
• Preface ... vii
• Acknowledgments ... viii
• Chapter 1 Introduction to Coaching ... 1
• Chapter 2 Research Foundations of Coaching ... 13
• Chapter 3 Characteristics of Effective Coaches ... 21
• Chapter 4 Coaching Compared With Other Approaches to Adult Interaction ... 31
• Chapter 5 How to Use a Coaching Style of Interaction ... 51
• Appendix 5A: Coaching Plan ... 74
• Appendix 5B: Framework for Reflective Questioning ... 75
• Chapter 6 The Role of Coaching in Service Coordination ... 77
• Chapter 7 Coaching Families ... 113
• Chapter 8 Coaching Teachers ... 181
• Chapter 9 Coaching Coaches: Strategies for Learning the Coaching Process ... 209
• Appendix 9A: Coaching Practices Rating Scale ... 240
• Appendix 9B: Coaching Log ... 242
• Chapter 10 Coaching as Part of Professional Development ... 243
• Chapter 11 The Future of Coaching in Early Childhood Intervention ... 255
• References ... 263
• Coaching Scenario Matrix ... 277
• Index ... 283

Introduction to Coaching

Once upon a time, long ago, a speech-language pathologist (SLP) and a physical therapist (PT) were happily working in their chosen professions. They identified a common mission: to figure out how to make home visitation in early intervention work. It was, after all, the law—and they shared a driving need to get interventions right for the children and families they served.

In their initial literature search, both identified that therapists or educators in early intervention serve as coaches to significant adults in young children’s lives. This operational definition of coaching focuses on enhancing the adult's capacity to support the child's learning and development.

The five characteristics of successful coaching practices include:

• Observation
• Action
• Reflection
• Feedback
• Joint planning

Coaching has been used extensively in preservice preparation programs for special and general educators and in medicine, demonstrating its broad applicability as a relationship-based process that supports families of children with disabilities and helps practitioners in early childhood.

About the Authors

Dathan D. Rush, Ed.D., CCC-SLP: Director of the Family, Infant, and Preschool Program (FIPP) in Morganton, North Carolina, with over 30 years of experience in early intervention practices.

M’Lisa L. Shelden, P.T., Ph.D.: Chair and Program Director of the Department of Physical Therapy at Wichita State University, with extensive experience in early childhood special education.

Coaching Practices

Recipients of Coaching

• Parents and Caregivers: Coaching can promote confidence and competence, focusing on the teacher-coach collaboration.
• Teachers: Used as follow-up to professional development, helping them incorporate new skills into their teaching practices.
• Colleagues: Facilitate learning and problem-solving among various professionals within educational settings.
• Students: Provide opportunities for university students to reflect and apply newly learned knowledge.

Coaching Approaches

• Expert Coaching: Involves a knowledgeable leader guiding others towards achieving planned goals.
• Peer Coaching: A two-way process where colleagues support each other in their development.

Key Elements of Coaching

1. Joint Planning: Collaborative agreement on actions to enhance professional practices.
2. Action/Practice: Opportunities for coachees to test and refine their skills in authentic settings.
3. Reflection: Involves examining one’s own practices critically to enhance future performance.
4. Feedback: Constructive criticism aimed at fostering improvement.
5. Capacity Building: Developing the knowledge and skills of coachees to make them self-sufficient.

Conclusion

This book operationalizes the practice of coaching in early childhood, emphasizing a collaborative approach that is context-driven. It enables coachees to develop their skills, enhancing their ability to support young children's learning effectively through practical application of research-based coaching techniques.