Practice Based Coaching
A skilled, knowledgeable, and effective work force is critical to the success of programs in supporting children and families. Like children, adults and caregivers need individualized support and professional development based on their needs, experiences, and goals.
In partnership with the Anita Zucker Center for Excellence in Early Childhood Studies at the University of Florida, SCIC identified key teaching practices that support inclusion and uses Practice-Based Coaching to support teachers in implementing these practices in their classrooms.
What Is Practice-Based Coaching?
Practice-Based Coaching (PBC) is a step-by-step process that supports child care teachers in using evidence-based, inclusive teaching practices.
PBC is built on a collaborative partnership between the teacher and an Inclusion Specialist. Each part of the process guides the actions the teacher and specialist take together to ensure that children with disabilities can meaningfully participate in classroom activities and routines while promoting the healthy development of all young children in the classroom.
Collaborative Partnerships
The PBC Process Includes:
Shared Goals & Action Planning
Focused Observation
Reflection & Feedback
2. Focused Observation
Focused Observations
Component 2 allows the coach to gather and record information about implementation of practices during activities, routines, and transitions. These observations are focused because the information the coach gathers is specific to the goals and action plans created in the first component.
Features of component 2 include:
Gather information through observation.
Record information about the observation.
Use support strategies to learn more about the practice, to be able to improve or refine the practice.
3. Reflection & Feedback
Reflection & Feedback
The third component is supported by mutual consideration of the support strategies used and the information gathered and identify successes, challenges, and areas for additional refinement. Reflecting on effective practices takes time to think about what worked well and what was a barrier to improving implementation of practices. The use of supportive feedback is key in this process as it is used to recognize and encourage successful strategies while connecting information from the observation back to the coachee’s goals and action plan.
Features of component 3 include:
Discussion and reflection on observation and progress.
Share and consider feedback.
Use of support strategies to learn more about the practice to improve and refine use.
Inclusive Teaching Practices
SCIC's inclusive teaching practices are organized into five areas:
Communication
Relationships
Environments
Engagement and Learning
Emotional and Social Development
Source: Snyder, P. A., Hemmeter, M. L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, 35(3), 133-143. https://doi.org/10.1177/0271121415594925; displayed by permission.
Learn More About PBC
Want to learn more and request PCB?