TY - JOUR
T1 - Building capacity from within
T2 - a pilot peer coaching project in an early childhood program
AU - Edwards, Nicole Megan
AU - Steed, Elizabeth A.
N1 - Publisher Copyright: © 2020 National Association of Early Childhood Teacher Educators.
PY - 2021
Y1 - 2021
N2 - This study evaluated the impact of a pilot coaching project that included peer coaching in an early childhood program in the Northeast. A total of 18 coaches provided coaching with 15 teachers. Peer coaches included a participant-selected teacher or a director-selected teacher; program administrators also provided coaching. A one-page coaching form included columns to document the coaches’ observations and notes on teacher strengths and suggestions for improvement. Reflection forms, completed by teachers following coaching, captured perceptions about the coaching process. Results suggested that, compared to other coaches, administrators were most likely to provide specific feedback to teachers. Teachers were most comfortable being observed by a self-selected peer coach and most comfortable receiving feedback from a director-selected peer coach. Participants shared perceived benefits of and challenges to engaging in the peer coaching process. Findings and implications for program-level peer coaching initiatives are discussed.
AB - This study evaluated the impact of a pilot coaching project that included peer coaching in an early childhood program in the Northeast. A total of 18 coaches provided coaching with 15 teachers. Peer coaches included a participant-selected teacher or a director-selected teacher; program administrators also provided coaching. A one-page coaching form included columns to document the coaches’ observations and notes on teacher strengths and suggestions for improvement. Reflection forms, completed by teachers following coaching, captured perceptions about the coaching process. Results suggested that, compared to other coaches, administrators were most likely to provide specific feedback to teachers. Teachers were most comfortable being observed by a self-selected peer coach and most comfortable receiving feedback from a director-selected peer coach. Participants shared perceived benefits of and challenges to engaging in the peer coaching process. Findings and implications for program-level peer coaching initiatives are discussed.
UR - http://www.scopus.com/inward/record.url?scp=85083558117&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85083558117&partnerID=8YFLogxK
U2 - 10.1080/10901027.2020.1740842
DO - 10.1080/10901027.2020.1740842
M3 - Article
SN - 1090-1027
VL - 42
SP - 318
EP - 344
JO - Journal of Early Childhood Teacher Education
JF - Journal of Early Childhood Teacher Education
IS - 3
ER -