Coaching and Consultation Practices in Early Childhood
portes grátis
Coaching and Consultation Practices in Early Childhood
McInerny, William; Dinnebeil, Laurie A.
Brookes Publishing Co
09/2022
216
Mole
Inglês
9781681254692
15 a 20 dias
Descrição não disponível.
About the Downloads
About the Authors
Preface
Chapter 1: Introduction to Models of Professional Collaboration
?Learning Objectives
?New Roles and Responsibilities for Early Childhood Professionals
?Models of Professional Collaboration: Promising Practices to Support Professional Learning
?Models of Coaching and Consultation in Early Care and Education
?Models of Consultation
?Overview of Origin and Scope of Consultation in Early Childhood Intervention
?Research on the Efficacy of Behavioral Consultation and Coaching
?Consultation/Coaching in Early Childhood: A Professional Collaboration Model
?Determining the Goals and Purpose of Consultation/Coaching
?Who Provides Consultation/Coaching in Early Childhood Settings?
?Research on How Consultation or Coaching is Used in Early Education and Intervention
?Summary
?Discussion Questions
?Case Study Activities
Chapter 2: Agreements for Coaching Services: Establishing Ground Rules for Coaching
?Learning Objectives
?Introduction: Establishing the Ground Rules for Coaching
?Why Are Requests for Coaching Services Initiated
?Establishing Objectives Before Initiating Coaching Services
?Creating an Agreement for Coaching Services
?Key Elements in an Agreement for Coaching Services
?What Details Should Be Addressed in an Agreement for Coaching Services?
?Benefits of a Formal Agreement for Coaching Services
?Caveats Related to On-Line and E-Communications
?Summary
?Discussion Questions
?Case Study Activities
Chapter 3: Building Rapport in a Coaching Relationship
?Learning Objectives
?Introduction: The Nature of a Coaching Partnership
?Initiating a Coaching Partnership
?The Role of Rapport in Building a Coaching Partnership
?Building and Sustaining Rapport: Recommendations for Coaches
?Use of Interpersonal Communication Skills in Establishing and Building Rapport
?Non-Verbal Communication Skills Linked to Building Rapport
?Verbal Communication Skills Linked to Building Rapport
?Use of Different Forms of Questioning in Communicating with a Partner
?Common Mistakes in Interpersonal Communication
?The Role of Social Power and Influence in Coaching Partnerships
?Perspectives and Interests of the Coach and Partner in a Coaching Relationship
?Factors that May Contribute to the Success or Failure of a Coaching Partnership
?Summary
?Discussion Questions
?Case Study Activities
Chapter 4: Observation and Information Gathering
?Learning Objectives
?Introduction: Observation and Information Gathering
?Getting to Know the Learning Enviornment
?Assessing the Teaching Skills of Early Childhood Educators
?Assessing the Program's Climate or Culture
?Teddy, Alexis, Brittany, and Shelly
?Summary
?Discussion Questions
?Case Study Activities
Chapter 5: Implementing the Plan
?Learning Objectives
?Setting a Goal
?Reviewing Assessment Information
?Triaging or Prioritizing Targets for Intervention
?Reaching Consensus and Moving Forward: Planning for Action
?Selecting Strategies to Address the Issue
?Choosing Child-Focused Intervention Strategies
?Choosing Evidence-Based Strategies that Promote Adult Learning
?Creating an Action Plan
?Supports for Implementation
?Curriculum Planning Matrices
?Observation and Data Collection
?Performance Feedback
?Ways to Share Performance Feedback
?Challenges to Implemtnation
?Summary
?Discussion Questions
?Case Study Activities
Chapter 6: Evaluating the Success of the Coaching Plan and the Partnership
?Learning Objectives
?Introduction: Evaluation of Coaching Partnerships
?The Relationship Between Coaching Context and Evaluation
?Use of Common Coaching Tools in Evaluating a Coaching Partnership
?Evaluating the Process and Outcome of a Coaching Partnership
?Expectations of Stakeholders: Implications for Evaluating a Coaching Partnership
?Summary
?Discussion Questions
?Case Study Activities
Chapter 7: Behind the Scenes in the Coaching Model
?Learning Objectives
?Introduction
?The Role of Logistics in Supporting Effective Coaching: An Overview
?Key Elements in a Coaching Partnership
?Considerations in Assigning Coaching Personnel
?The Expertise Model of Caseload Allocation
?Cultural Competence in Assigning Caseloads
?Enrollment of Children with Special Needs in Selected Programs
?Assigning Caseloads: Striking a Balance
?Supporting Coaching Services: Creating Office Space at Host Sites
?Professional Preperation and Learning for Coaches: Building Capactiy
?Key Elements in a Coaching Partnership: Personal and Professional Organization
?Challenges in Adopting or Expanding Coaching Services
?Summary
?Discussion Questions
?Case Study Activities
Chapter 8: Coaching and Consultation in a Virtual World
?Learning Objectives
?Introduction
?Building Effective Professional Relationships Virtually
?Sharing Information Virtually
?Creating Virtual Repositories of Resources
?Capitalizing on the Benefits of Could-Based Systems
?Silver Linings
?Virtual Coaching
?Lessons Learned from Early Intervention Tele-Intervention
?Summary
?Discussion Questions
?Case Study Activities
Index
About the Authors
Preface
Chapter 1: Introduction to Models of Professional Collaboration
?Learning Objectives
?New Roles and Responsibilities for Early Childhood Professionals
?Models of Professional Collaboration: Promising Practices to Support Professional Learning
?Models of Coaching and Consultation in Early Care and Education
?Models of Consultation
?Overview of Origin and Scope of Consultation in Early Childhood Intervention
?Research on the Efficacy of Behavioral Consultation and Coaching
?Consultation/Coaching in Early Childhood: A Professional Collaboration Model
?Determining the Goals and Purpose of Consultation/Coaching
?Who Provides Consultation/Coaching in Early Childhood Settings?
?Research on How Consultation or Coaching is Used in Early Education and Intervention
?Summary
?Discussion Questions
?Case Study Activities
Chapter 2: Agreements for Coaching Services: Establishing Ground Rules for Coaching
?Learning Objectives
?Introduction: Establishing the Ground Rules for Coaching
?Why Are Requests for Coaching Services Initiated
?Establishing Objectives Before Initiating Coaching Services
?Creating an Agreement for Coaching Services
?Key Elements in an Agreement for Coaching Services
?What Details Should Be Addressed in an Agreement for Coaching Services?
?Benefits of a Formal Agreement for Coaching Services
?Caveats Related to On-Line and E-Communications
?Summary
?Discussion Questions
?Case Study Activities
Chapter 3: Building Rapport in a Coaching Relationship
?Learning Objectives
?Introduction: The Nature of a Coaching Partnership
?Initiating a Coaching Partnership
?The Role of Rapport in Building a Coaching Partnership
?Building and Sustaining Rapport: Recommendations for Coaches
?Use of Interpersonal Communication Skills in Establishing and Building Rapport
?Non-Verbal Communication Skills Linked to Building Rapport
?Verbal Communication Skills Linked to Building Rapport
?Use of Different Forms of Questioning in Communicating with a Partner
?Common Mistakes in Interpersonal Communication
?The Role of Social Power and Influence in Coaching Partnerships
?Perspectives and Interests of the Coach and Partner in a Coaching Relationship
?Factors that May Contribute to the Success or Failure of a Coaching Partnership
?Summary
?Discussion Questions
?Case Study Activities
Chapter 4: Observation and Information Gathering
?Learning Objectives
?Introduction: Observation and Information Gathering
?Getting to Know the Learning Enviornment
?Assessing the Teaching Skills of Early Childhood Educators
?Assessing the Program's Climate or Culture
?Teddy, Alexis, Brittany, and Shelly
?Summary
?Discussion Questions
?Case Study Activities
Chapter 5: Implementing the Plan
?Learning Objectives
?Setting a Goal
?Reviewing Assessment Information
?Triaging or Prioritizing Targets for Intervention
?Reaching Consensus and Moving Forward: Planning for Action
?Selecting Strategies to Address the Issue
?Choosing Child-Focused Intervention Strategies
?Choosing Evidence-Based Strategies that Promote Adult Learning
?Creating an Action Plan
?Supports for Implementation
?Curriculum Planning Matrices
?Observation and Data Collection
?Performance Feedback
?Ways to Share Performance Feedback
?Challenges to Implemtnation
?Summary
?Discussion Questions
?Case Study Activities
Chapter 6: Evaluating the Success of the Coaching Plan and the Partnership
?Learning Objectives
?Introduction: Evaluation of Coaching Partnerships
?The Relationship Between Coaching Context and Evaluation
?Use of Common Coaching Tools in Evaluating a Coaching Partnership
?Evaluating the Process and Outcome of a Coaching Partnership
?Expectations of Stakeholders: Implications for Evaluating a Coaching Partnership
?Summary
?Discussion Questions
?Case Study Activities
Chapter 7: Behind the Scenes in the Coaching Model
?Learning Objectives
?Introduction
?The Role of Logistics in Supporting Effective Coaching: An Overview
?Key Elements in a Coaching Partnership
?Considerations in Assigning Coaching Personnel
?The Expertise Model of Caseload Allocation
?Cultural Competence in Assigning Caseloads
?Enrollment of Children with Special Needs in Selected Programs
?Assigning Caseloads: Striking a Balance
?Supporting Coaching Services: Creating Office Space at Host Sites
?Professional Preperation and Learning for Coaches: Building Capactiy
?Key Elements in a Coaching Partnership: Personal and Professional Organization
?Challenges in Adopting or Expanding Coaching Services
?Summary
?Discussion Questions
?Case Study Activities
Chapter 8: Coaching and Consultation in a Virtual World
?Learning Objectives
?Introduction
?Building Effective Professional Relationships Virtually
?Sharing Information Virtually
?Creating Virtual Repositories of Resources
?Capitalizing on the Benefits of Could-Based Systems
?Silver Linings
?Virtual Coaching
?Lessons Learned from Early Intervention Tele-Intervention
?Summary
?Discussion Questions
?Case Study Activities
Index
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
professional collaboration; coach; coaching; coachee; mentor; teaming; training; technical assistance; early intervention; inclusion; consultation; early childhood special education; capacity building; professional development
About the Downloads
About the Authors
Preface
Chapter 1: Introduction to Models of Professional Collaboration
?Learning Objectives
?New Roles and Responsibilities for Early Childhood Professionals
?Models of Professional Collaboration: Promising Practices to Support Professional Learning
?Models of Coaching and Consultation in Early Care and Education
?Models of Consultation
?Overview of Origin and Scope of Consultation in Early Childhood Intervention
?Research on the Efficacy of Behavioral Consultation and Coaching
?Consultation/Coaching in Early Childhood: A Professional Collaboration Model
?Determining the Goals and Purpose of Consultation/Coaching
?Who Provides Consultation/Coaching in Early Childhood Settings?
?Research on How Consultation or Coaching is Used in Early Education and Intervention
?Summary
?Discussion Questions
?Case Study Activities
Chapter 2: Agreements for Coaching Services: Establishing Ground Rules for Coaching
?Learning Objectives
?Introduction: Establishing the Ground Rules for Coaching
?Why Are Requests for Coaching Services Initiated
?Establishing Objectives Before Initiating Coaching Services
?Creating an Agreement for Coaching Services
?Key Elements in an Agreement for Coaching Services
?What Details Should Be Addressed in an Agreement for Coaching Services?
?Benefits of a Formal Agreement for Coaching Services
?Caveats Related to On-Line and E-Communications
?Summary
?Discussion Questions
?Case Study Activities
Chapter 3: Building Rapport in a Coaching Relationship
?Learning Objectives
?Introduction: The Nature of a Coaching Partnership
?Initiating a Coaching Partnership
?The Role of Rapport in Building a Coaching Partnership
?Building and Sustaining Rapport: Recommendations for Coaches
?Use of Interpersonal Communication Skills in Establishing and Building Rapport
?Non-Verbal Communication Skills Linked to Building Rapport
?Verbal Communication Skills Linked to Building Rapport
?Use of Different Forms of Questioning in Communicating with a Partner
?Common Mistakes in Interpersonal Communication
?The Role of Social Power and Influence in Coaching Partnerships
?Perspectives and Interests of the Coach and Partner in a Coaching Relationship
?Factors that May Contribute to the Success or Failure of a Coaching Partnership
?Summary
?Discussion Questions
?Case Study Activities
Chapter 4: Observation and Information Gathering
?Learning Objectives
?Introduction: Observation and Information Gathering
?Getting to Know the Learning Enviornment
?Assessing the Teaching Skills of Early Childhood Educators
?Assessing the Program's Climate or Culture
?Teddy, Alexis, Brittany, and Shelly
?Summary
?Discussion Questions
?Case Study Activities
Chapter 5: Implementing the Plan
?Learning Objectives
?Setting a Goal
?Reviewing Assessment Information
?Triaging or Prioritizing Targets for Intervention
?Reaching Consensus and Moving Forward: Planning for Action
?Selecting Strategies to Address the Issue
?Choosing Child-Focused Intervention Strategies
?Choosing Evidence-Based Strategies that Promote Adult Learning
?Creating an Action Plan
?Supports for Implementation
?Curriculum Planning Matrices
?Observation and Data Collection
?Performance Feedback
?Ways to Share Performance Feedback
?Challenges to Implemtnation
?Summary
?Discussion Questions
?Case Study Activities
Chapter 6: Evaluating the Success of the Coaching Plan and the Partnership
?Learning Objectives
?Introduction: Evaluation of Coaching Partnerships
?The Relationship Between Coaching Context and Evaluation
?Use of Common Coaching Tools in Evaluating a Coaching Partnership
?Evaluating the Process and Outcome of a Coaching Partnership
?Expectations of Stakeholders: Implications for Evaluating a Coaching Partnership
?Summary
?Discussion Questions
?Case Study Activities
Chapter 7: Behind the Scenes in the Coaching Model
?Learning Objectives
?Introduction
?The Role of Logistics in Supporting Effective Coaching: An Overview
?Key Elements in a Coaching Partnership
?Considerations in Assigning Coaching Personnel
?The Expertise Model of Caseload Allocation
?Cultural Competence in Assigning Caseloads
?Enrollment of Children with Special Needs in Selected Programs
?Assigning Caseloads: Striking a Balance
?Supporting Coaching Services: Creating Office Space at Host Sites
?Professional Preperation and Learning for Coaches: Building Capactiy
?Key Elements in a Coaching Partnership: Personal and Professional Organization
?Challenges in Adopting or Expanding Coaching Services
?Summary
?Discussion Questions
?Case Study Activities
Chapter 8: Coaching and Consultation in a Virtual World
?Learning Objectives
?Introduction
?Building Effective Professional Relationships Virtually
?Sharing Information Virtually
?Creating Virtual Repositories of Resources
?Capitalizing on the Benefits of Could-Based Systems
?Silver Linings
?Virtual Coaching
?Lessons Learned from Early Intervention Tele-Intervention
?Summary
?Discussion Questions
?Case Study Activities
Index
About the Authors
Preface
Chapter 1: Introduction to Models of Professional Collaboration
?Learning Objectives
?New Roles and Responsibilities for Early Childhood Professionals
?Models of Professional Collaboration: Promising Practices to Support Professional Learning
?Models of Coaching and Consultation in Early Care and Education
?Models of Consultation
?Overview of Origin and Scope of Consultation in Early Childhood Intervention
?Research on the Efficacy of Behavioral Consultation and Coaching
?Consultation/Coaching in Early Childhood: A Professional Collaboration Model
?Determining the Goals and Purpose of Consultation/Coaching
?Who Provides Consultation/Coaching in Early Childhood Settings?
?Research on How Consultation or Coaching is Used in Early Education and Intervention
?Summary
?Discussion Questions
?Case Study Activities
Chapter 2: Agreements for Coaching Services: Establishing Ground Rules for Coaching
?Learning Objectives
?Introduction: Establishing the Ground Rules for Coaching
?Why Are Requests for Coaching Services Initiated
?Establishing Objectives Before Initiating Coaching Services
?Creating an Agreement for Coaching Services
?Key Elements in an Agreement for Coaching Services
?What Details Should Be Addressed in an Agreement for Coaching Services?
?Benefits of a Formal Agreement for Coaching Services
?Caveats Related to On-Line and E-Communications
?Summary
?Discussion Questions
?Case Study Activities
Chapter 3: Building Rapport in a Coaching Relationship
?Learning Objectives
?Introduction: The Nature of a Coaching Partnership
?Initiating a Coaching Partnership
?The Role of Rapport in Building a Coaching Partnership
?Building and Sustaining Rapport: Recommendations for Coaches
?Use of Interpersonal Communication Skills in Establishing and Building Rapport
?Non-Verbal Communication Skills Linked to Building Rapport
?Verbal Communication Skills Linked to Building Rapport
?Use of Different Forms of Questioning in Communicating with a Partner
?Common Mistakes in Interpersonal Communication
?The Role of Social Power and Influence in Coaching Partnerships
?Perspectives and Interests of the Coach and Partner in a Coaching Relationship
?Factors that May Contribute to the Success or Failure of a Coaching Partnership
?Summary
?Discussion Questions
?Case Study Activities
Chapter 4: Observation and Information Gathering
?Learning Objectives
?Introduction: Observation and Information Gathering
?Getting to Know the Learning Enviornment
?Assessing the Teaching Skills of Early Childhood Educators
?Assessing the Program's Climate or Culture
?Teddy, Alexis, Brittany, and Shelly
?Summary
?Discussion Questions
?Case Study Activities
Chapter 5: Implementing the Plan
?Learning Objectives
?Setting a Goal
?Reviewing Assessment Information
?Triaging or Prioritizing Targets for Intervention
?Reaching Consensus and Moving Forward: Planning for Action
?Selecting Strategies to Address the Issue
?Choosing Child-Focused Intervention Strategies
?Choosing Evidence-Based Strategies that Promote Adult Learning
?Creating an Action Plan
?Supports for Implementation
?Curriculum Planning Matrices
?Observation and Data Collection
?Performance Feedback
?Ways to Share Performance Feedback
?Challenges to Implemtnation
?Summary
?Discussion Questions
?Case Study Activities
Chapter 6: Evaluating the Success of the Coaching Plan and the Partnership
?Learning Objectives
?Introduction: Evaluation of Coaching Partnerships
?The Relationship Between Coaching Context and Evaluation
?Use of Common Coaching Tools in Evaluating a Coaching Partnership
?Evaluating the Process and Outcome of a Coaching Partnership
?Expectations of Stakeholders: Implications for Evaluating a Coaching Partnership
?Summary
?Discussion Questions
?Case Study Activities
Chapter 7: Behind the Scenes in the Coaching Model
?Learning Objectives
?Introduction
?The Role of Logistics in Supporting Effective Coaching: An Overview
?Key Elements in a Coaching Partnership
?Considerations in Assigning Coaching Personnel
?The Expertise Model of Caseload Allocation
?Cultural Competence in Assigning Caseloads
?Enrollment of Children with Special Needs in Selected Programs
?Assigning Caseloads: Striking a Balance
?Supporting Coaching Services: Creating Office Space at Host Sites
?Professional Preperation and Learning for Coaches: Building Capactiy
?Key Elements in a Coaching Partnership: Personal and Professional Organization
?Challenges in Adopting or Expanding Coaching Services
?Summary
?Discussion Questions
?Case Study Activities
Chapter 8: Coaching and Consultation in a Virtual World
?Learning Objectives
?Introduction
?Building Effective Professional Relationships Virtually
?Sharing Information Virtually
?Creating Virtual Repositories of Resources
?Capitalizing on the Benefits of Could-Based Systems
?Silver Linings
?Virtual Coaching
?Lessons Learned from Early Intervention Tele-Intervention
?Summary
?Discussion Questions
?Case Study Activities
Index
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
