Using Coaching and Performance Feedback to Increase Head Start Teachers' Use of Teaching Pyramid Model Practices

  • Cynthia Baughan Anderson University
  • Vivian I. Correa University of North Carolina at Charlotte
  • Reem Muharib University of North Carolina at Charlotte
Keywords: Head Start, Coaching, Social Emotional Development, Teaching Pyramid Model

Abstract

The purpose of this study was to investigate the impact of individualized coaching and performance feedback on the implementation of Teaching Pyramid Model practices by three Head Start teachers. Participants were lead teachers in three preschool classrooms located in one Head Start program. During intervention, teachers received weekly individualized coaching on Teaching Pyramid Model practices, followed by a weekly classroom observation and emailed performance feedback. All three teachers demonstrated increased implementation of Teaching Pyramid Model practices after the intervention was introduced. These results suggest that individualized coaching and performance feedback may support Head Start teachers’ implementation of evidence based practices that can enhance the social and emotional development of young children and address challenging behaviors in the classroom.

Author Biography

Cynthia Baughan, Anderson University
Assistant Professor of Child and Family Development
Published
2019-06-06
Section
Research Articles