Coaching Head Start Teachers on the Use of Teaching Pyramid Model Practices in the Classroom

Cynthia Baughan, Vivian I Correa, Reem Muharib

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.

Keywords


Head Start; Coaching; Teaching Pyramid Model; Social Emotional Development

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This journal is a publication of the NHSA and the CEME at UNC Charlotte.