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

  • Cynthia Baughan Anderson University
  • Vivian I Correa UNC Charlotte
  • Reem Muharib UNC Charlotte
Keywords: Head Start, Coaching, Teaching Pyramid Model, Social Emotional Development

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
Associate Dean of the College of Education
Published
2019-06-06
Section
Research-to-Practice Summaries