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Steps to Successful Professional Development in Head Start

Carol M. Trivette, Melinda Raab, Carl J. Dunst

Abstract

This article discusses the implications of utilizing coaching-mentoring strategies with Head Start teachers identified from the results of a study which used an evidence-based approach to professional development. Early childhood and coaching practices that formed the basis of the study are explained. Implications from the study results regarding important characteristics of the coaching-mentoring process are illustrated. A performance checklist found to be useful for promoting practitioners’ understanding and adoption of evidence-based early childhood practices is provided.

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Available abstract

Key concepts: Coaching, Checklist, Head start, Professional development, Psychology, Early childhood, Process (computing), Early childhood education