Preparation and ongoing support for early childhood instructional coaches: A case study exploration of an instructional coaching program

Lindsey Tara Allard Agnamba, University of Pennsylvania

Abstract

This study gathers current information about the preparation and ongoing support of instructional coaches who provide professional development to early childhood educators. The case study of one large, urban District early childhood instructional coaching program will be explored with two objectives: to identify strengths and areas of need in the preparation and support of coaches from a practitioner inquiry standpoint, and to examine the program for lessons learned and implications for the field in the area of instructional coaching preparation and support after a full calendar year of implementation. The focus group for the study will include coaches in a setting serving three to five-year-old children in an educational delivery model that blends Head Start and public prekindergarten. ^ The methodology for the study includes interviews and questionnaires conducted with the coaching program administrators/leaders and with coaches within the program as well as a review of the coach training curriculum and ongoing support materials. Analysis of the data is focused on the training and support provided to early childhood coaches, the strengths and gaps that are raised, and the generation of recommendations for future implementation and examination. ^

Subject Area

Education, Leadership|Education, Early Childhood|Education, Teacher Training

Recommended Citation

Lindsey Tara Allard Agnamba, "Preparation and ongoing support for early childhood instructional coaches: A case study exploration of an instructional coaching program" (January 1, 2012). Dissertations available from ProQuest. Paper AAI3510990.
http://repository.upenn.edu/dissertations/AAI3510990

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