The Impact of Reflecting, Coaching, and Mentoring on Teacher-Child Interactions in Head Start Classrooms

• In Event: Roundtable Session 96
  In Roundtable Session: Professional Development and Leadership Learning Opportunities and Strategies

Abstract

This paper reports on a study of the effectiveness of an intensive coaching and mentoring model of professional development in supporting teacher change. The model involved Head Start lead and assistant teachers in workshops, video-based teacher self-reflection, peer coaching, and mentoring. The model also involved Head Start supervisors in professional development to become effective mentors. Data to be reported include results on the effects of the professional development and fidelity of implementation on teachers’ classroom interactions.

Authors

• Betty S. Zan, University of Northern Iowa

• Mary Donegan-Ritter, University of Northern Iowa