In this study we examined the impact of a year
long model of professional development comprised of a
monthly cycle of video-based self-reflection, peer coaching,
and mentoring and bimonthly workshops focused on
selected Classroom Assessment Scoring System (CLASS)
dimensions. Education supervisors were trained and supported
by project staff to lead coaching sessions with a
team of teachers. Monthly changes in the quality of teacher–child
interactions as measured by CLASS were
examined. The intervention group (n = 38) was significantly
different than a comparison group (n = 22) at the
end of the year. There were significant increases in four
dimensions related to behavior management, productivity,
language modeling and quality of feedback. Similar patterns
of change were found for teachers with and without
college degrees. Effective instructional practices can be
developed and implemented by teachers when they are
provided multiple opportunities to engage in sustained
professional development experiences based on a valid
observational measure. Implications for designing cost
effective CLASS-based professional development as well
as limitations of this study are discussed.

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371.102 4 BET r

Perpustakaan FITK Pusat

Tersedia

• Reflecting, Coaching and Mentoring to Enhance Teacher–Child Interactions in Head Start Classrooms

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