Video-based peer coaching and tiered supports
were used to promote pre-service teachers’ developmen￾tally appropriate adult–child interactions during a seme￾ster-long learning module focusing on education, care, and
early intervention for infants and toddlers. Undergraduate
majors (n = 19) in their second year of an early childhood
teacher education program were enrolled in a field-based
birth-to-three experience. The module under study took
place during one of eight semesters of guided field based
apprenticeship, with classroom teachers and early child￾hood faculty providing constant direct supervision and
field-based instruction. Faculty collaborated with Early
Head Start teachers to implement a system of tiered sup￾ports including universal, targeted, and intensive strategies
and interventions derived from principles of multitiered
systems of support; video-based peer coaching served as a
support at each level of this framework. The field-based
module took place in Early Head Start classrooms, where
candidates were assessed weekly on developmentally
appropriate practice using the CLASS (LaParo et al. in
Classroom Assessment Scoring System (CLASS) manual,
toddler. Paul H. Brookes, Baltimore, 2012). Peer coaching
groups provided weekly feedback on uploaded video clips
of student-led classroom activities. These supports posi￾tively influenced undergraduates’ interaction behaviors;
interviews revealed dimensions of their personal and pro￾fessional growth. Implications for teacher preparation and
further research are discussed.

J104

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• Preparing Undergraduate Pre-service Teachers Through Direct and Video-Based Performance Feedback and Tiered Supports in Early Head Start

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