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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.
ACKNOWLEDGMENT
The preparation of this paper was supported in part by funding from the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation (Grant #90YR0021). The opinions expressed, however, are those of the authors and do not necessarily reflect the official opinion or position of the funder.