Using the Practice Based Coaching Model for Professional Development in Head Start Programs

Authors

Julia Cuevas Guerra, The University of Texas Rio Grande Valley

Document Type

Article

Publication Date

12-30-2025

Abstract

A mixed-methods descriptive single-case research design explored the effects of implementing the Practice-Based Coaching (PBC) model at a South Texas Early Head Start Center. Three bilingual coaches used the Practiced-Based Coaching model to provide professional development on emergent biliteracy instruction for three bilingual teachers of 2- to 3-year-olds. Coaches and teachers used reflexive journals, focus groups, pre- and post-observation checklists, and surveys to share their views and experiences with the Practice-Based Coaching model. Results showed the Practice Based Coaching model is effective teacher and coach training. The model’s ripple effect fostered a coach-teacher collaboration via social learning, boosting teachers’ emergent biliteracy skills and inclusive practices. Teachers changed their practices and performance because of this knowledge, leading to more engaged students. This research suggests that teacher educators employ Practice-Based Coaching in professional development to cultivate social learning and expand teachers’ knowledge and skills in inclusive emergent biliteracy.

Comments

Copyright (c) 2025 Ann Mickelson; Julia Cuevas Guerra.

This work is licensed under a Creative Commons Attribution 4.0 International License.

Recommended Citation

Guerra, J. C. (2025). Using the Practice Based Coaching Model for Professional Development in Head Start Programs. The Dialog: A Journal for Inclusive Early Childhood Professionals, 28(3), 74-78. . https://doi.org/10.55370/thedialog.v28i3.2105

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

First Page

74

Last Page

78

Publication Title

The Dialog: A Journal for Inclusive Early Childhood Professionals

DOI

10.55370/thedialog.v28i3.2105