DOCUMENT RESUME ED 377 969 PS 022 891 AUTHOR Goore, Selma TITLE Developing and Implementing a Coaching Process To Develop Supervision Skills of Lead Teachers in a School-Age Child Care Program. PUB DATE 94 NOTE 88p.; Ed.D. Practicum, Nova University. PUB TYPE Dissertations/Theses Practicum Papers (043) Tests /Evaluation Instruments (160) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Day Care Centers; Elementary Education; Inservice Teacher Education; Instructional Leadership; *Leadership Traiiling; Practicums; *School Age Day Care; Staff Development; Supervision; *Supervisory Training; *Teacher Responsibility; Tutorial Programs IDENTIFIERS Coaching; *Leadership Development Program; *Lead Teachers ABSTRACT This practicum designed and implemented a staff training process to help lead teachers in a school-age child care setting improve their supervisory skills and responsibilities in order to improve program practices. The coaching project covered three stages: preparation for coaching, the coaching sessions, and evaluation of the project. Lead teachers attended a series of meetings to prepare for coaching by developing coaching skills, focusing on presentation of research, demonstrating conferencing skills, and giving feedback and support. They then engaged in coaching sessions with each other at their program sites and with at least one additional teacher among their site staff. Staff members recorded evaluations of the coaching process at each session and at the conclusion of the sessions. Project evaluations indicated that the lead teachers gained an understanding of the supervisory process in a school-age child care environment and that coaching can be used successfully to produce more reflective program practices among lead teachers and site staff. (Eight appendices include a description of the lead teacher position, a summary of the pre-training interviews, coaching session data, and a schedule for implementing training of lead teachers as supervisors using coaching. Contains 35 references. (Author/AP) )C********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** , U S DEPARTMENT OF EDUCATION fosoaro- EDUCATIONAL RESOURCES INFORMATION CENTER IERICI Auced as %><This document has been rot vganitation received from the person cv Cloginating it Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do tel necessarily represent 051-Al position or policy Developing and Implementing a Coaching Process to Develop Supervision Skills of Lead Teachers in a School-Age Child Care Program by Selma Goore Cluster 44 Practicum II presented to the Ed.D. Program in Child and Youth Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of Education PERMISSION TO REPRODUCE THIr; NOVA UNIVERSITY BEEN GRANTED Rr MATE 1994 10 !HI E DUCA TIONAL RES01 NT(uRMATION(.ENIEH .URIL BEST COPY AVAILABLE PRACTICUM APPROVAL SHEET This practicum took place as described. Verifier: Michael Katims, Ph.D. Assistant Superintendent of Schools Title West Windsor-Plainsboro Regional School District 505 Village Road West P.O.Box 248 Princeton Junction. NJ, 08550 Address Date This practicum report was submitted by Selma Goore under tha direction of the adviser listed below. It was submitted to the Ed.D. Program in Child and Youth Studies and approved in partial fulfillment of the requirement for the degree of Doctor of Education at Nova Southeastern University. Approved: Date of Final Approval of Report Richard Goldman, Ph. D., Adviser ACKNOWLEDGEMENT The writer would like to thank her practicum advisor, Dr. Richard Goldman, for his support, confidence and encouragement throughout the project. The cooperation, commitment, and professional quality of the writer's Extended Day Program staff made this project possible and recognition of their contribution is extended to lead teachers Jeff Chastain, Rose Krell, Tina Lysy, Luanne Sisselman and the late Randi Berger, and to site teachers Pat Clark, Deborah Farrell, Lisa Valenti, , and Roy Ann Wagner. Special thanks go to my husband, Moshe Goore, who has supported my dreams and has done so many dishes to help me reach my goals. iii 4 A TABLE OF CONTENTS Page ACKNOWLEDGMENT TABLE OF CONTENTS iv UST OF TABLES ABSTRACT vii Chapter INTRODUCTION I 1 Description of Community 1 Writer's Work Setting and Role 2 . STUDY OF THE PROBLEM 4 I I Problem Description 4 Problem Documentation 5 Causative Analysis 6 Relationship of the Problem to the Literature 6 ANTICIPATED OUTCOMES AND EVALUATION I I I INSTRUMENTS 11 Goals and Expectations 11 Expected Outcomes 11 Measurement of Outcomes 12 SOLUTION STRATEGY I V 14 Discussion and Evaluation of Solutions 14 . Description of Selected Solution. 18 . Report of Action Taken 20 iv V RESULTS, DISCUSSION AND RECOMMENDATIONS. 28 Results 28 . Discussion 41 Recommendations 45 . Dissemination 46 . REFERENCES 47 . . Appendices 51 . . A DESCRIPTION LEAD TEACHER POSITION 51 B PRE - TRAINING INTERVIEW FORM 53 C SUMMARY OF PRE-TRAINING INTERVIEWS WITH LEAD TEACHERS 55 D AREAS OF FOCUS OF LEAD TEACHER PRACTICE COACHING SESSIONS 59 E COACHING SESSION DATA RECORD 61 F EVALUATION OF INDIVIDUAL COACHING SESSION 65 . EVALUATION OF SUPERVISORY SKILLS/COACHING G PROJECT FORM 69 SCHEDULE FOR DEVELOPING AND IMPLEMENTING A H PROCESS TO INITIATE TRAINING OF LEAD TEACHERS .. AS SUPERVISORS IN A SCHOOL-AGE CHILD CARE PROGRAM USING COACHING 75 . LIST OF TABLES Table Lead Teachers' Post-Training School-Age Child Care 1 Situations Where Supervisory Skills Could Be Used 30 . V 6 Hours Spent on Supervisory Skills Project 2 33 . Pre- and PostTraining Behaviors Associated with the 3 Supervisory Role 35 . Topics of Coaching Sessions between Lead Teachers 4 and Site Teachers 37 . vi ABSTRACT Developing and Implementing a Coaching Process to Develop Supervision Skills of Lead Teachers in a School-Age Child Care Goore, Selma, 1994: Program. Practicum Report, Nova Southeastern University, Ed.D. Program in Child and Youth Studie. Descriptors: School-Age Child Care/Extended Day Care/Supervision/Staff Development/Teaching Skills/Training Supervisors/Coaching/ Reflective Teaching This practicum was designed to develop and implement a staff training process that would prepare lead teachers in a school-age child program to 'assume supervisory responsibilities that focused on improving program practices by helping them to become more reflective about their behaviors. The writer developed and implemented a training program to initiate development of lead teachers' understanding of supervisory process and to gain skills in coaching as a strategy to improve program practices. Lead teachers collaborated in the design of the program and in developing evaluation instruments. Implementation of the coaching project covered three stages: preparation for coaching, the coaching sessions, and evaluation of the project. Lead teachers attended a series of meetings to prepare for coaching by developing coaching skills; focusing on presentation of research, demonstrating conferencing skills, giving feedback and support. Lead teachers engaged in coaching sessions with each other at their program sites and with at least one additional teacher among their site staff. Staff recorded evaluations of the coaching process at each session and concluded with an evaluation of the entire project. Analysis of project evaluations indicated that lead teachers gained an understanding of the supervisory process in a school-age child care environment and that coaching could be used successfully to produce more reflective program practices among both lead teachers and site staff. Outcomes indicated that lead teachers can be trained to assume supervisory responsibilities directed toward improvement of program practices through the use of coaching strategies. vii Permission Statement As a student in the Ed.D. program in Child and Youth Studies, I do ( ) give permission to Nova Southeastern University to distribute copies of this practicum report on request from interested individuals. is my understanding that Nova It Southeastern University will not charge for this dissemination except to cover the costs of microfiching, handling, and mailing of the materials. oSf (signature) (date) viii CHAPTER I INTRODUCTION Description of Community The community is located on a railway line, midway between two major east coast cities and is comprised of two townships joined in a regional school district. The area continues to attract new residents with a variety of housing options, leading to the continuing growth and expansion of the local school district. The availability of convenient means of commuting to work, the outstanding reputation of the school district, and the pleasant suburban living environment with housing availab/e for a wide range of income levels, attracts many single-parent and dual-parent working households to the community, creating a need for schools and support services that will facilitate the demands of their work. The development of school-age child care programs throughout the school system has been an important step toward meeting the needs of the children of working parents in the community who cannot be at home before and after school hours and during school vacations.