Describe the steps to use when collaborative coaching with teachers are not a match.
Not all collaborative coaching with teachers is a match. Learn the steps to identify when it's not working and how to address challenging behaviors in this early childhood education and child care center guide.Trainings incorporating this outcome
CDA Subject Areas
Proficiency Level
Target Audience
Topic Areas
States
Alabama (4) Alaska (4) Alberta (4) Arizona (4) Arkansas (2) Australia (3) California (4) Colorado (4) Connecticut (4) Delaware (4) District of Columbia (4) Florida (4) Georgia (4) Hawaii (4) Idaho (4) Illinois (2) Indiana (4) Iowa (4) Jamaica (3) Kansas (4) Kentucky (2) Louisiana (4) Maine (4) Manitoba (3) Maryland (4) Massachusetts (4) Michigan (4) Minnesota (4) Mississippi (4) Missouri (3) Montana (4) Nebraska (3) Nevada (4) New Hampshire (4) New Jersey (2) New Mexico (4) New York (3) Newfoundland and Labrador (4) North Carolina (3) North Dakota (4) Nova Scotia (3) Ohio (4) Oklahoma (4) Ontario (2) Oregon (4) Pennsylvania (4) Prince Edward Island (3) Puerto Rico (4) Quebec (3) Rhode Island (4) Saskatchewan (4) South Carolina (4) South Dakota (4) Tennessee (2) Texas (4) Thailand (3) United Kingdom (3) Utah (4) Vermont (4) Virgin Islands (3) Virginia (4) Washington (4) West Virginia (4) Wisconsin (4) Wyoming (3)
120 hours courses
12 CEUs45 hours courses
5 hours courses
3 hours courses
Related Outcomes
- Describe the steps teachers should take to identifying challenging behaviors.
- Describe techniques used in successful coaching and mentoring.
- Describe ways that coaches and mentors can observe and assess coachees and mentees.
- Describe the use of safe sleep practices.
- Describe what is a professional growth plan for coaching and mentoring.
- List the misconceptions about the use of coaching in early intervention.
- Give examples of strategies teachers can use to communicate with parents regarding challenging behaviors.
- Describe appropriate behaviors and communication techniques used during job interviews.
- Describe approaches to coaching.
- Describe strategies and experiences to promote collaboration between child and youth care professionals and programs and other professionals involved in the care and education of all children and youth.
- Describe the various ways teachers can address challenging behaviors in the classroom.
- Describe how sign language can be used as a means of communication with infants
- Describe positive discipline strategies to use in the classroom.
- Describe how to use the Strengthening Families Self-Assessment for program improvement.
- Describe nonverbal communication as it relates to coaching and mentoring.
- Describe the importance and value of coaching and mentoring.
- Demonstrate an understanding of the benefits of a coaching team.
- Describe the rights of children and families and their relation to home visiting.
- Identify strategies to facilitate learning in the early childhood classroom using various methods.
- Give examples of strategies caregivers can use to ensure safe sleeping habits and the prevention of SIDS/SUIDS in infants.
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