| Title: |
'Practice Makes Productive: Coaching and Mentoring for Professionals and Parents' |
| Track: |
3 - Language Acquisition and Development
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| Keyword(s): |
teacher training, peer coaching, mentoring |
| Learning Objectives: |
- Identify early intervention skills essential for pre-service teachers
- Explain how reciprocal peer coaching and mentoring is used to develop strong early intervention skills in pre-service teachers
- Apply reciprocal peer coaching and mentoring to their own early intervention practices
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Abstract: |
Deaf education preparation programs must train university students to coach and guide parents to use language elicitation strategies. To positively affect EHDI services in Texas and throughout the country, teachers in training must acquire strong coaching and teaching skills. To be effective coaches, models, and teachers, graduate students must be proficient users of these strategies and knowledgeable about adult learning.
This presentation will discuss how a mentoring and reciprocal peer coaching curriculum is used throughout a graduate Deaf Education and Hearing Science (DEHS) teacher preparation program to develop strong coaching, modeling, and teaching skills in pre-service professionals. Reciprocal peer coaching is a process by which colleagues practice new teaching methodologies, perfect existing techniques for mastery, utilize shared problem-solving skills, and receive feedback from a peer evaluator. The reciprocal nature of the activity lies in each participant’s willingness to be both the observer and the person being observed. Critical for the success of peer coaching colleague teams are mentors who initially demonstrate teaching strategies to students while working with a child and/or family in a practicum setting.
The DEHS program described has four practicum experiences; coaching and mentoring are components of each rotation. Graduate students are coached in real-time by faculty and cooperating mentors regarding listening and spoken language strategy implementation. Early-intervention content is woven into every semester of the DEHS Program. Graduate students learn early intervention concepts and then apply these concepts via practicum embedded coaching using reciprocal peer coaching and mentoring. This process positively impacts the ability of graduate students to provide effective services to young children with hearing loss and their families. As a result of this training, new graduates are ready to help caregivers develop the language of their children who are deaf or hard-of-hearing.
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| Presentation: |
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| Handouts: |
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| CART: |
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