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
Proficiency Level
120 hours courses
12 CEUs45 hours courses
5 hours courses
3 hours courses
Related Outcomes
- Describe techniques used in successful coaching and mentoring.
- Describe the steps teachers should take to identifying challenging behaviors.
- Describe the various ways teachers can address challenging behaviors in the classroom.
- Describe how to use the Strengthening Families Self-Assessment for program improvement.
- Give examples of strategies teachers can use to communicate with parents regarding challenging behaviors.
- Describe the use of safe sleep practices.
- Describe positive discipline strategies to use in the classroom.
- Describe how sign language can be used as a means of communication with infants
- Describe the importance and value of coaching and mentoring.
- Describe approaches to coaching.
- Describe ways that coaches and mentors can observe and assess coachees and mentees.
- Describe nonverbal communication as it relates to coaching and mentoring.
- List the misconceptions about the use of coaching in early intervention.
- Describe what is a professional growth plan for coaching and mentoring.
- Describe the proper procedures of medication administration including: authorizations forms, documentation, storage, training, emergent issues, and resources.
- Describe infant/toddler nutritional needs
- Describe Piaget’s sensorimotor and preoperational stages of cognitive development.
- Apply strategies caregivers can use to ensure safe sleeping habits and the prevention of SIDS in infants
- Demonstrate an understanding of the benefits of a coaching team.
- Define differentiated instruction in early childhood education and describe how it may look in the classroom.
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