Benefits of Mentoring Head Start Teacher Perceptions of the effectiveness of a Local Implementation of a Teacher Professional Development Initiative

Abstract:  The study examined the extent to which a national Head Start early literacy staff development mentor-coach initiative model was effective in local Head Start Programs. The assessment of the initiative was based on analysis of 44 teacher interviews across two mid-western states. The analysis of the outcomes identifies teachers as being positive about the initiative and implementing literacy practices presented in the initiative in their classrooms. The research results point to the positive effectiveness of the mentor-coach model and support similar initiatives in the future for enhancing teacher instructional practices. Purpose of the Study There is a current focus on continuous improvement in teachers ? knowledge, skills, and teaching methods so as to enhance student academic performance. With the No Child Left Behind Act (NCLBA) in place, educators are looking for ways to ensure that all teachers are well trained to produce the expected learning outcomes (Tugel, 2004). Since most of the new reforms and policies place high demand on teachers to produce desired outcomes, educators are continually investing in programs that promise to help teachers achieve this goal. One such program that was aimed at improving the quality of Head Start teachers? knowledge and skills in literacy development was the STEP Early Literacy Mentor-Coach initiative model.