Early Childhood Intervention Induction: An Example of Experiential Workplace Learning and Peer Coaching

Abstract

Providing high quality-early intervention services requires that leaders establish and maintain the conditions that enable novice practitioners to efficiently learn and adopt evidence-based practices as they were designed to be implemented. Workplaces are learning environments for practitioners, and leaders can mobilize organizational resources to intentionally facilitate workplace learning and narrow the research-to-practice gap. This paper describes the use of an experiential workplace learning professional induction process with four novice early childhood intervention practitioners. The real-life application pairs experiential workplace learning with peer coaching and demonstrates the feasibility and efficiency of using experiential workplace learning and peer coaching as an orientation strategy for early intervention practitioners.