Bridging Barriers in Teachers’ Attrition in Diverse Rural Preschool Classrooms Utilizing New Non-Evaluative Coaching Model

• In Event: Explorations of Early Childhood Education in Teacher Education

Abstract

Using a non-evaluative model, the researchers sought out to understand teachers' experience in a new coaching framework program. The new coaching model was developed to statewide teacher retention as a non-evaluative tool for coaches and used to guide reflective conversations, goal setting, evidence interpretation, and support as educators move through the coaching cycle. Findings suggest the importance of 1) understanding the rural childcare center teachers’ educational and cultural setting, 2) creating a culture of care and sense of community, 3) guiding teachers through the state's assessment requirements and barriers, and 4) understanding the importance of non-evaluative coaching and mentorship for early childhood teachers.

Authors

• Maryam Sadat Sharifian, James Madison University

• Tiara Saufley Brown, James Madison University

• Rae Gilchrist, James Madison University