Statewide Coaching in Virginia’s Unified Early Childhood Education System: Initial Findings and Lessons Learned

• In Event: Coaching Within Early Education: Lessons Learned Across Three States

Abstract

Objectives/Purpose: This paper focuses on a targeted statewide coaching initiative for early childhood education (ECE) providers in Virginia. We will first describe Virginia’s new quality measurement and improvement system, known as the Virginia Quality Birth to Five System, or VQB5. Situated within the context of VQB5 is the Virginia Early Childhood Consultation (VECC) initiative, which provides coaching and training to leaders and teachers in ECE programs with the greatest need, based on their VQB5 quality rating. Using implementation data from the 2024-2025 school year, we will describe the extent to which coaching was delivered as intended. Then, we will report initial outcome data regarding improvement in the quality of ECE providers’ observed teacher-child interactions and self-reported outcomes. We will conclude with lessons learned from VECC implementation in 2024-2025.

Perspectives/Theoretical Framework: This work broadly draws from a multi-tier continuous quality improvement framework. VQB5 emphasizes continuous quality improvement for all programs through explicit quality guidelines and annual feedback. ECE programs with the greatest needs receive intensive support via VECC coaching and training that is data-driven, practice-focused, and grounded in a trusting partnership between the provider and coach—elements that align to theory and research on effective professional development for educators.

Methods and Data Sources: Coaching and training were delivered to ECE providers in the form of site visits, practice-based coaching cycles, and training on teacher-child interactions. Coaches logged all activities in an online database. Implementation data will be summarized and compared to intended dosage. As part of VQB5, ECE programs must participate in an observation in the fall and spring of each school year that assesses the quality of teacher-child interactions using the CLASS® observation tool. Observations are conducted by a trained and certified CLASS® observer external to the VECC project, with possible scores ranging from 1 to 7. Data from these observations will be analyzed to understand improvement from Fall 2024 to Spring 2025. We will also examine change in providers’ self-reported relationship quality with children, wellbeing, and use of teaching practices using survey data.

Results: Preliminary results indicate that ECE providers participated in coaching, though there are differences across provider type. Whereas 97% of family day home providers completed the expected dosage of coaching sessions, only about 50% of center-based teachers met this benchmark. On average, teacher-child interaction quality improved by 0.13 points but there was a wide range across classrooms. Teacher turnover, use of an interpreter during coaching due to language differences, and the timing of the CLASS® observations are factors correlated with reduced improvement in teacher-child interaction quality. Survey data are currently being analyzed and will be completed for the symposium.

Significance: Despite much interest quality rating and improvement systems (QRISs) as a policy lever for improving ECE quality nationally, there is little research on the effectiveness of improvement initiatives to enhance quality, particularly among higher-needs ECE programs. This paper offers new evidence and insights on the implementation and effectiveness of coaching with programs showing the greatest needs as part of a statewide QRIS in Virginia.

Authors

• Ann Partee, University of Virginia

• Jason Downer, University of Virginia

• Amanda Paige Williford, University of Virginia