Reflections on Building a New State-Wide System to Support ECE Coaches: Lessons Learned

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

Abstract

Objectives/Purpose: This paper focuses on four years of development and implementation of Oregon’s new system including: coach competencies, workforce pathways, and relationship-based supports for coaches working with educators within state- and federally-funded preschool programs. Development is divided into three categories: initial (Y1; coaching), foundational (Y1-Y4; 1:1 support and peer support), and pathways (Y2-Y4; competency-informed pathways and resources).

Perspectives/Theoretical Framework: Coaching for early educators should include key practices (e.g., reflection and goal setting; Elek & Page, 2019)—practices found within Practice-Based Coaching (PBC), which increases effective teaching practices (e.g., Hemmeter et al., 2021). However, limited implementation research at scale identified essentials of systematic supports for coaches, although Schachner et al. (2024) make recommendations (e.g., development of coach competencies, a centralized place for coaching supports).

Methods & Data Sources:
- Initial. Coaching Competencies were iteratively created by a team (researchers, state administrators, and mentor coaches). Then, coaches were invited to participate in feedback sessions and provided the competencies (draft) and a reflection form (e.g., What do you think might be missing from [competency]?).
- Foundational. Relationship-based, peer- and individualized- supports for coaches began in fall 2021 (i.e., a coach community of practice and coach:mentor coach meetings). Both feedback surveys began in winter 2022 (e.g., content of CoPs supports their work with educators; rated on 1 [strongly disagree] to 5 [strongly agree] scale).
- Pathways. Within a three-tier framework, the first tier (an online course) provides an overview of the competencies. Participants complete surveys throughout (e.g., How much did this course help you to develop a foundational understanding of the Coaching Competencies.). As of June 2025, 198 have completed the course. Tier 2 (pre-activities [N = 36] and a portfolio assessment of coach’s application of competencies [N = 15]) is being piloted. Finally, coaches and educators (N = 24) provided feedback (e.g., satisfaction) on scripted coaching cycles. Recruitment and data collection is ongoing for all.

Results:
- Initial. Results from the sessions revealed seven major themes for revisions (e.g., the need to address historically inequitable systems). The final competencies (adopted in 2022) promotes use of PBC and anti-racist practices; a memo outlining the how participant feedback was addressed was shared. Lesson learned: Outreach garnering feedback allowed for coaches voices to be incorporated.
- Foundational. Coaches find the CoP supportive (N = 674 surveys, Ms range 4.31-4.61; Table 1). Analyses from the 1:1 meetings are in process. Lesson learned: relationship-based supports for coaches are meaningful resources.
- Pathways. Participants of the Tier 1 course report that the content was effective (i.e., Ms range from 3.98-4.74 in post-course survey; Table 2). Data collection is ongoing for the pilot of Tier 2. Finally, coaching cycles help educators accomplish their goal and are satisfactory. Lesson learned: Competency-focused supports are feasible and useful for coaches.

Significance: Overall, these findings contribute to understanding how state-systems are implemented to support coaches who serve early educators at scale, within a competency-based system that values equity, cultural responsiveness, and inclusion.

Authors

• Bridget E Hatfield, Oregon State University

• Hillary R. Lewis, Oregon State University

• Maya Johnson, Oregon State University

• Rebekah Benkart, Oregon State University