Building Coaching Capacity Using A Tiered Approach: Lessons Learned in State-Wide Scale-Up

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

Abstract

Objectives/Purpose: This paper describes process and outcome data gathered during statewide implementation and evaluation of a programmatic decision-making framework, the Tiered Coaching Model (TCM). More specifically, we evaluated the experience and impact of coach leaders as they implemented the TCM across one state’s childcare and early childhood education systems. The long-term objectives of this project are to examine aspects of state-wide implementation that may contribute to personalized professional learning experiences, improved early childhood teaching practices, and child well-being.

Perspectives/Theoretical Framework: The Tiered Coaching Model (TCM) is a decision-making tool and systematic process to meet the diverse needs of early childhood teachers in inclusive settings. TCM is built upon self-determination theory (Ryan & Deci, 2000; Niemiec & Ryan, 2009) which posits that teachers’ optimal professional functioning is dependent on three interrelated factors: autonomy, competence, and relatedness. TCM maximizes autonomy by offering high levels of teacher choice; competence by supporting implementation of evidence-based practices related to the inclusion of children with disabilities; and relatedness by building social connections among teachers and coaches, reducing barriers presented by job-related stress, enhancing social-emotional development of children, and providing social support. Most current coaching models use a “one-size-fits all” approach based on classroom observations, but TCM’s individualized approach requires state leaders and early learning systems to think strategically about resources, multiple data systems, and implementation drivers.

Methods and Data Sources: We use a mixed methods approach to analysis, relying on improvement of quantitative scores on the Teaching Pyramid Observation Tool, TCM procedural fidelity, and child outcome ratings; and qualitative analysis on implementation (video recordings), process variables (field notes, analytic memos), and outcomes (classroom implementation). Similarly, we use a mixed methods approach to analyzing the technical assistance features that optimized state implementation: (a) quantitative ratings of train the trainer event attendance and implementation fidelity and (b) qualitative analysis of technical assistance logs and support requests.

Results: We will share the findings from one state’s implementation of the TCM statewide across three years. Results include training fidelity: state leaders provided coach training with successive independence across three years and developed communities of practice to support their 90+ coaches. Coach leaders continue to access technical assistance resources that have been made publicly available via a project website. As a result, coaches showed high fidelity to the model through consistent implementation of at least 80% of TCM key components. Teacher ratings also indicated high satisfaction with the coaching experience and strong teacher-coach relationships. There were also changes in classroom social-emotional teaching practices: TPOT scores averaged 84% in programs that had two or more years of TCM coaching. All teachers (100%) indicated that individual child behavior improved as a result of TCM coaching.

Scientific or Scholarly Significance: This paper adds to the evidence base of effective coaching practices by highlighting how a tiered approach can support efficient delivery systems using existing state resources. We’ll also share the factors necessary to successfully adopt the model based on our experiences partnering across state early learning systems.

Authors

• Kathleen Artman Meeker, University of Washington

• Angel Fettig, University of Washington

• Carol Ann Davis, University of Washington

• Scott Spaulding, University of Washington