Poster #80 - Preliminary Analysis: Coaching to Fidelity Pilot Study

• In Event: 2-055 - Poster Session 06
  In Poster Session: PS 06 Section - Education, Schooling

Integrative Statement

Background
Evaluating the implementation of curriculum fidelity can be improved by using an implementation science model based on process evaluation cycles in combination with perspectives from key actors within the system. Coaches play a critical role in early childhood settings as mentors and catalysts for change by collecting, interpreting, and sharing data. There exists in the field broad definitions of the role of coaches, and coaches often talk about wearing “multiple hats,” and there is a lack of consensus about how to best support early childhood educators to implement evidence-based curriculum to fidelity. In addition, coaches often receive very little or no training in the benefits and uses of data analysis.

Method
This six-month pilot study explores the coaching process of implementing an evidence-based comprehensive preschool curriculum in state-funded programs in the Pacific Northwest, with the goal of discovering more effective methods and dosage of coach support. Employing a parallel process model enhances their ability to effectively coach early childhood educators, and outcomes for children improve. Participants were 8 coaches and directors who support early childhood educators. Coaches received both in-person and technology-based professional development trainings. In-person trainings include a two-day onboarding Practice-Based Coaching framework training, a two-day curriculum implementation training, and a one-day coaching to fidelity training. Technology-based trainings include four webcasts on targeted coaching practices. Remote coaching from researchers was also provided to participants throughout the pilot.

Analysis
A sequential explanatory mixed-method approach was used to analyze quantitative classroom level implementation fidelity data collected by participants, followed by various qualitative data sets including site visit forms, focused observation notes, shared goals and action planning sheets, coaching logs, phone interviews, and focus group recordings.

Results
Results support the extant literature that components of the Practice-Based coaching model such as building trust, creating positive relationships, setting shared goals and action plans, and parallel processing are the key ingredients for maintaining the practice of implementing curriculum to fidelity. To propel continuous quality improvement, programs and agencies must agree upon the role of coaches in early childhood settings, support coaches to explore their own beliefs and attitudes about collecting and using data, and encourage them to incorporate data driven decision making into their coaching practice.

Keywords: early childhood, sequential explanatory design, preschool, coaching, curriculum, practice-based coaching, practice based coaching, professional development

Group Authors

Cultivate Learning - College of Education/Univ. of Washington

Authors

• Min Hwangbo, Cultivate Learning - University of Washington
  Presenting Author

• Kim Votry, Cultivate Learning - University of Washington
  Non-Presenting Author

• Gail E Joseph, University of Washington
  Non-Presenting Author

• Soleil Boyd, Cultivate Learning - University of Washington
  Non-Presenting Author