Poster #81 - Coaching at Scale: Implications for Strengthening the Early Childhood Workforce Through Coaching

• In Event: Poster Session 03

Abstract

Introduction
Thoughtfully designed, well-implemented professional development has been shown to benefit both early educator practice and child outcomes (Zaslow, et al., 2010; Joyce & Showers, 2002). Coaching, which involves a collaborative relationship between an expert and a practitioner with the aim of developing specific knowledge and skills related to instructional practice, has the potential to maximize professional learning to implement evidence-based practices (Lloyd & Modlin, 2012). While there is consensus that coaching is an effective professional development strategy, less is known about the implementation of coaching at scale.

Methods
This paper examines coaching approaches in three California counties (El Dorado, Fresno, San Diego) and two states (Alabama and Washington) using in-depth case studies from which policymakers and practitioners can learn. Though each county and state’s coaching system was unique, they were selected based upon the following criteria: 1) geographic and demographic diversity; 2) infrastructure to coordinate coaching across a mixed delivery system; 3) provided professional development supports for coaches themselves; 4) two or more sites connected with Quality Rating and Improvement System (QRIS) systems; 5) two or more sites that included infant/toddler and family child care providers; 6) two or more sites that included bilingual coaches and an equity lens; and 7) two or more sites that included school districts to align coaching for p-3 educators.

The case studies drew on multiple sources of data, including interviews with county and state coaching administrators and supervisors; focus groups with coaches, site leaders, and early educators; and observations of coaching sessions and of professional learning for coaches. Together, these data sources informed an iterative analysis of coaching program design, implementation, and implications for state policy.

Results
Across the coaching systems in this study, there were several common characteristics: a) coaching was recognized as a central quality improvement and professional development strategy; b) was based upon reflection, relationships, individualization, and equity; and c) ongoing professional supports for the coaches themselves was integral. Across the coaching systems, there were also common enablers that helped the states and districts to establish comprehensive early childhood coaching systems (see Figure 1): political support to ignite and sustain action around implementing coaching systems; and partnerships between governmental and non-governmental entities were key to increase capacity and strengthen coaching across the mixed-delivery system. However, there were also multiple common challenges to creating and sustaining comprehensive coaching systems related to: a) attracting enough funding; b) policy restrictions that impede individualization and coherence; and d) establishing and maintaining a qualified, diverse coach workforce.

Implications
States and counties can play an important role in coordinating and ensuring access to quality coaching for early learning programs. Based upon the cross-case findings, we identified six implications for policy: 1) provide dedicated funding for coaching; 2) ensure equitable access to coaching across programs; 3) develop a diverse, well-qualified coaching workforce; 4) support a regional professional development system for coaches to ensure quality coaching all regions of a state; 5) fund online platforms to support hybrid coaching; 6) pilot, learn and adapt, and scale.

Authors

• Abby Christine Winer Schachner, Learning Policy Institute
  Presenting Author

• Cathy Yun, Learning Policy Institute

• Hanna Melnick, Learning Policy Institute

• Jessica Barajas, Learning Policy Institute