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Peer Assistance and Coaching(PAC)

Race to the Top – Early Learning Challenge Grant

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Coaching and Mentoring

Coaching supports the development of specific skills and practices; it is focused on a performance-based outcome(s)

QRIS and Coaching

Quality Rating Improvement Systems (QRISs) commonly offer on-site coaching to help early care and education settings achieve quality improvements and a higher QRIS rating.

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QRIS Skills and StandardsCoaching Benefits

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Examples of criteria on the MA QRIS that offer educators opportunities to use effective practices and receive feedback from coaches

Language and Literacy CBSB 1B.3.1 and FCC 1B.4.1 Educators engage

children in meaningful conversations, use open-ended questions and provide opportunities throughout the day to scaffold their language to support the development of more complex receptive and expressive language, support children’s use of language to share ideas, problem solve and have positive peer interactions.

QRIS Skills and StandardsCoaching Benefits

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Interactions ASOST 1B.3.1 Educators provide a variety of

activities that support students in developing positive relationships with adults in the program.

Leadership CBSB 5B.2.2 Staff are given feedback on

instructional practice on a monthly basis FCC 5B.2.1 If FCC has assistance, scheduled

meetings each week to ensure Assistant receives feedback

QRIS Skills and StandardsCoaching Benefits

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Family Engagement CBSB 4A.2.1 and FCC 4A.2.5 and ASOST 4A.2.4

Program completes Strengthening Families Self-Assessment and uses data to engage in continuous improvement

Environments ASOST 2A.3.1 and FCC 2A.3.1 and CBSB 2A 2.1

Demonstrates quality indoor and outdoor environments

Research on Coaching and Mentoring

Child Trends review of the literature on coaching: aimed at the full range of program types

Found that coaching is related to an improved observed quality and practices with children

positive outcomes for mentors and mentees

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PAC Coaching Model

Developed in the early 1980s in Toledo, OH

Jointly managed by local district union and district administrators

School districts rely on “Toledo Plan” as their model, adapting it to meet their local needs.

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PAC Roles

Panel: typically assist with decision making and help oversee the program

Consultant Teachers (CTs): support and evaluate teachers in the program. CTs provide detailed feedback and

support to help their novices meet the standards and they assess their progress

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Harvard’s Graduation School of Education Review Findings

Study highlighted Peer Coaching in seven districts

Findings:Although expensive, benefits far

outweighed costs• Costs include training, materials,

stipends to CTs and substitutes for time away from classroom, travel

Administrators felt it was a worthwhile investment in teachers

Cited the importance of the planning team

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Planning Team

Planning team helps make decisions aboutHow program is structuredHow to align with standards and

other initiativesHow to launch successfullyHow to maintain

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Rochester Model

60 % of Rochester’s CTs are school-based (in classrooms), working with one or two teachers on top of a full-time teaching assignment

Each earns an additional salary stipend of 5% (for one teacher) or 10% (for two teachers)

Rochester’s CTs frequently shuttle between the roles of classroom teacher and CT within the same school

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Rochester Coaching CTs

Aspiring CTs apply for positions: complete and submit five letters of reference, participate in interviews, and attend training

CTs need to have seven years of experience and they serve for two years

Must reapply every two years

No limit on how long they can serve

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PACK-12 Program Elements

Joint labor-management committee (PAR Panel)

Expert teachers (often called Consulting Teachers, or CTs)

PAR serves as the “induction” program for new teachers and a “support” program for experienced teachers that are having difficulty

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PACElements in MA Design and

Development Focus on Birth to Age 8 Framework

Includes entire mixed delivery system Teachers of varying skills and experience

levels Linked to helping teachers improve their

skills and abilities which will enable them to meet criteria on the QRIS Specifically those criteria that enable

educators to support whole child development measured by children’s school readiness and academic success

Use of an observational tool such as CLASS tool

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Peer Assistance and Coaching Observational Tool

CLASS Helps identify areas in which

improvement is needed Will be used to evaluate

effectiveness Covers three crucial domains of high

quality teacher–student interaction:• Emotional Support• Classroom Organization• Instructional Support

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PAC in MassachusettsDevelopment

Stakeholders including educators, directors and other leaders in the state to replicate Advisory panel to help make decisions about

• Qualifications and role of consultant teachers (CTs)

• CT selection process• Caseload of CTs• Training of CTs• Selection of mentees• Data collection

• Evaluation process

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PACin MassachusettsCT Training

Consultant Teachers training will include• CLASS training

• Content Training (QRIS, Educator Competencies, Early learning standards etc)• Coach specific training

• Effective coaching practices and relationship-based coaching training

• Learning Focused Consultation: Consulting, collaborating and coaching stances to develop colleagues’ capacities to reflect upon practice, generate ideas and increase professional self-awareness.

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PAC in Massachusetts Timelines

Year One: May 2012 through December 31, 2012Hire consultant to work with EEC• Create Advisory (PAR Panel)

• Decision and Development with input from PAR Advisory

• Select CTs for Pilot• CT Training

• Select MenteesPilot begins November 2012Evaluation process development

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PAC in Massachusetts Timelines

Year Two: January 1, 2013 through December 31, 2013 Complete CT training Implement Evaluation Process

Year Three: January 2014 through December 31, 2014 Gather feedback from pilot program to

improve training of CTs and other aspects of PAR model

Expand cadre of CTs through recruitment, selection and training

Expand pool of possible Mentees

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PAC in Massachusetts Timelines

Year Four: January 2015 through December 31, 2015Gather Feedback to refine training of

CTs and other aspects of PAR modelBring model to scale, including

expanding cadre of CTs through recruitment, selection and training

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