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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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