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Bright and early
Coaching increases the quality of early childhood programs
By Noelle V. Banuelos, Mariel K. Doerfel and Rachael E. Stoffel
Categories: Coaching, ResearchDecember 2019
Vol. 40, No. 6
For nearly 15 years, Child360 (formerly Los Angeles Universal Preschool) has offered coaching services to early childhood education providers who serve children up to age 5 in public centers and family-based childcare homes. These coaching services give educators the support they need to ensure their programs are places where children are happy and healthy, and where a love for learning is born. Coaching at the preschool level substantially improves teacher instruction (Kraft, Blazar, & Hogan, 2018), which in turn produces higher-quality environments and practices that lead to better outcomes for children (see Pianta, Barnett, Burchinal, & Thornburg, 2009). With this in mind, Child360’s coaching model integrates research-based practices that promote teacher competency, confidence, and professional growth. Coaching and professional learning are crucial for developing early
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Comments from coaches
Coaches reported observing that teachers improved instructional and behavioral strategies during the year. The following are examples of coaches’ comments during focus groups:
Instructional strategies
- “By increasing their ‘why’ questions, the teachers engaged the children further by having them analyze and reason their comments and ideas more deeply.”
- “The teacher was able to ask children open-ended questions during small group. She was also able to prep the questions ahead of time and write them on sticky notes for the assistants to ask as well.”
- “Increased use of visuals to support children to know what to do, success with connecting concepts to children’s experiences, and teaching concepts in the context of children’s play and hands-on experiences.”
Behavioral strategies
- “I was able to work with [teacher name] on supporting students with aggressive behaviors by coming up with strategies to use in her classroom. These strategies also included helping the teacher practice mindfulness to remain calm.”
- Research suggests that when coaches receive the support and mentoring they need, the quality of coaching they deliver is significantly higher.
References
Autry, J.A. (2001). The servant leader: How to build a creative team, develop great morale, and improve bottom-line performance. Roseville, CA: Prima.
California Department of Education. (2017). Quality Counts California Rating Matrix. Available at www.cde.ca.gov/sp/cd/rt/californiaqris.asp.
Cooperrider, D. & Whitney, D. (2005). Appreciative inquiry: A positive revolution in change. San Francisco, CA: Berrett-Koehler.
Isner, T.K., Tout, K., Zaslow, M., Soli, M., Quinn, K., Rothenberg, L., & Burkhauser, M. (2011). Coaching in early care and education programs and quality rating and improvement systems (QRIS): Identifying promising features. Washington, DC: Child Trends.
Kraft, M.A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547-588.
Pianta, R.C., Barnett, W.S., Burchinal, M., & Thornburg, K.R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest, 10(2), 49-88.
Schein, E.S. (1999). Process consultation revisited: Building the helping relationship. Reading, MA: Addison-Wesley.
Categories: Coaching, Research
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