Using Technology In Your QRIS: Options for Teacher Coursework, Peer Assistance and
Coaching
Presenters:
Pam Roux, Educator and Provider Support, MA, EEC Chris Pond, Educator and Provider Support, MA, EEC
Linda Warren, CEO, Early Childhood Associates
Welcome!
• Who Are the Presenters?
• Who is in the Audience?
• Why Are We Attending?
Learning Outcomes • Review a comprehensive package of TA and evaluation
utilizing video capture that is linked to a web-based video platform.
• Reflect on the role of a TA competency framework to plan professional development and drive the coaching process
• Describe the Massachusetts Peer Assistance Coaching (PAC) Model and the role of video as a coaching tool
• Examine frameworks for evaluating comprehensive coaching initiatives.
TA Competencies: The Charge
Create a Guide and set of competencies for TA Providers working in Infant, Toddler, Preschool and Out of School Time settings.
Identified Potential Uses EC Workforce or PD Providers
As a guide to effective practice As a tool to gauge current level of competence As a resource for PD planning
Program Managers, Administrators Inform mentoring and staff supervision Develop criteria for hiring staff or PD providers Develop PD Plans
PD Networks, IHE
As a lens into the skills necessary to be an effective practitioner Develop courses, advise students
What are the skills and competencies needed by TA
providers?
Characteristics of Effective TA
Support for TA providers
TA Qualifications
TA
Qualifications
“ ”
Excellent TA Providers are not born that way; they
need to develop knowledge and skills!
Successful TA Providers Possess Core Competencies
Self Assessment & Professional Development Tool
Self Assessment & Action Planning • Individually complete the Understanding Technical
Assistance section of the TA Self Assessment distributed by the Presenters.
• Next review your Ratings and complete the Goal Setting and Action Steps.
• Use the PD Planning Tool to develop Goals and Action
Steps.
• At your table share the potential uses of the Tool in your community or organization.
Using the Framework: A Peer Coaching Model
• How do we put the TA Competency Framework into practice?
• Looking at it through one model: the PAC Model
PAC Overview
• Funding • Goals • Overview
– Development of Model – PAC Advisory Panel – Vendors – Implementation
• Use of TA Competencies • Use of TALENT Video Feedback Platform • Evaluation of the Model
PAC Goals
• Improve individual educator practice • Improve program quality as evidenced by
meeting additional criteria on the MA-QRIS • Improve outcomes for children
Equity
• EEC philosophy in participation in ALL INITIATIVES • Participants are recruited to apply statewide
– All program types in EEC’s mixed-delivery system – Diverse language and cultural backgrounds
• Participants are matched according to: – Program type – Language – Cultural Background – Geography
Coaching Process
• Use Assessment to Frame Coaching (CLASS) • Use of TA Competencies to support and
evaluate coaching • Support Development of:
– Engaging learning environments – Effective teaching and interactions – Positive Child Outcomes
• Link to PD that supports knowledge building • Provide appropriate dosage and intensity of
services.
• Be coached using your
iPhone or iPad?
• Have access to your coach without leaving your classroom or your home?
• Have instant access to feedback while you and your coach are viewing live video?
Video-based Platform
• Mini Demo
• What does coaching in a
video world mean to you?
• What does it look like?
• What are the pros and
cons?
Mini Demo
Evaluation
• What are we evaluating? • Linda will discuss in more detail
Classroom Quality
Improves
Job Satisfaction
Improves
QRIS Ratings Improve
Knowledge & Skills Improve
PAC Outcomes
Data Collection Strategies
Class Assessment Scoring System (CLASS)
Coaching Checklists
CT & Mentee Knowledge and Skill Surveys
Virtual Review of Coaching Sessions
CT/Mentee Surveys
Interviews and Focus Groups
A 360 Degree Teacher & Coach Development Tool
• Remotely observe and provide feedback to teachers via recorded videos of their classroom practice
• Randomly select defined set
of videos for CLASS pre, mid and post assessments
• Deliver evaluation results to
teachers as a unified portfolio along with evaluation scores and video based evidence
• Correlate coaching/feedback dosage & coaching strategies with evaluation results via interactive coaching logs
• Provide details on
coaching/feedback effectiveness for the purpose of improving coaching effectiveness
Lessons Learned
Communication
Vendor coordination
Training PLCs Strong Orientation Package for all participants Mentee Opportunities Expectations
Questions & Discussion
Thank You!