1. HELPING PROGRAM LEADERS CREATE AND SUSTAIN QUALITY COACHING MODELS

2. STROLL AND SHARE Walk around the room and share your successes and struggles by placing a blank post-it note under a statement that matches your experience (or anticipated experience)! 3. PROFESSIONAL DEVELOPMENT Technical Assistance Study Groups Co-TeachingMaterialsPractice-Based Coaching Consultation MentoringCommunities of Practice 4. EFFECTS OF QUALITY COACHING All coaches use research-based strategies to support adult learning and professional developmentQuality CoachingQuality Teaching All teachers and staff use effective curricula and research-based teaching practices All children learn important skills and are ready for kindergartenQuality Learning 5. PRACTICE-BASED COACHINGPractice-based coaching is a cyclical process for supporting teachers use of effective teaching practices that lead to positive outcomes for children 6. Components of Practice Based Coaching 7. Adoption of coaching as a form of professional development is a complex endeavor that requires careful planning, system-wide changes, and ongoing support and review. (Loyd & Modlin, 2012) 8. THE 3Ps OF PROGRAMMATIC SUPPORT Programs must prepare to implement coaching and prepare coaches and teachers for the coaching process.Policies PreparationProcesses Successful coaching programs are grounded in effective processes such as using data to support coaching and connect coaching to child outcomes.Sustained Quality CoachingGrantee policies, such as providing sufficient time for coaching and training for coaches and teachers, are critical and lay the foundation for effective coaching. 9. PREPARATIONPreparationPractice Based Coaching 10. PREPARATION: GRANTEE-WIDE Stakeholders should: work together to determine the goals and design of the coaching program. agree on the allocation of resources to support and sustain coaching. 11. PREPARATION: COACHES Provide training and ongoing support for coaches Adopt a set of coaching competencies Train coaches in coaching strategies, adult learning principles, administrative tasks and content as needed Community of coaches 12. PREPARATION: TEACHERS Provide training for teachers and other participants Focus on expectations for coaching Explain coaching procedures and purpose Discuss the teachers roles and responsibilities in coaching Any specific equipment or documentation needed for the coaching process 13. PREPARATION: PROGRAMMATIC SUPPORTS Coaching Competencies Coaching Contracts Supervision Policy Statement 14. POLICIESPoliciesPreparationPractice Based Coaching 15. POLICIES Establish coaching as a Safe Place The teacher is able to try new things, get supportive and corrective feedback, and ask for help in a non-evaluative environment When supervisors serve as coaches, roles are clearly defined Data collected are clearly identified for coaching or for evaluation 16. POLICIES Provide the time and supports needed for both teachers and coaches Reasonable caseloads Additional personnel for support Time for all aspects of coaching 17. PROCESSESProcesses PoliciesPreparationPractice Based Coaching 18. DATAPROCESSES 19. PROCESSES Data guides coaching At the classroom level At the program level Before, during, and after coaching 20. PROCESSES Gathering information on coaching processes and progress regularly Ensure sustainability by: Review the strengths and needs of the coaching model Gather input from all stakeholders 21. LETS TAKE A LOOK AT PROGRAMMATIC SUPPORTS Unpacking Coaching Success Stories Case Study 22. PROGRAM LEADERS GUIDE Integrating Feedback Refining the Guide 23. For more Information, contact us at: NCQTL@UW.EDU or 877-731-0764 This document was prepared under Grant #90HC0002 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, by the National Center on Quality Teaching and Learning.