1. Supporting Early Childhood Professionals
Danielle Singley M.Ed.
Camille Mays M.Ed
Supporting Early Childhood Professionals

2. Who are we? Danielle Singley M.Ed. Region 3 CLASS/Coaching Specialist
Camille Mays M.Ed.
IMPACT Lead Coaching Specialist

3. Why are we here? Define and discuss advising, mentoring and coaching
Discuss the rationale for coaching and the process of effective coaching practices
Share our coaching experiences (feel free to pick our brain)

4. Let’s begin with a definitions for:
Advising
Mentoring
Coaching

5. Advising
A professional prepared to guide or counsel students across the spectrum of academic interests. For most students, an adviser will be their primary source of curricular and academic guidance, pertaining to their goals and challenges.

6. Mentoring
In a mentoring relationship, the two individuals are referred to as the ”mentor” and the “mentee”. Mentoring provides development opportunities for both partners. Mentors do not typically conduct or provide input in regards to performance. They typically have a broad range of knowledge and experience use it to support and encourage the mentee as he/she develop their full potential.

7. Coaching
The role of a coach is to bring evidence-based practices into classrooms by working with teachers and other school leaders with the goals of increasing student engagement, improving student achievement, and building teacher capacity in schools. The coach has an expertise in the required area (Literacy, environment, etc.)

8. How are you using advising, mentoring, and coaching in the community colleges?

9. What is the Impact of Coaching?
Research has identified many benefits of coaching for teachers.
a reduced sense of isolation,
an ability to implement new teaching strategies effectively,
a positive school climate, and
a revitalized staff

10. A Coach’s Education
Coaches are experienced, highly accomplished, and well-respected educators. Coaches must have credibility with teachers and administrators, the ability to juggle several roles, and the skills needed to work one-on-one with teachers as well as to oversee a wider professional development effort in the school. Coaches often have master's degrees and have specialized trained in coaching methods and coaching models.

11. Everybody benefits from coaching

12. Examples of Coaching Formats:
Self Coaching
Teacher uses self-guided materials to set goals and create an action plan after watching a video of his/her performance. Uses a checklist for self-reflection and feedback.
Peer Coaching
Peers conduct reciprocal observations followed by a debrief meeting for reflection and to provide feedback. Goal setting and action plans are developed together.
Expert Coaching
Expert conducts focused observation followed by a debrief meeting to facilitate reflection and to provide feedback. Together, expert coach and teacher set goals, and develop an action plan.

13. Examples of Coaching Formats:
Live Coaching
Observations, conferencing, sharing of information are in person.
Distance Coaching
Teacher records herself teaching and uploads to a shared website. The coach views the video and provides specific feedback via a conference call, (video or phone) a prompt box, or an .
Group Coaching
Coach works with multiple teachers and facilitates a professional learning community to share information and resources and discuss and reflect on progress towards goals. Can be live (in classroom) or distance (virtual)
Hybrid Coaching
Any of the above can be combined to create an individualized coaching experience.

14. CARES Plus and RTT coaching
Comprehensive Approaches for Raising Educational Standards (CARES) in 2000

15. Moving from CARES Plus and RTT-ELC to QRIS: coaching opportunities
A QRIS is a framework for a rating and improvement system that utilizes tools and resources to access and improve the quality of early learning programs, including the following:
Quality standards
A process for supporting quality improvement
Provision of incentives
A process for monitoring standards
Dissemination of information to parents and the public
about program quality
CSPP
Proposition 98 funds in the amount of $50 million are appropriated annually for the purpose of allowing a local consortium to give local QRIS block grants to California State Preschool Program (CSPP) sites that have been rated at a quality level of Tier 4 or higher, and to raise the quality of CSPPs not yet at Tier 4. County or regional consortia that are led by a local education agency operating an early care and education QRIS are eligible for these funds. Funds are administered by the CDE. Local consortia use the QRIS Block Grant to support local early learning programs and increase the number of low-income children in high-quality state preschool programs, thus preparing these children for success in school and life.
I/T Block Grant
– The purpose of the 2015–2017 Infant/Toddler (I/T) QRIS Block Grant is to support local QRIS consortia to provide training, technical assistance, and resources to help infant and toddler child care providers meet a higher tier of quality as determined by their local QRIS. The funds in the amount of $ million in state general funds have been appropriated for this purpose. The CDE envisions a local QRIS consortium will use the I/T QRIS Block Grant funding to support local early learning programs serving infants and toddlers, and to increase the number of low-income infants and toddlers in high-quality early learning settings.
IMPACT
F5CA is investing $190 million in First 5 IMPACT (Improve and Maximize Programs so All Children Thrive) over five years (fiscal years 2015–16 to 2019–20) to support a network of local QRIS statewide. First 5 IMPACT builds on a successful network of local QRIS efforts, forges partnerships with all 58 counties, builds on existing F5CA programs, and aligns with and leverages federal, state, and local investments and direction. Striving toward high-quality, evidence-based standards, First 5 IMPACT will improve the quality of early learning settings across the entire continuum—from alternative settings and family, friend, and neighbor care to family child care homes, centers, and preschools. It will ensure more early learning settings can support California’s children to gain the skills, knowledge, and dispositions necessary to be successful in school and life.

16. Coaching Competencies
Relationships
Readiness
Motivation
Data Collection
Data Use
Feedback
Tools and Resources
Training
Personal and Peer Growth
CLASS Based Support
Teachstone

17. Coaching Companion Coach Expert Peer Self Delivered On Site Distance
Components
Aligned to Head Start
Resources Available Online
Coaching Companion
NCQTL: National Center on Quality Teaching and Learning

18. Coaching Cycles