Mentoring, Coaching, and Professional Development for PDG B-5 Workforce

Policy and Research Review

• Collectively Connecting, Learning, and Continuously Improving TA/Coaching Practices and Systems
  • Video- learn about a grassroots transformational Community of Practice started by TA leaders from across the country to grapple with how to meaningfully improve technical assistance, coaching, and meet the adaptive challenges of COVID Learn how the group engaged and the lessons explored that apply directly to the field, and how these leaders are redefining equitable TA and coaching supports in their states. Topics: intentional use of technology to support TA, coaching for equity, and evaluating the effectiveness of TA and coaching. Date: 2021
• A Framework for Coaching in Early Childhood Settings: Drawing on Bank Street College of Education’s Developmental-Interaction Approach (DIA)
  • This framework, developed by Bank Street, captures some commonalities of a positive coaching stance across contexts while allowing enough flexibility to make use of these ideas in ways that will serve that setting and teachers best.

Examples from States and Communities

• California Early Childhood Educator Competencies
  • These Performance Areas of Adult Learning and Coaching focus on the knowledge, skills, and dispositions needed to facilitate the professional learning and growth of early childhood educators. Because of the focus on adults, these two Performance Areas pertain to the skills and knowledge that are necessary to guide adult learners, rather than young children. These can provide state leaders an example of the specific competency areas needed to provide high quality coaching and serve as an example of how California has defined these competencies.
• Colorado Coaching Competencies
  • This link can take state leaders to both the The Colorado Coaching Competencies that outlines a common set of principles, or standards, for coaching and The Colorado Coaching Competencies: A Self-Reflective Tool that serves as a reflective tool for those coaching to assess their own competencies in the following areas: Setting the Foundation, Co-Creating the Relationship, Communicating Effectively, and Cultivating Learning and Results.
• New York Expands Infant Toddler Specialist Workforce
  • State example of coaching for infant toddler workforce