Early Childhood Programs and Practices: Coaching and Technical Assistance

This supports the professional growth and effectiveness of early care and education (ECE) providers, including teachers, caregivers, administrators, and support staffⁱ. Personalized guidance, feedback, and resources enhance ECE professionals’ knowledge, skills, and practices in working with young children and families, increase their job satisfaction, enhance professional collaboration, foster continuous improvement and improve overall quality of programs and servicesⁱⁱ.

• Coaching entails a one-on-one collaborative relationship between the early care and education provider and the coach, based on mutual respect, trust and accountability.  It involves ongoing support, planning, observation, feedback, reflection, and modeling tailored to the individual needs and goals of the ECE providerⁱⁱⁱ.
  
• Coaches, mentors, specialists, consultants, or other experts provide technical support and assistance to ECE providers in response to specific needs and challenges.  This technical assistance may include onsite consultations, workshops, trainings, communities of practice, resource materials, and referrals to additional supports and services^iv.

The most common ECE areas for coaching and technical assistance include:

• Curriculum Implementation Support: Coaches assist ECE providers in implementing developmentally appropriate curricula and instructional approaches that promote children's learning and development. They may offer guidance on selecting and adapting curriculum materials, planning engaging learning experiences, fostering positive adult-child interactions and integrating curriculum content across different domains of development.
• Inclusive Practices: Because one of the most vital purposes of ECE is to provide early intervention, coaches support ECE providers in creating inclusive environments that meet the diverse needs of all children, including those with disabilities or special needs^v. They provide strategies for assessing children’s needs, modifying activities, adapting the physical environment, collecting data on student progress, and serving the needs of children in the least restrictive environment^vi.
• Behavior Management Strategies: Coaches help ECE providers develop effective behavior management strategies to support children's social-emotional development and create positive classroom environments^vii. They offer techniques for promoting positive behavior, addressing challenging behaviors, and fostering children's self-regulation skills^viii.
• Parent and Family Engagement: Coaches assist ECE providers in strengthening partnerships with parents and families to support children's learning and development^ix. They offer strategies for communicating effectively with families, involving them in their children's education, and addressing their needs and concerns.
• Program Quality Improvement: Coaches collaborate with ECE program leaders to assess program quality and identify areas for improvement. They may conduct program assessments, develop action plans, and provide ongoing support to implement quality improvement initiatives^x.
• Data-Informed Decision Making: Coaches support ECE providers in using data to inform their decision-making processes and monitor children's progress over time^xi. They help educators collect, analyze, and interpret data from assessments, observations, and other sources to inform instructional planning and program improvement efforts.

Resources Required

Implementing this strategy effectively requires a system of determining high-level early care and educator performance through observations to identify the best candidates to provide coaching and technical assistance.  Financial resources and structural considerations such as dedicated time for coaching, feedback, and reflection are critical to the fidelity of this strategy's implementation.  It is important to leverage the existing expertise in child development and developmentally appropriate practices to meet the needs of ECE providers in various settings, which may pose unique limitations on resources and time.  A significant challenge that must be addressed is the availability of a stable and consistent ECE workforce, and of substitute ECE providers, to implement ongoing job-embedded professional coaching and support.

This Program/Activity Supports These Strategies

• Quality Improvement Systems
• Talent Pipeline Management

See it in Action

• Child Care Aware of Kentucky
• Early Childhood Regional Training Centers
• ECE-TRIS
• Early Childhood Institute
• Russell Community of Promise
• Family Friendly Certification Program
• KET Early Childhood Resources