1. 1 Peer Assistance and Coaching (PAC) Race to the Top – Early Learning Challenge Grant

2. 2 Coaching and Mentoring Coaching supports the development of specific skills and practices; it is focused on a performance-based outcome(s)

3. QRIS and Coaching Quality Rating Improvement Systems (QRISs) commonly offer on-site coaching to help early care and education settings achieve quality improvements and a higher QRIS rating. 3

4. QRIS Skills and Standards Coaching Benefits 4 Examples of criteria on the MA QRIS that offer educators opportunities to use effective practices and receive feedback from coaches Language and Literacy CBSB 1B.3.1 and FCC 1B.4.1 Educators engage children in meaningful conversations, use open- ended questions and provide opportunities throughout the day to scaffold their language to support the development of more complex receptive and expressive language, support children’s use of language to share ideas, problem solve and have positive peer interactions.

5. QRIS Skills and Standards Coaching Benefits 5 Interactions ASOST 1B.3.1 Educators provide a variety of activities that support students in developing positive relationships with adults in the program. Leadership CBSB 5B.2.2 Staff are given feedback on instructional practice on a monthly basis FCC 5B.2.1 If FCC has assistants, scheduled meetings each week to ensure Assistant receives feedback

6. QRIS Skills and Standards Coaching Benefits 6 Family Engagement CBSB 4A.2.1 and FCC 4A.2.5 and ASOST 4A.2.4 Program completes Strengthening Families Self- Assessment and uses data to engage in continuous improvement Environments ASOST 2A.3.1 and FCC 2A.3.1 and CBSB 2A 2.1 Demonstrates quality indoor and outdoor environments

7. Research on Coaching and Mentoring Child Trends review of the literature on coaching: aimed at the full range of program types Found that coaching is related to an improved observed quality and practices with children positive outcomes for mentors and mentees 3

8. PAC Coaching Model Developed in the early 1980s in Toledo, OH Jointly managed by local district union and district administrators School districts rely on “Toledo Plan” as their model, adapting it to meet their local needs. 6

9. PAC Roles Panel: typically assist with decision making and help oversee the program Consultant Teachers (CTs): support and evaluate teachers in the program. CTs provide detailed feedback and support to help their novices meet the standards and they assess their progress 8

10. Harvard’s Graduation School of Education Review Findings Study highlighted Peer Coaching in seven districts Findings: Although expensive, benefits far outweighed costs Costs include training, materials, stipends to CTs and substitutes for time away from classroom, travel Administrators felt it was a worthwhile investment in teachers Cited the importance of the planning team 9

11. Planning Team Planning team helps make decisions about How program is structured How to align with standards and other initiatives How to launch successfully How to maintain 10

12. Rochester Model 60 % of Rochester’s CTs are school- based (in classrooms), working with one or two teachers on top of a full-time teaching assignment Each earns an additional salary stipend of 5% (for one teacher) or 10% (for two teachers) Rochester’s CTs frequently shuttle between the roles of classroom teacher and CT within the same school 11

13. Rochester Coaching CTs Aspiring CTs apply for positions: complete and submit five letters of reference, participate in interviews, and attend training CTs need to have seven years of experience and they serve for two years Must reapply every two years No limit on how long they can serve 12

14. PAC K-12 Program Elements Joint labor-management committee (PAR Panel) Expert teachers (often called Consulting Teachers, or CTs) PAC serves as the “induction” program for new teachers and a “support” program for experienced teachers that are having difficulty 7

15. PAC Elements in MA Design and Development Focus on Birth to Age 8 Framework Includes entire mixed delivery system Teachers of varying skills and experience levels Linked to helping teachers improve their skills and abilities which will enable them to meet criteria on the QRIS Specifically those criteria that enable educators to support whole child development measured by children’s school readiness and academic success Use of an observational tool such as CLASS tool 7

16. Peer Assistance and Coaching Observational Tool CLASS Helps identify areas in which improvement is needed Will be used to evaluate effectiveness Covers three crucial domains of high quality teacher–student interaction: Emotional Support Classroom Organization Instructional Support 7

17. PAC in Massachusetts Development Stakeholders including educators, directors and other leaders in the state to replicate Advisory panel to help make decisions about Qualifications and role of consultant teachers (CTs) CT selection process Caseload of CTs Training of CTs Selection of mentees Data collection Evaluation process 13

18. PACin Massachusetts CT Training Consultant Teachers training will include CLASS training Content Training (QRIS, Educator Competencies, Early learning standards etc) Coach specific training Effective coaching practices and relationship-based coaching training Learning Focused Consultation: Consulting, collaborating and coaching stances to develop colleagues’ capacities to reflect upon practice, generate ideas and increase professional self-awareness. 13

19. PAC in Massachusetts Timelines Year One: May 2012 through December 31, 2012 Hire consultant to work with EEC Create Advisory (PAR Panel) Decision and Development with input from PAR Advisory Select CTs for Pilot CT Training Select Mentees Pilot begins November 2012 Evaluation process development 14

20. PAC in Massachusetts Timelines Year Two: January 1, 2013 through December 31, 2013 Complete CT training Implement Evaluation Process Year Three: January 2014 through December 31, 2014 Gather feedback from pilot program to improve training of CTs and other aspects of PAR model Expand cadre of CTs through recruitment, selection and training Expand pool of possible Mentees 15

21. PAC in Massachusetts Timelines Year Four: January 2015 through December 31, 2015 Gather Feedback to refine training of CTs and other aspects of PAR model Bring model to scale, including expanding cadre of CTs through recruitment, selection and training 16

22. Full Advisory Council On April 20, 2012, the Full Advisory Council was asked to break into small groups and respond to four questions: 1. Who should be included in the Peer Assistance and Coaching Advisory panel and what type of decisions should be made by the panel? 2. Use of the CLASS as an observation and evaluation tool? 3. Helping educators improve their skills and abilities to meet criteria on the QRIS? 4. What should be included in the CT training? 22

23. Full Advisory Council Responses Who should be included in the Peer Assistance and Coaching Advisory panel and what type of decisions should be made by the panel? Decisions need to be made about the scope of the Advisory Panel. Is it statewide or regional? Advisory Panel should measure effective practice (set up an accountability system). Is there a place in the Advisory Panel for family voices? Should parents/family members be included? Make sure the needs of the ASOST and FCC populations are thoughtfully considered and included in the research and development. RCPs, ASOST, FCC, public schools, families, CFCE, CCR&R and EPS representation should be included. Existing FCC Systems with knowledge of FCC should be included. FCC specialists from around the state. 23

24. Full Advisory Council Responses (cont…) Use of the CLASS as an observation and evaluation tool? Add the ELLCO for literacy Providers and stakeholders may need more information on the CLASS tool. Does CLASS align with the creative curriculum or other curriculums? 24

25. Full Advisory Council Responses (cont…) Helping educators improve their skills and abilities to meet criteria on the QRIS? Building relationships and involving family. How to communicate/interpret the QRIS process (assessments and benefits) to families? How to help programs manage QRIS, NAEYC/NAFCC and other quality initiatives? Issues of time, money and workload. How to include all licensed providers that need support to provide quality programs. Important to use existing mentors to FCC providers. Find out about existing FCC Systems and mentor programs already in existence, such as PCHP and existing programs. 25

26. Full Advisory Council Responses (cont…) What should be included in the CT training? QRIS criteria Components of relationship based supervision. Elements of effective coaching. State infant-toddler standards. State licensing regulations. Understanding of tiered model (Triad): defined role and boundaries Health and human development knowledge Early literacy strategies/theory/evidence based practices 26