A growing number of early childhood education (ECE) programs are using coaching to support teachers’ professional development and improve the quality of early childhood instruction. Educators work one-on-one with their coaches towards specific, individualized teaching goals, focusing on skills and knowledge they can put into practice in their classrooms.
Research and practice show that coaching, when implemented well, can have positive impacts on educator professional development, student outcomes, instructional leadership, and organizational systems. As a result, more state and federal policies – notably the 2016 Head Start Performance Standards – encourage or require coaching.
Our new report, Primetime for Coaching: Improving Instructional Coaching in Early Childhood Education, seeks to help policymakers and practitioners alike make informed decisions about coaching programs and policies and uncovers successes, challenges, and opportunities for improvement.