Success in Action: Four Stories of Early Childhood Instructional Coaching
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| Title: | Success in Action: Four Stories of Early Childhood Instructional Coaching |
|---|---|
| Language: | English |
| Authors: | Gullnar Sy, Hannah Kelly, Todd Grindal, Emma Terrell, SRI Education |
| Source: | SRI Education, a Division of SRI International. 2025. |
| Availability: | SRI International. 333 Ravenswood Avenue, Menlo Park, CA 94025. Tel: 650-859-2000; e-mail: customer.service@sri.com; Web site: https://www.sri.com/ |
| Peer Reviewed: | N |
| Page Count: | 27 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Early Childhood Education, Preschool Teachers, Coaching (Performance), Faculty Development, Standards, Educational Quality, Teacher Effectiveness, Alignment (Education), Guidelines, Administrator Attitudes, Feedback (Response), Teacher Attitudes, Child Care Centers, Educational Improvement, Video Technology, Institutional Autonomy, Equal Education, Barriers, Partnerships in Education, Classroom Environment, State Programs, Charter Schools, Networks |
| Geographic Terms: | Maine, Alabama, Washington |
| Assessment and Survey Identifiers: | Classroom Assessment Scoring System |
| Abstract: | Effective instructional coaching has long demonstrated positive impacts on teacher practices and early learning outcomes. Providing effective instructional coaching at scale is a challenge that many state and local systems tackle. This case study report highlights four systems (Alabama, AppleTree, Maine, and Washington) that are uniquely implementing instructional coaching at scale, emphasizing practices that align with the Reimagining Instructional Coaching Framework. The study team conducted semi-structured interviews with key leaders at the four systems. Central takeaways spotlight balancing between personalized coaching and quality standards, incorporating feedback from teachers and families, and harnessing teacher and coach engagement for actionable feedback. These stories represent a sample of the broader efforts to ensure high-quality care for all young children. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED672626 |
| Database: | ERIC |
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