Utilize the coaching checklist and survey at least monthly; Maintain confidentiality; Consultant Teachers and Administrators must also participate in ongoing training and monthly Professional Learning Communities (PLCs); Instructional Leaders The expectation for Program/Instructional Leaders is that they will be invested in the PAC project by being engaged, involved, and demonstrate ongoing support for the Mentee and/or CT. Coaching Processes Mentees receive a Classroom Assessment Scoring System (CLASS) observation prior to beginning the coaching process, which is used to frame the coaching (see more on the CLASS in the evaluation section). The CLASS links to professional development that supports knowledge building. It supports the development of engaging learning environments, effective teaching and interactions and positive child outcomes. Based on the information obtained from the CLASS, a set of goals is developed that guides the creation of an action plan. Goals are clearly defined, measureable and achievable within a defined time frame. During planning, the steps, resources and supports needed to reach a goal are specified. The plan also includes a time frame to review progress on goals. The steps included in an action plan are small, observable tasks or strategies that support accomplishment of the goal. The goals and action plan provide a roadmap for the support and feedback that occurs as part of the other components in the coaching cycle. Coaches use a variety of strategies to provide support to improve and refine teaching practices and to improve children’s engagement. These strategies include: 1) Analyzing, interpreting and using assessment data; 2) Modeling techniques through video or in person; 3) Providing feedback; 4) Co-teaching; 5) Sharing materials and resources; 6) Watching and discussing video of best practices; 7) Engaging in coaching conversations; 8) Observing providers and classroom settings; 9) Promotion of reflective practice, and 9) Using data to inform coaching. It is important to think about the dosage (frequency and duration), venue (face-to-face or video-coaching) and intensity (the of an intervention or how much of a “strength” particular component of an intervention is delivered within each session) of services in any coaching model. The PAC model is working with evaluators to identify the appropriate amounts of each of those components (see more in the evaluation section).
Utilize the coaching checklist and survey at least monthly; Maintain confidentiality; Consultant Teachers and Administrators must also participate in ongoing training and monthly Professional Learning Communities (PLCs); Instructional Leaders The expectation for Program/Instructional Leaders is that they will be invested in the PAC project by being engaged, involved, and demonstrate ongoing support for the Mentee and/or CT. Coaching Processes Mentees receive a Classroom Assessment Scoring System (CLASS) observation prior to beginning the coaching process, which is used to frame the coaching (see more on the CLASS in the evaluation section). The CLASS links to professional development that supports knowledge building. It supports the development of engaging learning environments, effective teaching and interactions and positive child outcomes. Based on the information obtained from the CLASS, a set of goals is developed that guides the creation of an action plan. Goals are clearly defined, measureable and achievable within a defined time frame. During planning, the steps, resources and supports needed to reach a goal are specified. The plan also includes a time frame to review progress on goals. The steps included in an action plan are small, observable tasks or strategies that support accomplishment of the goal. The goals and action plan provide a roadmap for the support and feedback that occurs as part of the other components in the coaching cycle. Coaches use a variety of strategies to provide support to improve and refine teaching practices and to improve children’s engagement. These strategies include: 1) Analyzing, interpreting and using assessment data; 2) Modeling techniques through video or in person; 3) Providing feedback; 4) Co-teaching; 5) Sharing materials and resources; 6) Watching and discussing video of best practices; 7) Engaging in coaching conversations; 8) Observing providers and classroom settings; 9) Promotion of reflective practice, and 9) Using data to inform coaching. It is important to think about the dosage (frequency and duration), venue (face-to-face or video-coaching) and intensity (the “strength” of an intervention or how much of a particular component of an intervention is delivered within each session) of services in any coaching model. The PAC model is working with evaluators to identify the appropriate amounts of each of those components (see more in the evaluation section).