PBC Inquiry Data
Description
For this research, the goal is to identify, implement, and measure an effective coaching method to support teacher development in the field of early childhood education. We are analyzing how effective will a practice-based coaching (PBC) approach be in measuring the quality of support and feedback a teacher receives in an early childhood education setting. Data was collected to focus on target behaviors/areas of support teachers need, the impact PBC from the teacher perspective, and how does PBC impact the perceived quality of support a teacher receives. The findings in this survey demonstrated teachers were primarily looking for support in lesson plan feedback; improving plans and strengthening areas. The second area commonly selected by teachers was early childhood education strategies; implementing age-appropriate strategies when working with children. Teachers identified feeling empowered in their teaching styles and strategies. They stated feeling supported when learning about new strategies to manage and plan for the learning environment. Teachers claimed the coaching experience to be positive in terms of the feedback that was received, the strategies provided, and understanding of effective practices. These findings have led to a conclusion that PBC allows for growth and reflections in the learning environment. A positive approach to supporting and guiding staff on meeting goals and enhancing daily practices.
Files
Steps to reproduce
Pre-surveys were made available via Google Forms for teachers and administrative staff to complete prior to the beginning of the coaching implementation. In addition, an in-person interview was conducted with the Program Administrator to gain a better understanding of the program and needs. After the collection of surveys, a 10-week in-person coaching support was implemented following practice-based coaching frameworks. Lead teachers and assistant teachers were observed during weekly visits as they facilitated activities in their classrooms and were later debriefed with feedback, reflective questions, and resources. In addition, teachers participated in reflective open discussions to discuss the progress they have made, the changes in their environment, and brainstorm activities to further support children in the learning environment. At the end of the implementation of the coaching support a post-survey was made available via Google Forms for teachers and administrative staff to complete reflecting on their experience of the coaching support received. After surveys were collected, they were separated into four categories. One category consisted of administrative staff pre-surveys, a second category consisted of teacher staff pre-surveys, a third category consisted of administrative staff post-surveys, and a fourth category consisted of teacher staff post-surveys. The surveys were then analyzed as a method to identify trends, key points, and relation to inquiry focus questions.
Institutions
- California State University East BayCA, Hayward