Coaching Practices to Promote The Project Approach

by Karrie Snider & Maggie Holley updated 7-30-2017

Coaching, as professional development, works to develop and retain effective teachers; which is an important consideration in the equation of maintaining quality ECE programming (Barnett, 2011; Vartuli et al., 2014). Coaching provides a supportive framework for helping teachers acquire knowledge, improve existing practices, and implement knowledge, skills and instructional methods in their classroom with increased proficiency. Thus, the research team selected an evidence-based coaching model as the project’s foundation.

Project ABC2 coaches supported capacity building by focusing on teachers’ implementation of curriculum, instruction and assessment practices. More specifically, the model integrated The Project Approach (Katz & Chard, 2000; 2014), the Classroom Assessment Scoring System (Pianta, Hamre & LaParo, 2008) and the Desired Results Developmental Profiles (WestEd, 2015) with evidence-based coaching practices (Rush & Shelden, 2011); a combination for rich outcomes (Vartuli et al., 2014). As stated previously, an emphasis was placed on The Project Approach.

Project coaches implemented five research-based coaching practices (Rush & Shelden, 2011). These are joint planning, observation, action/practice, reflection, and feedback. As teachers entered the project with a variety of background experiences and needs, the coaches utilized the coaching model to guide their individualized, yet standardized coaching. This coaching cycle builds “the capacity of parent, caregiver, or colleague to improve existing abilities, develop new skills, and gain a deeper understanding of his or her practices in current and future situations” (Rush & Shelden, 2006, p. 1). This is an expert-based approach reflective of goal-orientation and adult development, contextualized to individual ECE programs (Rush & Shelden, 2011). Finally, Rush and Shelden (2011) asserted that this coaching model develops teacher self-efficacy, self-improvement, self-assessment and self-corrective capabilities to catapult current and future endeavors.

Coaching has been a priority in early childhood education settings nationally. Local programs participating in Project ABC2 employ educational coordinators who routinely provide supervision to classroom teachers. Project ABC2 employed the methodology of recruiting content-specific coaches, who were not already employees of the sites, in order to remove the aspect of evaluation and supervision from the teacher-coach relationship, and to be able to focus coaching activities keenly on three aspects of classroom structure and processes.