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Gateways for Early Educators
There was a similar shift in coaching modality for quality improvement plan follow-up sessions. Across the County, there was a 9.1% increase in the follow-up sessions which took place at the participant’s early care and education program (81.6% this year, compared to 72.5% last year). Six of the seven agencies had increases in the follow-up coaching sessions that took place at participants’ programs, while one agency (Pathways) experienced no change.
2016
Table 8b. Percent of Coaching in Each Modality Per Resource and Referral Agency- Quality Improvement Plan Follow-Up Sessions
CCRC Connections
Crystal MAOF Options Pathways PUSD Stairs
Los Angeles County
Site Visits
Telephone
Email
86.7% 78.2% 90.1%
9.7% 10.0% 5.7%
0.5% 5.5% 0.1%
75.0%
2.5%
0.0%
69.8%
4.8%
0.3%
66.0% 83.8% 81.6%
14.4% 0.0% 6.5%
3.7% 0.0% 0.9%
Office Visits 1.7% 1.0%
0.9% 8.1% 5.3% 3.7% 16.2%
4.1%
Group
Coaching 0.3% 0.8%
1.9% 11.2% 10.2% 4.7% 0.0%
3.9%
Other 0.3% 4.5%
1.0% 2.2% 9.4% 5.6% 0.0%
2.4%
As seen in Tables 9a and 9b, there is more variability
to quality improvement coaching. While one agency
almost exclusively at the participants’ ECE programs,
development plans almost exclusively through office
coaching modality to develop career goal development plans is sensible given that conversations about career development can occur in most any location but working on quality improvement should occur more frequently at the program site in order to continually assess and reflect on environment and interaction quality, which can only be observed on site at the program. This begs the question of whether or not there should be standards for effective coaching that also allows for flexibility to meet the needs of participant and the program (e.g., 80% or 90% of all quality improvement coaching needs to be at the site of the program). Recent research has shown that location can be a barrier for family child care providers to travel to access professional development opportunities.xliv The same could be said for Coaches needing to travel with some agencies having a greater geographical spread of area in which they provide coaching. The use of video and other similar methods (Skype) could still connect Coaches to the program. My Teaching Partner provides this type of coaching. More research needs to be conducted on methods of coaching that ensures on-site contact while understanding the barriers of location and time.
in coaching location for career compared developed career goal development plans another developed career goal
visits at the R&R agency. The variability in
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