Coaching and Quality Assistance in Quality Rating Improvement Systems: Approaches Used by TA Providers to Improve Quality in Early Care and Education Programs and Home-Based Settings

Autor/inn/en	Smith, Sheila; Robbins, Taylor; Schneider, Will; Kreader, J. Lee; Ong, Christine
Institution	National Center for Children in Poverty
Titel	Coaching and Quality Assistance in Quality Rating Improvement Systems: Approaches Used by TA Providers to Improve Quality in Early Care and Education Programs and Home-Based Settings
Quelle	(2012), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Coaching (Performance); Educational Quality; Rating Scales; Educational Improvement; Early Childhood Education; Technical Assistance; Interviews; Educational Trends; Teaching Methods; Administrator Attitudes; Administrator Surveys; Incidence; Vignettes; Home Programs; Child Care; Colorado; Delaware; Idaho; Illinois; Indiana; Iowa; Kentucky; Louisiana; Maine; Mississippi; New Mexico; North Carolina; Ohio; Oklahoma; Pennsylvania; Tennessee; Vermont + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Rating-Skala; Teaching improvement; Unterrichtsentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Technische Hilfe; Interviewing; Interviewtechnik; Bildungsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Vorkommen; Kinderfürsorge; Kinderbetreuung
Abstract	Quality Rating Improvement Systems (QRISs) commonly offer on-site technical assistance (TA) and coaching to help early care and education settings achieve quality improvements and a higher QRIS rating. In surveys of administrators overseeing statewide QRISs, almost all states reported the use of on-site TA and coaching in both center-based and home-based settings. Coaching is also a key component of several pilot and local QRISs. While recently proposed definitions of technical assistance and coaching help distinguish these forms of quality assistance from other types of professional development, it will be important to learn more about how on-site assistance is delivered and supported in QRISs. This report presents findings from an interview study with TA providers in 17 states that have statewide QRISs. The aims of the study are: (1) to learn about features of on-site quality assistance so that a key strategy used by QRISs to improve quality is better understood; and (2) to examine approaches used by TA providers in light of current research on early learning and quality improvement in order to consider the potential of on-site assistance, as it is currently being delivered, to improve quality. The four main sections of the report present: (1) key findings from existing research relevant to technical assistance and coaching; (2) results from interviews with QRIS technical assistance (TA) providers showing trends in: (a) the types of settings receiving TA and coaching; (b) the amount, frequency, and content focus of on-site assistance; (c) TA providers' use of different coaching methods; and (d) training and supports available to TA providers; (3) a summary of interview study results; and (4) recommendations for strengthening and documenting QRIS technical assistance and coaching. (ERIC).
Anmerkungen	National Center for Children in Poverty. 215 West 125th Street Third Floor, New York, NY 10027. Tel: 646-284-9600; Fax: 646-284-9623; e-mail: info@nccp.org; Web site: http://www.nccp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01