About this paper symposium

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Panel information
Panel 18. School Readiness/Childcare

Paper #1
Building a Foundation in Coaching: Developing Effective Skills and Practices Through a New Online Course
Author information	Role
Hillary Ross Lewis, Ph.D., Oregon State University, United States	Presenting author
Bridget Hatfield, Oregon State University, United States	Non-presenting author
Amara Bradetich, Oregon State University, United States	Non-presenting author
Maya Johnson, Oregon State University, United States	Non-presenting author
Rebekah Benkart, Oregon State University, United States	Non-presenting author
Abstract
Introduction. Coaching, an ongoing job-embedded form of professional development, shows positive impacts on effective teaching practices and children’s school readiness skills (Kraft et al., 2018; Lipscomb et al., 2021). Effective coaching models include key characteristics such as strong coaching partnerships, intentional coaching plans, focused observations, and reflections and feedback (Schachner et al., 2024) and are reflected in the Practice-Based Coaching (PBC) framework (Snyder et al., 2022). A successful coach needs specific skills and competencies (e.g., knowledge of the specific coaching model and practices, general coaching and consultation skills; Schachner et al., 2024). As states and systems work to scale coaching in mixed-delivery early learning settings, one recommendation is to set standards for the expertise and experience of coaches (Schachner, 2024). Recently one PNW state developed Coaching Competencies (and receipt of registry credit), which reflect the skills of a high-quality and effective coach, as rooted in principles of PBC. This paper describes the effectiveness of a new online course based on those Coaching Competencies in improving participant understanding of PBC, and the characteristics and skills of an effective coach. Further, it explores predictors for whom the course is most effective (e.g., coach experience, funding). Method. In October 2023, a new (free) online course (7-modules) launched in English and Spanish. As of July 2024, 251 participants were enrolled in the course. This paper focuses on the 44% (n = 110) who completed the course and post-course survey. This subsample is diverse in their ethnicities, language, position type, years of coaching experience, and program type (Table 1). Participants completed a pre-assessment, module quizzes, and post-course survey. Initial descriptive analysis included pre- and post- knowledge of PBC and the characteristics and skills of an effective coach, and the effectiveness of course content; correlations measured the relation between variables (Table 2). Paired samples t tests measured the statistical differences between pre- and post-scores (total scores and module scores). Results. There were significant average differences between pre- and post-scores for all course modules and total scores, with average pre-scores lower than post-scores. Initial descriptive results indicate participants reported the course content was effective (e.g., very to extremely helpful in understanding the components of PBC, developing a foundational understanding of the state’s Coaching Competencies) and were significantly correlated with predictors (e.g. coach position and experience, registry level; Table 2). Follow-up analyses will examine predictors of course effectiveness using multiple regression. Implications. There are multiple benefits of coaching including educator satisfaction, improved educator practice, and improved program quality (Schachner et al., 2024); which translate to benefits for children and families (e.g., Hemmeter et al., 2021). As states seek to scale coaching efforts it is important to set standards for the skills and competencies of an effective coach. Findings from this study show the effectiveness of a new online course in developing a foundational understanding of PBC and the characteristics and skills of an effective coach. Likewise, findings can inform state policies on scalable PD that is connected to effective teaching; ultimately supporting children and families in ECE settings.

Paper #2
RCT of Online Creating Culturally Responsive Course for Early Childhood Educators With and Without Coaching
Author information	Role
Erin Tebben, PhD, The Ohio State University, United States	Presenting author
Erin Fox, The Ohio State University, United States	Non-presenting author
Arya Ansari, The Ohio State University, United States	Non-presenting author
Summer Luckey, The Ohio State University, United States	Non-presenting author
M. Nicole Buckley, The Ohio State University, United States	Non-presenting author
Sarah Lang, The Ohio State University, United States	Non-presenting author
Abstract
Early childhood educators (ECEs) play an important role in creating culturally affirming environments, but often lack the dispositions, knowledge, or skills (DKSs) to do this effectively (Lang et al., 2024). Online professional development (PD) can enhance ECEs’ practices, though its effectiveness has been questioned (Romijn et al., 2021). Pairing online learning with coaching, however, may enhance effectiveness of online coursework (Darling-Hammond, 2017), particularly for topics related to race, equity, and justice (Ladson-Billings, 2009; NAEYC, 2019). Accordingly, we examined whether: (1) An online course about creating culturally responsive programs improves teachers' DKSs in anti-bias/anti-racist practices compared to a course on promoting children’s self and cultural understanding, and (2) Combining the online course with a small-dose, virtual coaching yielded greater benefits. Ninety-nine participants from a midwestern state were randomly assigned to (1) an online course focused on creating culturally responsive programs (CR-ECE; n1=38), (2) the same course paired with small-dose coaching support (n2=19), or (3) a control course focused on supporting children’s sense of self and cultural understanding (S&C; n3=42). Most participants identified as White and non-minoritized (83.8%), with the majority having a bachelor’s degree or higher (76.7%) and significant experience (mdn.=11 years). We collected teachers’ culturally responsive DKSs before and after the intervention. Knowledge was measured through knowledge-check questions covering course content. We measured teachers’ self-reported skills with items from the Culturally Responsive Teaching Self-Efficacy (CRTSE; Siwatu, 2007), and their dispositions with items from the Culturally Responsive Teaching Outcomes Expectancy (CRTOE; Siwatu, 2007) scale, and the Ethnic-Racial Salience subscale of the Cross-Racial Ethnic Identity Measure (ERS-REID; Worrell et al., 2019). We conducted a repeated-measures MANOVA analyses with three groups to test whether the outcomes of interest varied as a function of intervention status. The comparison between participants in the CR-ECE and S&C courses were statistically significant for each of the disposition measures but not for knowledge or skills (Table 2). Comparing mean changes from pre- to post-test for each condition shows that participants assigned to the S&C course had relatively greater increases from pre- to post-test in their CRTOE ratings compared to participants in the CR-ECE course, regardless of coaching status. Participants who completed the CR-ECE course with coaching, however, had greater changes in the ERS-REID scale than did participants in either of the other conditions. While all teachers grew from pre- to post-test on each of the measures, some of the effects of the specific courses were different than expected. Perhaps the CR-ECE course triggered defensiveness in our majority White sample, whereas the S&C course, with less emotionally-activating content related to race, supported greater change in some dispositions. That said, findings reveal some promise for coaching relative to teachers’ own racial identify awareness, which may have important implications for their work with children (Utt & Tochluck, 2020). Qualitative analysis is also warranted to better understand change in this area of practice. Future research should consider the efficacy of different PD-foci and structure, including coaching dosage, relative to teachers’ personal characteristics, to support teachers’ anti-bias/anti-racist DKSs.

Paper #3
Building a Stronger Early Childhood Workforce: Evaluating Changes in Compensation, Retention, and Classroom Outcomes
Author information	Role
Joanna Skourletos, M.Ed., University of Illinois Chicago, United States	Presenting author
Emma Casey, George Mason University, United States	Non-presenting author
Katherine M. Zinsser, University of Illinois Chicago, United States	Non-presenting author
Timothy W. Curby, George Mason University, United States	Non-presenting author
Catherine Main, University of Illinois Chicago, United States	Non-presenting author
Abstract
Introduction: The U.S. is facing a shortage of well-paid early educators sufficiently trained to meet children’s needs. The Alternative Licensure Program (ALP) at the University of Illinois Chicago is a teacher residency program that was designed as a pathway for the incumbent early childhood workforce to obtain critical training and state licensure. The program supports teacher residents to enhance classroom practices that promote children’s development by providing a combination of individualized coaching, didactic instruction, and group reflection. This study evaluated changes in self-reported compensation, retention rates, classroom outcomes, and program components that attributed to teachers’ success. Methods: Participating teachers (N=122) all held a B.A. degree and had an average of 18 years of experience teaching in early childhood classrooms. ALP participants completed surveys before starting residency, during residency, and after program completion (6, 18, 30, and 42 months). We used a structural mean differences approach to assess changes in self-reported compensation. Retention rates will be analyzed using chi-square tests to understand the changes in the percentages of ALP teachers who remained in the same workplace, continued working in a community-based organization, and remained working in the field over time. To examine how student outcomes changed over the course of one year in an ALP teacher’s classroom, the study used classroom-level Teaching Strategies Gold (TSG) data (N=86 classrooms) from three timepoints (i.e., Fall, Winter, Spring). Growth in the percent of children was modeled with a latent-growth curve model using maximum likelihood with robust standard errors. Using a one-sample t-test, we compared ALP classroom outcomes to averages reported by Chicago’s Department of Family and Support Services (DFSS). To understand how the ALP influenced teachers’ career and teaching quality, we will examine the aspects of the program (e.g., the coaching model, professional learning communities) that program completers most frequently endorsed as important for their success. Results: Initial findings indicated that ALP completers’ salaries were on average $12,761 more at the first follow-up and $16,638 more at the second follow-up (Table 1). These results will be updated with an additional time-point of data to include the most recent follow up (42 months) along with retention rate analyses. Classroom outcomes significantly improved across all outcomes at a rate of 9.1-11.2 percentage points. Even in their first year as lead teachers, ALP participants demonstrated classroom outcomes that were equivalent to classroom averages reported by Chicago’s DFSS (Figure 1). The final analysis will highlight the degree to which teachers attributed their success to the coaching they received as opposed to the didactic and group reflection components of the program. Discussion: This study emphasizes the value of professional development programs that integrate coaching, instruction, and group reflection. These components are associated with improvements in teacher compensation, retention, and classroom outcomes. Such improvements are crucial for building a stable and effective early childhood workforce.

Paper #4
Language and Literacy Coaching Innovation: Comprehensive Infant-Toddler and Preschool Center-Level Focused Certification with Coaching
Author information	Role
Sandra L. Soliday Hong, Ph.D., FPG Child Development Institute, University of North Carolina at Chapel Hill, United States	Presenting author
Shayna Funke, Bright from the Start: Georgia Department of Early Care and Learning, United States	Non-presenting author
Bentley Ponder, Bright from the Start: Georgia Department of Early Care and Learning, United States	Non-presenting author
Susan Adams, Bright from the Start: Georgia Department of Early Care and Learning, United States	Non-presenting author
Valerie Perez, Bright from the Start: Georgia Department of Early Care and Learning, United States	Non-presenting author
Jan Duke, Bright from the Start: Georgia Department of Early Care and Learning, United States	Non-presenting author
Meghan McNail, Bright from the Start: Georgia Department of Early Care and Learning, United States	Non-presenting author
Abstract
Licensed early care and education (ECE) centers and family child care learning homes (FCCLH) with moderate to high quality ratings were invited to apply to participate in a pilot program designed to enhance language and literacy skills. The certification process involved a year of professional development for teachers, directors, and FCCLH providers, along with coaching and resources for technology and for improving literacy practices in infant-toddler and preschool/pre-K classrooms. This study aimed to evaluate the second pilot cohort in 2022 to determine whether certified centers demonstrated better language and literacy practices compared to comparison centers. The study also examined how improved practices could be sustained, even in cases where teachers had not directly participated in training but worked in certified centers. Sample The study included 10 randomly selected ECE centers (five certified, five comparison) from a group of centers that had participated in a past literacy-focused initiative, with two classrooms observed at each center—one toddler and one preschool/pre-K—resulting in a total of 20 classrooms. Priority was given to classrooms where teachers had participated in the certification training. Among certified centers, one out of five toddler teachers and two out of five preschool teachers had been trained. None of the teachers in comparison classrooms participated in training. All but one preschool classroom in the comparison group also participated in the state pre-K program. Measures Three observational tools were used to assess teacher-child interactions and literacy practices. Preschool classrooms were observed using the Classroom Assessment Scoring System (CLASS), the Early Language and Literacy Classroom Observation (ELLCO) Pre-K, and a time-sampling tool to measure the frequency of language and literacy activities. Toddler classrooms were observed using the literacy activity engagement measure only. The CLASS tool measured interactions across Emotional Support, Classroom Organization, and Instructional Support. The ELLCO assessed five subscales, and two summary scores related to language and literacy environments. Literacy engagement was observed in categories such as letter-sound knowledge and oral language development. Results Certified centers demonstrated better language and literacy practices than comparison centers, although CLASS teacher-child interactions were similar. In preschool classrooms, certified centers scored higher on nearly all ELLCO measures, except for the "Language Environment" subscale, where comparison centers performed slightly better (see Figure 1). Certified preschool classrooms demonstrated differences with classrooms in certified centers also had higher engagement in six out of seven literacy activity categories and fewer instances of disengagement. Letter-sound correspondence activities took place during 36% of the observation on average in certified centers, compared to 16% in comparison centers, a statistically significant difference. A similar pattern was observed in toddler classrooms, where certified centers showed significantly higher engagement in rhyming and alliteration activities compared to comparison centers (see Figure 2). Implications The findings suggest that certification is linked to improved language and literacy practices in ECE centers. Recommendations for improvement include refining certification elements and increasing diversity among participants. The program's focus on early literacy, especially for infants and toddlers, and demonstrated differences despite teacher turnover fills gaps in many state-level literacy initiatives.

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