PBC Inquiry Data

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.