Peer Assistance and Coaching Project / Consultant Teacher Selection Criteria

The Peer Assistance and Coaching (PAC) model for MA is under development by the MA Department of Early Education and Care (EEC).

Scope of Work
The Role of the Peer Assistance and Coaching (PAC) Consulting Teacher (CT):
The purpose of the Massachusetts PAC model is to develop high quality early education and out of school time programs which can meet the expectation of state standards as defined by QRIS. This includes opportunities maximizing children's growth and development; advance educator’s knowledge, skills and abilities; transforming practice and retaining skilled practitioners.
The PAC model will involve collaboration among three key roles. This triad will include the Consultant Teacher (CT), the Mentee, and the Program Leader.
The CT is an experienced educator who will be trained to serve as a coach to one Mentee. The Mentee is an educator committed to transforming their practice in order to increase growth in children. The Program Leader is an integral part of the process, serving to support transformation of practice on the program level.
The PAC process will involve training, modeling, and supporting Mentees in improving their knowledge, skills and abilities. This will enable them to meet criteria on the QRIS. The QRIS criteria are linked to a set of educator competencies and practices which enable educators to support young children’s growth in all domains, as defined by the Early Learning Standards. The Early Learning Standards include language and early literacy skills, social-emotional competencies, and an understanding of early math concepts.
Coaching is a reciprocal process which provides benefits to all parties (Nolan, 2007). Within a framework of reflective practice, the CT, Mentee, and Program Leader are involved in a cycle of evaluation. This includes continuous mutual goal setting using classroom/program observations and follow up conferences. During these conferences, the CT and Mentee mutually analyze and set practical goals for improvement founded on detailed evaluation criteria including observation, conferencing, modeling, and mutualgoal-setting and ongoing collaboration. This process is designed to transform the practice of the Mentee as measured by classroom observation tools and child assessment.
CT’s will participate in professional development designed to increase knowledge and skills in their role. The professional development will include both content and relationship based training. They will also receive ongoing support through participation in the PAC Professional Learning Community.
The CT will participate in the Pilot for a one year term pending 6 month favorable evaluation.
The evaluation will include input from the Program Leader and Mentee, and will be reviewed by members of the PAC Advisory Panel. Assessment will include a review of goals established and met, as well as longer term goals. The formative evaluation process will include an ongoing review of data, CT recommendations, observations, conference notes, and periodic interviews by panel members or EEC.
Qualifications:
The Consultant Teacher (CT) is required to have an Associate’s degree in early childhood educator or a related field (a Bachelor’s degree is preferred)
At least one of the following:
  • MA Department of Early Education and Care Lead Teacher qualifications or equivalent;
  • A family child care educator with a CDA and/or NAFCC; or
  • Site Coordinator or Program Administrator for out of school time programs.
As well as:
  • At least three years of experience working directly in a licensed classroom or program;
  • Current and direct experience as an educator providing early education and care in a program that is assessed at level 2 in the QRIS (level 3 is preferred);
  • Environmental Rating Scale assessment (completed within the past year);
  • Completed Arnett Caregiver Interaction Scale;
  • Use of formative assessment of children in the program;
  • Permission from Program Leader to participate;and
  • Access to a computer and the internet (in this model, we plan to use video, email, and other electronic methods to facilitate evaluation, monitoring, and support)
Note:
  • Supervisors and administrators are not eligible to serve as a CT.
Responsibilities:
  • Attend Orientation to the MA PAC model (estimated at 6 weeks, combination of online, face to face – evenings and weekend, and self-study);
  • Participate in CT Orientation Training including Orientation to the MA PAC Pilot, Observation using CLASS™, Developing Instructional Expertise, TORSCH, Professional Learning Communities, QRIS, Core Competencies, MA Early Learning Standards, and CT Roles and Responsibilities;
  • Design of an Individual Professional Development Plan related to this project. This will be supported through the monthly Professional Learning Community meetings, attending EPS trainings, and use of other state funded agencies and conferences to meet individual PD needs;
  • Participate in ongoing monthly CT training and the regional Professional Learning Community (PLC) to share resources, training, expertise, and experience;
  • Participate in Mentee interviews;
  • Provide Peer Assistance and Coaching:
  • Meet with the Mentee(s) and their Program Leader to outline the PAC process. Maintain ongoing communication with the Program Leader. Collaborate with Program Leaders to facilitate Mentee growth and development in identified areas; and
  • Jointly establish regular meetings, observations/demonstration, monitoring, and feedback cycle:
  • The initial meeting will include a review of the data identifying the Mentee’s needs with an action plan, including recommended professional development and coaching strategies designed to increase knowledge and skills in identified areas of need;
  • Cycle of evaluation and coaching includes continuous mutual goal setting using observations and follow up conferences to analyze and set practical goals for improvement based upon details evaluation criteria;
  • Conduct observation (in person and/or virtual), demonstration, and constructive feedback through both written documentation and verbal delivery;
  • Monthly communication with Program Leaders while maintaining Mentee confidentiality (may be virtual);
  • Work with Mentee and Program Leader to refine the Mentee’s professional development plan including identification of recommended training or courses and strategies for application to practice;
  • Meet with Mentee at least monthly (may be virtual; phone, email, video clips) to review progress and provide feedback on progress;
  • Provide progress report every 30 days using provided template indicating actions, progress, next steps;
Note: A combination of email, phone, online, and face to face interactions are recommended
  • Evaluation Process:
  • Submit evaluation data to EEC.
  • Data collection includes data from assessment tools, observations, coaching sessions, meetings, and formal reports. CLASS™ observation pre and post, Mentee self-assessment, child outcomes, and feedback from Program Leader.
Application:
The application for Consultant Teachers will include the following:
  • Online or paper application (EEC website);
  • Statement of areas of expertise related to the MA Core Competencies and Early Learning Standards;
  • Statement of personal growth over the past two years with a plan for the next year;
  • Reflection statement on response to changes within the field including early learning standards, ERS, QRIS, Core Competencies, licensing changes;
  • Current QRIS Level and standards working on to achieve the next level;
  • Completion and submission of the Consultant Competency Document self-assessment;
  • Statement regarding how participation in this project advances his/her professional development;
  • Three recommendations: Program Leader, peer, and one other individual (family from program, support group member, et. al.); and
  • Completed and signed MOU.

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