CLASS scores don’t just assess teaching- they shape student outcomes. Learn how structured, video-based coaching with TORSH helps early childhood programs boost CLASS scores and educator effectiveness.

CLASS scores matter—big time. In early education, they’re more than just numbers on a rubric. They’re tied to student outcomes, program quality, and educator effectiveness. But improving those scores? That’s the hard part.

Why CLASS Scores Matter

The Classroom Assessment Scoring System (CLASS) is used across 42 states to evaluate teacher-child interactions in early education. It focuses on three essential domains:

And the impact is real. Research shows that:

• Classrooms with higher CLASS scores see 20% higher student engagement
• A 0.5-point increase in Instructional Support can lead to measurable literacy and math gains
• Structured feedback tied to CLASS dimensions improves teacher performance by 10–15%

Coaching Challenges Holding Programs Back

So why isn’t every program seeing these results? Because CLASS-aligned coaching is hard to implement without the right systems in place. Many educators and coaches struggle with:

• Inconsistent feedback due to lack of structure
• Limited time and resources for regular observations
• Variability in scoring, especially with multiple raters
• Difficulty tracking growth across CLASS domains

These gaps can make it challenging for even the most committed educators to grow.

How TORSH Makes CLASS Coaching Work

That’s where TORSH comes in.

Our platform is designed to make CLASS-aligned coaching efficient, reliable, and scalable. Here’s how we do it:

• Video-Based Coaching
  Teachers upload classroom videos that coaches can review asynchronously. This not only saves time but also allows for timestamped, CLASS-aligned feedback. Teachers can reflect on real interactions and get targeted support where it counts.
• Structured Feedback & Double Coding
  With TORSH, multiple reviewers can independently code the same video. Side-by-side comparisons help ensure inter-rater reliability, reduce bias, and provide more meaningful feedback.
• Data-Driven Growth Tracking
  TORSH’s analytics tools visualize performance trends across CLASS dimensions. You can track growth over time, spot areas for improvement, and ensure your coaching efforts are actually moving the needle.

Best Practices for CLASS Coaching with TORSH

To get the most out of your CLASS coaching efforts, we recommend:

✅ Regular video observations for more consistent feedback

✅ Teacher self-reflection before receiving coach input

✅ Using double coding to improve scoring accuracy

✅ Leveraging data and analytics to drive coaching focus

Got questions? Contact us anytime to schedule a personalized demo to see TORSH in action. 

The post From CLASSroom to Top CLASS: How Structured Coaching Drives Higher Scores appeared first on Torsh.

Win More RFPs with the Right Coaching Platform

As an Educational Consultant, your expertise is your greatest asset — but in today’s competitive RFP landscape, how you deliver that expertise can make or break your success. Districts expect flexible, data-driven, and scalable coaching solutions — and the right tools can set you apart.

The key to winning more RFPs is finding the right tools that allow you to showcase measurable results, flexibility, and scalability. TORSH Talent is an all-in-one coaching platform that can help you stand out in the RFP process, equipping you with data-driven insights, personalized coaching tools, and hybrid solutions. Let’s explore how you can leverage the right tools to succeed as an EC and why TORSH Talent should be at the top of your list.

The Importance of Choosing the Right Coaching Platform for Educational Consultants

Why It Matters

In today’s educational landscape, districts are looking for solutions that go beyond the basics. They need coaching platforms that can deliver personalized, real-time feedback, drive instructional improvement, and adapt to the diverse needs of educators and providers — both in-person and virtually. As an EC, having the right platform is crucial to proving your ability to deliver these results.

Selecting the right coaching platform can make or break your proposal. It can elevate the quality of your professional development, providing the districts you serve with the tools to make a long-lasting impact.

What to Look For in a Coaching Platform:

• Flexible Delivery Methods: The ability to offer in-person, hybrid, and remote coaching is non-negotiable in today’s world.
• Data and Analytics: Districts need measurable outcomes. Look for platforms that allow you to easily track and share progress and improvement over time.
• Ease of Use: The easier it is for teachers and administrators to use, the more likely districts will adopt and appreciate the platform.

Scalability: Whether serving small districts or large, you need a platform that can scale with your growing client base and adjust to district size and complexity.

The Rise of Hybrid Professional Learning

Hybrid professional learning has rapidly become the norm, with districts seeking flexible ways to engage their staff in continuous development. As schools balance in-person instruction with virtual components, professional learning must also reflect that shift.

The Challenge for ECs

For ECs, this trend presents both opportunities and challenges. While hybrid learning allows you to offer a flexible model that meets varying district needs, it also requires robust tools that work seamlessly across both formats. The right tools are critical to ensure smooth transitions between in-person and virtual coaching, while still delivering high-impact feedback.

Why Hybrid Matters:

• Flexibility: Districts are drawn to solutions that offer flexibility. A hybrid model allows you to meet teachers wherever they are, whether in the classroom or working remotely.
• Ongoing Support: With hybrid professional learning, you can offer ongoing coaching and feedback, regardless of geographical constraints. This is key to delivering results that last.
• Adaptability: As an EC, your coaching needs to adapt to evolving district goals, school schedules, and staff availability. Hybrid platforms give you the freedom to adjust your approach based on the moment’s needs.

TORSH Talent – A Leading Solution for Educational Consultants

When you’re searching for the best tools to deliver impactful coaching and win more RFPs, TORSH Talent is your go-to platform. TORSH provides a comprehensive set of tools that help Educational Consultants scale their coaching and deliver measurable outcomes, whether in-person or virtual.

What TORSH Talent Offers:

• Video-Based Coaching: Capture real-time classroom moments and use video as a central tool for reflection, feedback, and coaching. TORSH’s video-based platform allows consultants to provide direct, actionable feedback to educators that leads to immediate improvement.
• Real-Time Data Tracking and Reporting: Districts want data. TORSH Talent delivers detailed analytics on teacher performance and progress, making it easy to demonstrate the impact of your coaching to administrators and stakeholders.
• Scalability and Flexibility: TORSH’s platform works for districts of all sizes, from small teams to large-scale implementations. It’s built to grow alongside your consulting practice and allows you to meet the specific needs of each district.
• User-Friendly Interface: A platform’s effectiveness is measured by how well it’s adopted. TORSH Talent offers an intuitive, easy-to-use platform that teachers, providers, coaches, and administrators will love.

How TORSH Helps You Win RFPs:

TORSH Talent positions you as the expert with advanced tools that district leaders want to see. Its ability to provide measurable data, improve teacher performance, and support hybrid coaching environments gives you a competitive edge in the RFP process. Plus, it’s backed by a track record of success, so you can include real-world examples of how TORSH has driven results.

Why TORSH Talent is Ideal for Hybrid Professional Learning

Delivering hybrid professional learning requires seamless integration between virtual and in-person coaching methods. TORSH Talent provides Educational Consultants with the tools they need to ensure that hybrid coaching is just as effective — if not more so — than traditional models.

Key Features for Hybrid Learning:

• Integrated Video Coaching: Video allows you to bridge the gap between in-person and remote coaching. Capture classroom moments for later reflection, provide virtual feedback sessions, or conduct remote coaching in real-time.
• Centralized Data Management: TORSH Talent allows you to track progress and results across all teachers, no matter where they are. You’ll always have the data you need to demonstrate growth and improvement.
• Feedback and Reflection Tools: Coaches and teachers can engage in continuous coaching cycles, no matter the setting. TORSH’s platform allows for real-time feedback and reflection, whether in-person or remotely.
• Scalability: TORSH Talent’s flexibility ensures it works just as well for small rural districts as it does for large urban school systems, making it an ideal tool for consultants in any environment.

Getting Started with TORSH Talent

Are you ready to take your coaching practice to the next level? TORSH Talent offers a variety of resources to help Educational Consultants integrate the platform into their proposals and win more RFPs. Here’s how you can get started:

• Success Playbook: Download our playbook for tips and strategies on positioning TORSH Talent in your proposals.
• Webinar Recording: Watch our latest webinar where experts discuss how to win RFPs with TORSH Talent.
• Email Templates: Access ready-made email templates to pitch TORSH to districts and include it in your RFP submissions.
• Sample Proposal Outline: Get a customizable outline you can use in your next RFP response.

As Educational Consultants, choosing the right platform can make all the difference in winning RFPs and delivering exceptional coaching outcomes. TORSH Talent provides the flexibility, data, and results-driven tools you need to set yourself apart in the competitive RFP landscape. Start leveraging TORSH Talent today and elevate your proposals with the winning combination of expertise and technology.

Ready to position yourself as the go-to consultant for high-impact, scalable coaching?
Download our RFP Success Toolkit or schedule a demo to see how TORSH Talent can help you win your next proposal — and every one after that.

The post Top Coaching Platforms for Educational Consultants to Win RFPs appeared first on Torsh.

If you step into any early learning space, you will witness educators engage with their little learners individually and uniquely. One teacher may show a toddler how to carefully pick up and stack blocks to help them build fine motor skills. Another might clap with a preschool-aged student as they practice sounding out a word on a whiteboard. At their core, these examples are developmentally appropriate practices (DAP), where teachers are adapting their instructional practices to match each child’s developmental level. 

To the untrained eye, this concept in action may seem intuitive and straightforward. While DAP is widely understood as a highly effective practice for supporting healthy development during a child’s early years, these teaching methods do not mature on their own. Quality professional development (PD) drives quality classroom practice, with DAP as well as other evidence-based models for student learning. 

Let’s explore why DAP and practice-based coaching work well together, and how modern technology can enhance both to support children’s optimal development.

Why Developmentally Appropriate Practices (DAP) Matter in Early Education

Adapted from the original definition created by the National Association for the Education of Young Children (NAEYC), The University of Maine defines DAP as follows:

 “[Developmentally appropriate practices are] an approach to education that guides early childhood professionals in everyday practice. It comes from more than 75 years of research on child development and early learning…and gives early childhood professionals information from which to make decisions.”

~The University of Maine Center for Community Inclusion and Disability Studies

Three areas  in particular help educators determine the appropriateness of an everyday practice or interaction with a young child:

• Age appropriateness, or practices that support a child of a particular age and stage of growth;

• Individual appropriateness, or approaches that nurture a specific child’s development; and

• Cultural and social appropriateness, or practices that align with and respect each child and family’s identity as well as their community.

PennState Extension summarizes the intent of using DAP across these areas as meeting individual children where they are developmentally. In other words: “Teachers… get to know [children] well—and [enable] them to reach [individual] goals that are both challenging and achievable.”

Clearly, the right materials, learning space, observation cycles, and resources that reinforce staff knowledge support instructional practices tailored to a child’s developmental stage.

Challenges with Implementing Developmentally Appropriate Practices

As straightforward as developmentally appropriate best practices sound, this approach to teaching is not necessarily intuitive. Common challenges that programs face with implementing DAP include:

• A mismatch between an individual teacher’s personal beliefs about DAP and their self-reported or actual practices (Şahin-Sak, Tantekin-Erden & Pollard-Durodola, 2016)
• Partial or inconsistent use of DAP within a classroom
• Lack of ongoing support for educators with applying appropriate instructional practices in education settings

Every early childhood program and educator benefits from intentional practice, refinement, and ongoing continuous improvement around DAP in order to drive effective growth for young children. This is where quality professional development, paired with the right technology, comes into play.

High-Quality PD Yields High-Quality Practices

Many in the early childhood field already recognize that adult learning is an ongoing process; not a one-and-done effort. To improve teaching practices and drive positive outcomes for young children and their families, an early childhood educator needs continuous support to build individual skills and weave them into instructional practices. 

Quality PD is essential for early childhood education professionals to purposefully implement DAP. 

Research indicates certain professional learning models are particularly impactful with changes to teaching practices. One study found that targeted training provided via classes to early childhood teachers helped decrease teachers’ contrasting beliefs and practices that go against the principles of DAP, removing a key barrier to their adoption (Heisner & Lederberg, 2011).

Other effective professional development strategies include:

• Online courses designed for independent learning around particular topics
• Staff learning communities organized for peer collaboration in a supportive environment
• Practice-based coaching (PBC) tailored to individual practitioner needs

Coaching is most impactful in driving tangible shifts to teacher practices, whether it serves to help educators meet Head Start performance standards, embrace DAP best practices, or achieve other program priorities.

The power of coaching to improve DAP best practices

Strong relationships between coaches and mentees has proven effective in shifting developmentally appropriate instructional practices across a wide range of learning areas. Programs focused on social-emotional development via the Pyramid Model benefit just as much from practice-based coaching (PBC) as those concentrating on literacy development in the classroom.  

Part of the power behind PBC is helping staff recognize what specific DAP best practices look like in action and adapting them into their approaches. A high-quality coaching program allows teachers to self-reflect and receive targeted feedback from their coach, while also celebrating progress.

A few ways that an early childhood educator may set goals for coaching around DAP include:

• Refining their strategies for building relationships with families and learning about their cultural, linguistic, and personal backgrounds (key to “getting to know” each child)
• Shifting how they adapt the same teaching strategy for early numeracy skills (like recognizing and naming numbers) to children at different cognitive development stages
• Learning how to effectively and correctly use early childhood assessments to determine where a child is in their development

5 Ways Technology Supports Developmentally Appropriate Practices

No matter what learning goals a program sets with DAP, technology is quickly becoming a crucial part of effective practitioner growth. In particular, online learning platforms (OLPs) form the backbone for many successful adult learning models, including PBC.

The right technology can connect educators, streamline data collection, and drive improvements in developmentally appropriate practices in early childhood organizations.

Let’s explore five ways that technology cultivates a culture of continuous improvement and growth when it comes to DAP, as well as what features administrators should look for when choosing an OLP.

1. Creates visibility into teachers’ practices

OLPs must allow coaches and other professional learning practitioners to see teaching practices in action—without solely depending on live, in-person observations. While valuable, such observations are time- and resource-intensive, especially for early learning programs serving multiple sites or large regions.

This is where video technology can help reduce costs to programs and boost visibility into classroom practices. 

OLPs that have native video capabilities create flexible opportunities for:

• Teachers to record their practices for self-reflection or goal-setting
• Coaches to witness teachers’ instructional strategies anytime, anywhere—and provide specific feedback to teachers via time-stamped comments 
• Teachers and coaches to connect virtually for individual sessions, from any location at a time that works around their daily responsibilities
• Program leaders to curate videos demonstrating high-quality DAP in action for other educators to explore

TORSH Talent stands out with respect to these capabilities. Its mobile app allows teachers to record practices, even without internet access, and later upload videos when connectivity is restored. The platform provides programs with a digital library to gather exemplary videos and additional resources for collective learning purposes. Lastly, administrators, teachers, and coaches can fine-tune user permissions, ensuring that only those team members authorized to see a video can access it in the solution.

2. Centralizes program resources and guidelines for DAP

In addition to visibility into practice, an OLP must allow programs and practitioners to develop a repository of materials that guide any professional learning approach used to improve DAP. 

TORSH Talent’s Resource Library can include those videos of exemplary practices as mentioned above, but it can also house:

• Standardized rubrics and frameworks to guide coaches with engaging mentees consistently in embracing DAP best practices
• Goal-setting templates to establish each teacher’s coaching goals in connection to program priorities around DAP
• Policies and requirements for educators related to utilizing DAP, participating in professional development efforts, and more

Learn more about this and other critical features available within our all-in-one professional learning platform, designed to support the unique needs of early learning programs.

3. Monitors key data to measure PD impact and DAP fidelity

Continuous data insights, reflection, and improvement are necessary for the ongoing cycle of DAP best practices.

At the individual level, the right OLP supports teachers and coaches by capturing metrics that pertain to their unique goals around DAP best practices. Data insights may include coaching session frequency, total coaching time, self-reported progress on goals, and more.

Moving up a level, OLPs can also help coaches explore patterns about their engagement across mentees, perhaps even surfacing areas of growth for a coach themselves in how they engage with teachers and drive their successes with DAP. 

At the highest level, program administrators need an OLP that synthesizes all these data and more—even from sources outside of the platform itself—to analyze the overall impact of professional learning efforts on critical priorities related to DAP. 

TORSH Talent supports all three layers of data analysis and collection. With configurable data collection forms, customizable insight reports, and multiple forms of data integration with other education platforms, staff at every level of an early learning program have the insights they need all in one central location.

4. Develops individual learning paths for independent growth

Even in an organization that emphasizes a practice-based coaching model, educators benefit from independent resources and learning opportunities. OLPs that not only support coach-mentee relationships but also facilitate self-learning offer a winning combination to early childhood education programs.

In addition to TORSH Talent’s virtual coaching features, your program can utilize customizable Learning Paths to cultivate professional growth. Learning Paths offer self-paced modules and courses that target specific training areas based on program data, coaching observations, and individual educator needs including:

• Targeted professional development to focus on specific areas for growth or skills, helping teachers continuously improve their practice.
• Courses structured to meet specific certification or recertification needs, making it especially useful for early-career educators.
• Flexible, asynchronous learning opportunities for educators to upskill on their own time, which is critical for those balancing heavy workloads.

The best part? The Learning Paths modules can point directly to those exemplary resources curated in the Resource Library, making it easy for educators to access a wide variety of learning tools at the click of a button.

5. Cultivates collaborative learning in hybrid or virtual environments

Last but not least, the right OLP creates space for easy collaboration. These features are especially handy for programs that utilize a peer-to-peer mentorship model or otherwise wish to facilitate collective learning among their staff. 

For instance, professional learning communities (PLCs) empower teachers to share reflections, ask for colleagues’ input, or keep up to date with the latest insights related to DAP best practices in the classroom. When exploring technologies to support a PLC, program administrators should look for OLPs that flexibly adapt to a virtual, hybrid, and in-person version of this collaboration model.

TORSH Talent’s Communities feature allows PLC members to connect asynchronously and access the curated Resource Library as part of their PLC engagement.. Educators aren’t limited by the bounds of their physical program sites, either. TORSH often sees its early learning partners use Communities to facilitate multi-site PLCs on key topics like DAP. 

Drive High-Quality, High-Impact DAP Best Practices With TORSH

Ready to up-level your early childhood educators’ developmentally appropriate instructional strategies? TORSH Talent is the ideal platform for your professional development needs. From designing targeted Learning Paths to facilitating high-quality virtual, hybrid, and in-person coaching, early childhood education programs benefit from the easy-to-use and secure tools built into TORSH Talent, including:

• Video-based observation
• Targeted, specific feedback to teachers on their interactions with children and families
• Synchronous and asynchronous collaboration with coaches and among peers
• On-demand training for professional learning and certification
• Individualized coaching tools for goal setting and tracking
• Insights to guide professional learning and training

Discover how TORSH Talent can support your practitioners to take DAP to the next level, ensuring they meet every child and family where they are to help them thrive.

The post Implementing Developmentally Appropriate Practices ∣ DAP Best Practices in Early Childhood Education appeared first on Torsh.

In early childhood education, the Pyramid Model is a powerful framework to foster social-emotional competence. Yet, implementing this model effectively requires more than just good intentions—it necessitates a structured, systematic approach in which educators are supported by practice-based coaching. This blog explores how practice-based coaching not only supports the Pyramid Model but also transforms its application in real-world settings, as demonstrated by two TORSH customers who have seen remarkable success.

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Table of Contents

• SEL in Early Education: Why the Pyramid Model Matters
•  How SEL Impacts Early Childhood Outcomes
• Layered SEL Support for Children and Families
• Practice-Based Coaching Is the Heart of the Pyramid Model
•  Stories From The Field: Combining Practice-Based Coaching and the Pyramid Model for Social-Emotional Development
• Ensure Coaching Supports Your Pyramid Model Implementation with TORSH

SEL in Early Education: Why the Pyramid Model Matters

Positive social-emotional development in young children relies on attentive adults supporting specific skill-building that matches a child’s developmental growth. With effective practices, educators will successfully support most students as they develop their social-emotional competencies. However, some children will still struggle with things like challenging behaviors or strong emotions, especially those impacted by trauma or other adverse childhood experiences. 

Fortunately, no matter what support a child needs to grow socially and emotionally, early childhood educators can turn to the Pyramid Model for help!

The Pyramid Model is a comprehensive framework for early educators to aid in developing core social and emotional skills in young children. It is a powerful and preventive approach that sets up little learners for long-term success.

Using the Pyramid Model for supporting social-emotional competence in children requires thoughtful program-wide implementation and a structured approach to developing educators’ effectiveness with the model’s strategies. In other words, programs need a quality professional development strategy in place. 

And the most effective strategy for adopting the Pyramid Model leans on a practice-based coaching framework.

Let’s unpack the connection between this method of professional learning and the impact it has on programs embracing the Pyramid Model for social-emotional competence.

How SEL Impacts Early Childhood Outcomes

It may be obvious to most early learning experts, but it is worth remembering why social-emotional learning (SEL) is so crucial for our littlest learners in the first place.

Between the ages of birth through 5 years old, children undergo incredible physical, emotional, and linguistic growth. They learn to recognize more than 10,000 words (Shipley & McAfee, 2015). They develop critical gross and fine motor skills that allow them to move through the world. And, they practice a huge array of capabilities that support their blossoming relationships with other people, as well as their own physical and emotional self-awareness and management. 

All of these skills—especially the social-emotional ones—are essential to their future success, from getting school-ready to “adulting” in the world beyond the classroom. Among the many positive outcomes for children associated with effective SEL are:

• Improved academic performance (Durlak et al., 2011; Taylor et al., 2017)
• Lower truancy and absenteeism (Huan Wang et al., 2016; Cook et al., 2014)
• Fewer challenging behaviors and psychological distress (Reback, 2010)

Further, SEL benefits persist as young learners grow. A meta-analysis in 2017 examined the long-term impact of SEL interventions provided to children in kindergarten. Those who received this support were, on average, more likely to:

• Graduate from high school
• Complete a college degree
• Obtain stable employment in adulthood

Continuous, systemic SEL remains an important learning thread for children until they graduate from high school (Mahoney et al., 2021). And it all starts in early childhood.

But the challenge becomes how to systematically and effectively implement SEL supports for our littlest learners. This is where the Pyramid Model comes in.

Layered SEL Support for Children and Families

From nurturing positive relationships to managing challenging behavior, the Pyramid Model supports early childhood professionals and students with SEL. 

According to the National Center of Pyramid Model Intervention, the Pyramid Model of Social and Emotional Competence is “a framework of evidence-based practices for promoting young children’s healthy social and emotional development.” Though not itself a curriculum for SEL, the model creates a structure through which early childhood programs can systematically nurture core life skills in little learners. 

Image: Pyramid Model (NCPMI)

The Pyramid Model includes four layers of support (listed below from the bottom of the pyramid upward): 

• Effective Workforce
• Nurturing, Responsive Relationships & Environments
• Targeted Social-Emotional Supports
• Intensive Interventions

Those strategies at the bottom of the pyramid apply to all children and families across all programming. Moving up each layer focuses on support for more targeted populations, such as children with disabilities or special needs, and others who may benefit from intensive services such as home-based early interventions.

Research has demonstrated the power of applying the Pyramid Model for promoting social-emotional competence in children. One recent study in Australia found that among preschools that trained their educators on the Pyramid Model, children developed core social and emotional skills at a faster rate compared with children at other preschools (Swalwell & McLean, 2021). 

Is it any surprise that this entire model relies on having high-quality staff implementing effective teaching practices?

Program administrators should immediately recognize that at the heart of high-quality teaching lies high-quality professional development that nurtures this effective workforce—including impactful mentoring strategies like practice-based coaching.

Practice-Based Coaching Is the Heart of the Pyramid Model

Many of us in early childhood education already know the power of having the right job-embedded professional learning for teachers. A coaching process to support classroom teachers can impact positive child outcomes in areas like early literacy development. A coaching relationship can also improve teachers’ effectiveness and accuracy by using tools like early childhood assessments. Last, coaching supports programs using the Pyramid Model for challenging behavior in young children and social-emotional growth in general. 

So what does effective professional learning and coaching look like when it comes to the Pyramid Model? 

First, coaching must be systemic. In one 2021 study, researchers supported 92 teachers with systemic PD and coaching around how to effectively implement the Pyramid Model with children in their classrooms at an elevated risk of worse social and emotional outcomes. They found that systemic support (including a practice-based coaching cycle) increased implementation fidelity among educators and improved social and behavioral outcomes among children. A 2023 study and a 2022 study both found similar results with variations on these professional learning supports. 

When given systemic, targeted, practice-based coaching, educators are better able to utilize the Pyramid Model. 

Second, coaching must be consistent. Whether it’s delivered one-on-one or through group settings, a practice-based coaching framework is more impactful when teachers receive this kind of support on a regular basis throughout a program year. That’s why one of the Head Start performance standards concentrates just on the professional learning ecosystem of a program, and the importance of developing a cyclical process of ongoing engagement between coach and mentee. 

Stories From The Field: Combining Practice-Based Coaching and the Pyramid Model for Social-Emotional Development

Educators can learn from their fellow early learning professionals who have successfully leveraged practice-based coaching to bolster their program’s Pyramid Model adoption and drive positive SEL outcomes for young children. Let’s explore how two programs in Illinois and New Mexico made pivotal shifts in their professional development approaches to embrace coaching.

The Center: Early Childhood Professional Learning (ECPL)

The Center ECPL provides early learning educators throughout Illinois with free professional learning, resources, and other information. These offerings are all geared toward one purpose: helping programs implement high-quality, effective teaching practices that improve learning outcomes for young children and their families. 

The Center aids programs embracing the Pyramid Model as part of their approach to SEL  in two ways. First, the team holds ongoing webinar training opportunities centered on social-emotional competency. A recent discussion offered practical tips and strategies for developing culturally responsive social emotional supports, utilizing guidance from the Pyramid Model and another framework for cultural competence.

Second, through their ECPL Coaching Project, The Center provides teachers with virtual practice-based coaching and a professional learning communities-like model called Collaborative Learning Sessions. These offerings are provided through TORSH Talent, a secure web-based platform designed to streamline professional development and coaching practices for early education professionals. 

Thanks to the platform’s video-based coaching, time-stamped feedback capabilities, and a centralized library of resources, The Center delivers support to teachers in even the most rural or hard-to-reach areas of Illinois, helping them implement evidence-based teaching practices. 

Additionally, through TORSH Talent’s Communities feature, Collaborative Learning Sessions aid teachers across different programs to gather and discuss topics, projects, or professional development activities of interest. Among their focus areas is the effective use of the Pyramid Model and its benefits in supporting young children with development or learning disabilities. 

Cindy Berrey, Director of The Center explained, “Preschool teacher practices in the state of Illinois are improving because of our coaching model and virtual practice. And we know that a high-quality teacher positively impacts student outcomes.”

Read the full story to learn more about The Center’s success with applying modern technology to practice-based coaching for the Pyramid Model. 

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Dr. Meg Franko, Director of Early Childhood Initiatives, Butler Institute for Families, University of Denver, explains during a recent interview, “[Early caregivers and early educators] are the folks who take care of our youngest citizens and who are their earliest teachers, people who help them get ready for the rest of their lives. At the same time, [programs are] in a position where we’re really struggling to get people to enter and stay in the field.”

Research continues to reinforce the incredible impact of early learning programs on student outcomes, from improving school readiness to predicting success after high school graduation. Even K12 administrators recognize that investing in early education is well worth it to cultivate successful student learning. 

To tackle these staffing issues, many programs are finding creative ways to attract and retain high-quality educators in their classrooms. Some partner with high school Career and Technical Education programs to create hands-on opportunities to engage future teachers, while others collaborate with community colleges and workforce development organizations to build the pipeline of qualified candidates.

These strategies prove effective in drawing nascent educators into the field — but what about those already working with children and their families? Recruitment alone does not guarantee ongoing quality and support for early educators as they advance in their careers. 

This is where job-embedded professional development for teachers comes in. 

Table of Contents

• What Is Job-Embedded Professional Development, Exactly?
• Modernizing Professional Development in Early Education
• Four Strategies to Uplevel Job-Embedded Professional Development for Teachers
• Expand Your Job-Embedded Professional Learning Strategies with TORSH

What Is Job-Embedded Professional Development, Exactly?

Despite its growing popularity among early educators, job-embedded training is more than a buzzword. Let’s examine job-embedded professional learning more closely and see how it compares with other approaches to educator development.

Job-embedded learning typically refers to “learning that is grounded in day-to-day practice and is designed to enhance professional practice with the intent of improving children’s learning and development” (Croft et al., 2010). It often relies on teams of education providers collaborating through a variety of methods to identify and solve issues of practice in an ongoing manner. Programs that embrace cycles of continuous learning and improvement lean on this type of professional learning to support their staff.

One example of a job-embedded learning strategy is practice-based coaching, defined by the ECLKC as “a strategy that uses a cyclical process. . . that supports teachers’ use of effective teaching practices that lead to positive outcomes for children.” This model focuses on collaborative, targeted relationships between coaches and teaching staff that center mentorship on specific goals related to practice. 

In contrast, other “traditional” forms of adult learning are often provided as external training (workshops or “PD Days”). But these approaches are far less effective in nurturing shifts in teaching practices than job-embedded professional development for teachers. In their 2020 report, Debra Pacchiano, Ph.D., Rebecca Klein, M.S., and Marsha Shigeyo Hawley, M.Ed. highlight that traditional PD is limited as it:

• Lacks support to assist teachers with applying training information to practice
• Involves minimal to no time for teacher reflection and examining real, relevant problems of practice
• Offers few opportunities for teams to collaborate and learn from each other to support quality teaching practices

According to research examined by the Society for Research in Child Development, job-embedded supports like practice-based coaching have a greater impact and result in more benefits for teachers: “Coaching that supports domain-specific curricula is more successful in improving preschool children’s learning than coaching on general best practices for preschool teaching.”

Modernizing Professional Development in Early Education

The stakes are high for early education providers seeking to uplevel their approaches to teacher professional development. Quality instructional practices can be the difference between a child entering kindergarten, ready to learn in a classroom setting and a student who struggles with learning on day one. 

The consequences of school readiness (or lack of it) cannot be underestimated. In many cases, factors beyond educators’ direct control affect children’s kindergarten preparedness. For instance, socioeconomic gaps and racial inequities affecting families can result in some students entering the classroom already far behind their peers (NCES). More challenging still, gaps in academic performance as early as kindergarten persist even into the upper elementary grade levels (Princiotta & Germino Hausken, 2006).

These data underscore the importance of turning to empirically proven methods of improving teaching practice as the lever educators can maneuver to improve student outcomes. As such, job-embedded learning is all the more crucial for programs to invest time and effort into. 

However, not all job-embedded professional learning is equally impactful. Pacchiano, Klein, and Hawley explain that four key characteristics make these PD strategies most effective in the modern era:

• 1:1 coaching support: As explored earlier, one-off training is insufficient for adult learners to retain new knowledge, let alone apply it in new ways to their teaching. Individualized support like practice-based coaching for early childhood teachers is more effective in shifting practices for the benefit of young students. 
• Upskilling and self-learning: Early educators are busy! When programs offer opportunities for independent professional growth, they allow teachers to bolster their skills and even complete requirements for specific certifications on their own schedules around their many obligations. In particular, online courses work well to lead educators down tailored learning paths based on their learning opportunities or needs.
• Peer-to-peer collaboration: Collaboration can include formal mentorship relationships between colleagues as well as less formal gatherings like lunch-and-learns or professional learning communities (PLCs). Fostering a spirit of collaboration among teachers can boost morale, create space for staff to seek and receive support when needed, and nurture a culture of continuous improvement as a team.
• Data assessment and analysis: Metrics are essential to measure the effectiveness of all three characteristics above. The right data help educators and program administrators alike identify patterns of success and new ways to drive improvements to teaching practices that meet students’ needs.

With these characteristics of successful professional learning in mind, how can early learning organizations efficiently launch or uplevel a job-embedded upskilling program?

Four Strategies to Uplevel Job-Embedded Professional Development for Teachers

1. Invest In The Right Online Learning Platform For Your PD Needs

The first step to expanding and supporting job-embedded professional learning opportunities is identifying the best technology for your programs. The right online learning platform can make all the difference in either helping or hindering your team’s ability to engage in coaching efficiently, provide peer feedback and support, and measure the impact of coaching activities on program goals.

Solutions like the innovative TORSH Talent online learning platform provide all the tools needed to catalyze your job-embedded professional development program — all within your organization’s available resources. 

Let’s take coaching, for example. Teachers leverage TORSH Talent’s video recording features to capture classroom practices live, which they can review ahead of coaching sessions to self-reflect or identify opportunities for growth. In parallel, coaches can also review these recordings, leaving time-stamped feedback for their mentees with specific input related to their coaching goals. When a teacher and their coach next meet, whether it’s in-person or online, these prep steps set them up for a more targeted, productive session. 

These are just a few of the many resources available to early childhood teachers and coaches using TORSH Talent. Ready to learn more? Request a demo to discover how our platform can nurture your coaching practices and teachers’ professional growth as a continuous process. 

Looking for more tips as you search for the right online learning platform to meet your PD needs? Read our recent article for seven key questions every administrator should ask. 

2. Create Multiple Methods for Self-Paced Development

Another critical component of effective job-embedded training is self-learning. Asynchronous opportunities for upskilling give early educators autonomy and practical ways to continue building their teaching effectiveness on their own schedule. Many programs will use solutions like TORSH Talent’s Learning Paths to develop right-sized online modules and courses for:

• Targeted training on specific topics, identified based on program data or opportunities for educator growth sourced from coaching observations
• Certification requirements, either for new or ongoing education (especially helpful for teachers early in their career)
• Other self-paced learning opportunities based on educators’ interests or personal learning goals

The best part about online learning pathways is their flexibility to meet individual educator’s unique needs. For example, TORSH Talent allows administrators to curate which modules educators must complete in order to layer on learning with great intentionality and precision. And with such busy schedules, early childhood teachers appreciate the ability to complete requirements like certifications when and where it’s convenient for them.

When early childhood providers take time to develop self-learning opportunities for their staff, they create conditions for practitioners to improve teaching effectiveness. Further, they encourage a mindset of curiosity among educators, which can greatly encourage them to stay in the field and continue helping young learners grow and thrive.

3. Leverage Hybrid & Virtual Collaboration for Scalability

Like many early education program leaders, you may be exploring hybrid and virtual professional learning methods such as online coaching to stretch limited program dollars and staff resources to the maximum. But there are so many ways technology can support collaboration beyond coaching! 

Consider building peer-to-peer collaboration opportunities in a digital space for early childhood staff. As highlighted earlier, PLCs are a great way to foster peer collaboration. Many programs leverage PLCs that focus on particular challenges with teaching practices within their classrooms. This setup encourages teachers to take ownership of isolating, testing, and measuring changes to program instructional approaches to improve student outcomes. 

TORSH Talent’s Communities feature is the perfect place to launch a virtual PLC or complement an in-person one with online collaboration. This informal tool allows your staff to pose and answer questions among their peers. A comprehensive directory also allows you or PLC leaders to manage membership in specific Sharing Circles around particular topics or challenges.

Learn more about this and other collaboration features available for early childhood educators in TORSH Talent.

4. Gather The Right Data To Guide Continuous Improvement

Even with the best coaching and collaboration practices in place, job-embedded professional learning is nothing without data. After all, the ultimate goal of improving teachers’ effectiveness is to improve students’ learning and growth — which requires measuring the impact of your PD strategies.

Whether you manage a Head Start program working to meet performance standards or a preschool experimenting with a new curriculum, data are essential. Consider how you might synthesize outputs from early childhood assessments, coaching feedback, and more to paint a picture of your program’s effectiveness. What learning outcomes are educators successfully driving in young learners? Where might teachers benefit from additional training or support? 

Additionally, these learning outcomes will inevitably change as a program matures and shifts — and that means building an ongoing process for reviewing and analyzing data becomes critical.

TORSH Talent offers clear reporting and metrics that you can tailor to meet your specific program needs or measure particular goals. Additionally, the platform integrates seamlessly with many LTI-compliant platforms such as Canvas, Blackboard, and Sakai, allowing you to examine multiple data across existing tools to make informed decisions about professional learning and practices. These capabilities underpin a successful cycle of improvement where teachers grow and students thrive.

Expand Your Job-Embedded Professional Learning Strategies with TORSH

TORSH brings a wealth of expertise and experience in effective coaching and job-embedded professional learning for early childhood educators. The innovative TORSH Talent online learning platform is the ideal solution to support and enhance job-embedded professional learning practices within your early education program, with easy-to-use and secure tools to:

• Complete video-based observations
• Provide targeted, specific feedback to early learning educators on their interactions with children and families
• Nurture synchronous and asynchronous collaboration
• Individualize educator coaching and learning
• Give insights to guide professional learning and training

Uplevel your early childhood educator professional development needs with TORSH Talent. Request a demo today!

The post 4 Keys to Using Job-Embedded Professional Development to Develop a Highly Qualified Early Education Workforce appeared first on Torsh.

Seema Tejura, Founder and Managing Director of The Literacy Architects, first met George in 2003 while volunteering at an adult literacy center. After a quick diagnostic assessment, Tejura verified that he struggled to read most of the three-letter words presented to him. Right away, she set to work using explicit, systematic, multisensory phonics teaching strategies to develop his foundational literacy skills. 

One day during a tutoring session, George was progressing well with accurately decoding a list of new words. Suddenly, he stopped mid-word, looked directly at Tejura, and asked, “Why didn’t I learn any of this in school?”

George’s story reflects the experiences of the 93 million adults in the U.S. who struggle with reading. It’s these stories that underscore the importance of evidence-based literacy instruction in early childhood classrooms. That way, people like George become lifelong readers well before graduating from high school. 

Tejura and her colleague Caitlin Deckard, a Science of Reading Specialist with The Literacy Architects, recently joined TORSH to discuss the implications of the science of reading for early literacy support and how early learning programs can embrace these findings. This article offers a glimpse into the power of professional learning, a foundational pillar to strong instructional practices that cultivate literacy skills in our youngest learners.

Watch the full webinar recording here, or learn more about TORSH’s partnership with The Literacy Architects here. 

Table of Contents

• Why Evidence-Based Literacy Development Matters — Now More Than Ever
• Professional Learning & Impactful Instruction Go Hand-In-Hand
• 3 Coaching & PD Strategies To Shift Literacy Instruction for the Better
• Lay the Foundation for Excellent Literacy Instruction with TORSH

Why Evidence-Based Literacy Development Matters — Now More Than Ever

Oral language skills evolved in humans nearly 100,000 years ago, but reading and writing skills developed far more recently. This means that our brains have had time to localize oral language to use only one part of the brain, while literacy requires no less than four parts to do successfully. 

The result? Reading is not a natural process like spoken language development. While students may naturally learn how to speak through repeated exposure and immersion, they need much more explicit, systematic instruction to learn how to read their favorite books. 

[Image: The Reading Brain from The Literacy Architects]

Additionally, reading requires more cognitive load (or effort and energy by the brain) to understand written texts. Tejura stressed that this matters for high-quality instruction with young learners: “Instruction should help students spend less cognitive energy on [basic skills like] decoding and word recognition in written texts to learn and comprehend those texts.”

Understanding the Science of Reading

A body of empirical research commonly known as the science of reading highlights the critical building blocks for learning how to read and shifting this cognitive load. Though these findings are not new, they have recently been expanded and are improving educators’ knowledge of which evidence-based teaching strategies cultivate strong reading skills.

In short, the science of reading stipulates that students must develop the following foundational literacy skills, in explicitly and systematically structured ways: 

• Phonemic awareness
• Phonics knowledge, decoding, and encoding
• Vocabulary development
• Fluency
• Comprehension

As educators re-examine how to support literacy development in the classroom, they are increasingly recognizing the value of evidence-based reading strategies for young learners — strategies demonstrated through research to improve literacy in students. Research findings from the science of reading underpin the most effective instructional approaches. 

Learn more about the science of reading with The Reading League’s comprehensive overview. 

What the Science of Reading Tells Us About Early Literacy Support

This research is incredibly important for early learning programs to understand and embrace within early childhood classrooms.

Remember those five skills emerging from the science of reading (phonemic awareness, phonics knowledge, etc)? There’s a particular order in which students best learn them; each skill builds upon one another to unlock stronger reading abilities and higher reading levels. This order should inform literacy strategies to support instruction.

Young students must first develop their phonological awareness (recognizing sounds in spoken language) — specifically their phonemic awareness (manipulating the individual sounds in words). In turn, these skills are required for kids to become adept at alphabet awareness (recognizing written letters) and sound-spelling correspondence (understanding which letter(s) and letter combinations represent each sound).

Here’s an example of one instructional practice that brings this order of operations to life. Recent empirical literature suggests that linking phoneme awareness to letter-sound knowledge strengthens a student’s use of phoneme awareness, improving their reading and spelling performance (Brady 2020). Literacy support strategies that reflect this evidence may look this:

• First, students practice isolating phonemes (like /s/) as they read and spell them.
• Next, they blend phonemes (such as /s/ /a/ /t/) to form a word and read it (‘sat’).
• Last, they practice segmenting phonemes in words (such as segmenting ‘ship’ into /sh/ /i/ /p/) and spell words with segmented phonemes (s-h-i-p).

“The classroom implications of this [research] are significant,” Deckard underscored. “If teachers stack phonemic awareness and letter-knowledge instruction, they can maximize instructional time while making stronger connections for their students.”

But Tejura explained too that, despite the importance of adopting such practices for early literacy support, actually changing instructional approaches isn’t easy: “To improve school readiness, early education programs need to focus on early phonemic awareness with kids, yet many instructors across the U.S. may be struggling to make this seemingly simple shift in practice.”

What can administrators and program directors do to support staff to shift classroom practice and ensure all students experience positive literacy skills development in preparation for kindergarten?

Professional Learning & Impactful Instruction Go Hand-In-Hand

Any change in a classroom or across a program requires time and consistent support. Some research estimates that it may take up to four years for educators to successfully shift instructional practices to embrace evidence-based programs and strategies (Fixsen et al, 2009). 

With such a long runway for meaningful change, early education programs can’t make just one or two quick swaps in literacy curricula and instruction. Change for a positive impact on literacy requires time and effort, both granularly and systematically.

This means going beyond one-and-done training on early literacy instructional methods and instead embracing a model of ongoing support, thoughtful professional development, coaching, and feedback. These components are must-have ingredients to alchemize reading instruction to support literacy development. 

Research shows that both students and teachers benefit from deliberate practices in sharing feedback and ongoing support. But it’s coaching that generates the greatest effects when assessed against other strategies for instructional improvement, including pre-service training and merit-based pay incentives (Fryer, 2017).  

With two-thirds of teacher preparation programs failing to adequately address phonemic awareness instruction — a critical piece of the literacy puzzle — the urgency could not be greater (NCTQ, 2023). Early childhood education programs must invest in professional learning and coaching to help teachers implement evidence-based practices in literacy.

3 Coaching & PD Strategies To Shift Literacy Instruction for the Better

From our expertise in professional learning for early childhood educators, here are three strategies that early childhood programs can adopt right now to support a stronger, impactful approach to early literacy.

Create a Safe Space For Educators From the Start

Change management is a natural part of any shift to programming or practice. For many educators, adapting evidence-based literacy practices may easily qualify as second-order change, which involves not only shifting instruction in classrooms but also adjusting educators’ mindsets. 

Naturally, the scale of such change can feel daunting and may conjure many different emotions and reactions. At the same time, second-order changes are also necessary for educational reforms to be achieved and sustained.

A safe, supportive environment is essential to help educators navigate second-order change. When teachers and administrators feel safe to share their concerns, ask for support, and experiment with new and unfamiliar approaches, the entire program can better move forward. 

Here are a few tips to help you cultivate a safe and supportive space for your team as you prepare professional learning to drive major changes in literacy instruction:

• Start small. A huge list of new changes can quickly overwhelm even veteran staff members. Try focusing on one piece of the literacy puzzle at a time. For example, first spend time exploring how a child’s brain processes written texts and learns how to read. This gives you space to address teachers’ questions about the topic and gives teachers time to get comfortable with a new biological model for literacy development. 
• Focus on actionable steps as much as theory. As you design each professional learning opportunity, ask yourself: what small, tangible, and practical steps can teachers take TODAY to shift practice? Again, keep these steps focused — it greatly supports educators to make incremental shifts to teaching practices without trying to tackle everything all at once. 
• If exploring specific curricula or programs rooted in evidence-based literacy practices, assemble a diverse group of stakeholders for your selection committee. This means including the voices of teachers, administrators, and support staff in the review, discussion, and selection processes.

Prioritize Collaboration Among Teachers

Nothing builds positive camaraderie like collaboration. In adult learning, collaboration is often more effective than pure information sharing or solo practice. 

As a bonus, collaboration creates a spirit of shared learning and responsibility around major changes to literacy instruction. This experience can deepen staff’s buy-in for the changes themselves — IF collaboration is thoughtfully cultivated. 

Take a look at these suggestions to create collaboration opportunities centered on evidence-based literacy instruction:

• Create professional learning communities (PLCs) dedicated to teachers’ collective growth in reading instruction. PLCs are excellent spaces for staff to share their insights, ask for support or guidance when navigating challenges, and surface resources that may help colleagues with their practice improvement. PLCs can be conducted virtually or in hybrid settings to connect early childhood educators across multiple program sites. Many early learning programs use TORSH Talent’s Communities feature to build PLCs for asynchronous collaboration.
  

• If you seek support to facilitate targeted collaboration for early literacy instruction, explore the Literacy Masterminds program. This partnership between TORSH and The Literacy Architects offers a unique job-embedded professional learning approach for early learning professionals. 

Establish Ongoing, Varied Adult Learning Opportunities

Just as young students learn best through different methods, so too do adult learners. Offering a wide variety of ongoing learning opportunities is a powerful way to support your instructors in reshaping their mindsets and expanding their skill sets around literacy practices. 

Explore these tips for designing a comprehensive professional learning system that supports multiple learning styles and approaches among teaching staff:

• Offer coaching through virtual, hybrid, and/or in-person methods to maximize coaching time with teachers. TORSH Talent contains all the tools you’ll need to modernize job-embedded coaching. From easy-to-use video recording tools to capture teaching practices in action and provide targeted feedback to digital portfolios to support coaches with managing mentees’ goals and resources, TORSH Talent catalyzes and centralizes professional learning for early childhood educators and programs.

• Prioritize bite-sized learning sessions over marathons of training. For many learners, it’s easier to digest smaller chunks of new information repeatedly over time. TORSH Talent can support your program here with the innovative Learning Paths feature. Learning Paths allows administrators to craft customized journeys for their staff to layer information and skills practice through connected online courses linked to additional resources curated in your Exemplar Library. 

Lay the Foundation for Excellent Literacy Instruction with TORSH

Curious to learn more about the science of reading and how professional learning improves literacy instruction? Watch the webinar with TORSH and The Literacy Architects to dive deeper into the research and its implications. 

Ready to coach your educators through transformational change in early literacy support? Learn more about the Literacy Masterminds program or connect directly with one of our experts.

The post How to Support Literacy Development in the Classroom: Coaching & PD as the Foundation for Strong Instructional Practices appeared first on Torsh.

In the world of educator development, an online learning platform (OLP) is quickly becoming a central asset for driving sustainable professional learning in early childhood education programs. 

In a best-case scenario, an OLP enables educational institutions to provide more coaching and training to teachers with greater efficiency, cultivating high-quality educators who improve developmental outcomes for the families and children they serve. The right OLP is the difference between modern, high-efficacy professional development opportunities with satisfied users — and one that wallows in outdated processes and frustrates users. 

Despite the increasingly important role they play in early childhood education, it can feel overwhelming to find the right OLP from the wide range of interactive learning platforms available. Each program is unique, and an online education platform must be able to support an organization’s specific professional development needs.

But the search for your ideal platform doesn’t have to be complicated!

From our team to yours, we will share five key questions that every early childhood program director should ask when assessing OLPs against their goals for professional development (PD): 

1. Does it provide opportunities for educators to apply and grow their skills?
2. Does it promote regular reflection on current teaching practices?
3. Does it cultivate ongoing support and coaching for educators to refine practice?
4. Does it enable differentiation in independent educator learning activities?
5. Does it facilitate anytime, anywhere collaboration among early childhood educators?

Let’s dive in!

Table of Contents

• 5 Considerations for Online Learning Platforms in Early Educator PD 
• #1: Does It Provide Opportunities for Educators to Apply and Grow Their Skills?
• #2: Does It Promote Regular Reflection on Current Teaching Practices?
• #3: Does it Cultivate Ongoing Support and Coaching for Educators to Refine Practice?
• #4: Does It Enable Differentiation in Independent Educator Learning Activities?
• #5: Does It Facilitate Anytime, Anywhere Collaboration Among Early Childhood Educators?
• Why the Right Online Learning Platform Matters For Early Education PD
• Streamline Early Childhood Professional Development & Certification With TORSH

5 Considerations for Online Learning Platforms in Early Educator PD

#1: Does It Provide Opportunities for Educators to Apply and Grow Their Skills?

This may seem obvious — but for an online educational platform to be effective in supporting professional growth, it needs to support educators to, well, grow! 

These days, many early education settings use practice-based coaching to support teachers in building a wide variety of skills. This methodology is effective because it encourages educators to be active participants and drivers of their own learning and career paths. An OLP is where modern technology meets coaching practices. 

Consider these factors when examining an OLP for its ability to cultivate professional development opportunities for teachers to apply their skills directly to student learning:

• Observations beyond in-person
• Time-stamped feedback

Customizable access to resources

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Observations Beyond In-Person

Coaching practices are evolving beyond the days when in-person observation was the only option. To be sure, classroom visits still play a role in improving teacher practice — but these sessions are difficult to do frequently and at scale across an organization. OLPs help early childhood programs increase the dosage of coaching provided to educators through video-based observation tools. 

Look for platforms like TORSH Talent that make it seamless for teachers to record high-quality videos of themselves utilizing specific skills, and easy to share those videos directly with their coaches for reflection.

 Be sure to consider how an online education platform supports staff who teach in or may travel to remote locations without consistent access to the internet, too! TORSH Talent’s mobile app does not require connectivity to record and store videos, which automatically upload to the platform as soon as a teacher’s connection to a network is restored. 

Time-Stamped Feedback

Online learning programs and platforms should also build on these video-based coaching tools by enabling two-way communication and feedback within its digital environment. But few platforms allow the level of precision with feedback granted by an in-person activity or observation — where coaches can, in near real-time, make a note of a positive student-teacher interaction or flag soft skills that may need refinement to manage student behaviors.

TORSH Talent is the exception among interactive learning platforms: coaches can leave time-stamped feedback on their mentee’s classroom video recordings. This specificity is important; it ensures a coach can provide highly targeted support without physically being in the classroom. By pinpointing bright spots and opportunities for growth between coaching sessions, coaches can tee up more effective conversations with teachers when they next gather. 

Customizable Access to Resources

A foundational feature of many OLPs is the resource library, where programs can curate specific documentation, templates, lesson plans, exemplary practices, and more in one central location for all staff to access with ease. Most solutions will also enable administrators to create libraries of courses on a variety of topics for teachers to complete on their own time. 

TORSH Talent takes the self-guided approach to professional development opportunities to the next level. Teachers who receive the PD or coaching each have different learning styles, needs, and experience levels. Learning Paths in TORSH Talent allow PD to be fully differentiated to reach audiences with vast styles and experiences. The observation, self-assessment, data forms, goals, and video tools provide a unique set of learning modalities to reach the preferences, needs, and experience levels of organizations.

The key here is customization. Administrators can craft single courses and other interactive online learning opportunities from that very same resource library, and then string them together into curated, in-depth learning journeys. The possibilities for content creators are limitless, from offering teachers hands-on learning exercises for specific instructional practices to individual courses on broader topics.

TORSH sees education institutions use Learning Paths to create a specific range of courses on a variety of topics, sometimes granting staff access to courses without individualization. They also develop targeted online courses intended to support focused learning in one area, then enroll those teachers with that area of need to complete these in-depth learning paths. Many TORSH partners also leverage this functionality to build certification courses that allow staff to fulfill important requirements around their busy teaching schedules. 

The beauty of TORSH Talent’s customization — from micro-learning doses to full-blown online learning programs — is that early childhood teams can create their own unique library of courses that meets their needs.

#2: Does It Promote Regular Reflection on Current Teaching Practices?

Another crucial consideration is teachers’ self-reflection. Remember, coaching best practices emphasize a teacher’s active engagement and ownership of their career path and learning. Strong self-reflection practices are essential muscles to build here — after all, adults are always learning and growing, too!

Coaches serve as facilitators of these reflective strategies to improve a teacher’s ability to notice their own behaviors, thought patterns, and approaches to instruction. OLPs should also support these practices by creating space for self-reflection that both teachers and coaches can easily revisit. 

Here again, TORSH Talent’s video tooling is an excellent resource to cultivate these soft skills for teachers by allowing them to record and watch themselves teaching in action. Many educators on the platform find it useful to reflect on their practices with high-quality videos just before a live coaching session. That way, they are prepared with specific bright spots to celebrate and opportunities for growth on which to seek additional support.

Educators can also collaborate with their coach to set and track progress toward achieving their goals, turning their self-reflections as well as coaches’ input on these video recordings into tangible action steps.

#3: Does it Cultivate Ongoing Support and Coaching for Educators to Refine Practice?

With this inquiry, ongoing is the word of note. Educator professional development isn’t limited to discrete windows of time as they once were. Now, early learning programs can lean on modern technology to ensure that services are available year-round and even on demand. 

This matters especially in the world of early childhood education, where teaching tools such as early childhood assessments depend on effective PD, coaching, and training to correctly and equitably implement. TORSH Talent is an ideal platform for scaling up access to professional learning, coaching, and technical services in early childhood education programs. 

Perhaps just as important as the groundwork of ongoing support is the higher-level visibility that administrators and program leaders need around these activities. When planning how to allocate funding, staffing, coaches, and other resources, early learning directors must be able to see the impact of these strategies.

TORSH Talent creates this insight for top-level program staff through robust reporting on active users, popular courses, coaching activities, and more on the platform. The solution also integrates with many LTI-compliant platforms, allowing directors and other administrators to triangulate patterns across multiple data sources and make more informed decisions. 

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#4: Does It Enable Differentiation in Independent Educator Learning Activities?

Just as every young child has their own journey of growth, so too does each educator who supports them. And yet individualized professional learning requires a lot of effort, time, and staff — which may not be feasible for an early childhood program. An OLP is an excellent resource to help a program balance staff’s unique growth opportunities for support with their available resources to meet that wide variety of learning needs.

Remember the Learning Paths module in TORSH Talent? We’ve already explored the customization options that this function offers for right-sizing individual courses and focused learning opportunities for educators. Now picture how a range of courses can be strung together into in-depth learning paths for staff to follow — at their own pace. Now scale these customized, high-quality courses across an entire program! 

TORSH Talent designed its Learning Paths module to be easy for everyone involved, no matter the size or nature of a program. From accessible authoring tools for admins to simple enrollment for staff, this functionality helps programs create that balance between efficiency and individual growth. With its friendly learning interface, the platform ensures teachers and administrators are all satisfied users!

When a program cultivates differentiated learning opportunities within an OLP, it must also identify key factors universal to all opportunities to evaluate their impact. This is why TORSH Talent again is the ideal platform, as it includes detailed reporting on learners’ progress toward lesson goals through competency-based assessments, aligned resources, discussion groups, and learning completion rates. 

#5: Does It Facilitate Anytime, Anywhere Collaboration Among Early Childhood Educators?

Collaborative efforts to drive continuous improvement can make a huge difference in early education settings. Common models like professional learning communities (PLCs) bring educators together to share insights from their practices, reflect as a team on their efforts to support student learning and iterate on programming to incrementally create more positive outcomes. 

An OLP can become a valuable hub for learning within PLCs. In TORSH Talent, for instance, educators from the same program (or better still, from across multiple programs using the platform) can form groups in the Communities feature. Some teams may create groups based on teaching experience, pairing newer staff with veterans for guidance. Others may form PLCs around particular priorities within an organization, while others further focus instead on a range of topics tied to professional growth goals and current industry practices in those areas. 

And of course, coaches and educators benefit from having access to asynchronous tools and customizable workflows within the platform to connect between their individual video or in-person sessions together. TORSH Talent is also an excellent resource for peer-to-peer coaching opportunities. 

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Why the Right Online Learning Platform Matters For Early Education PD

Early childhood educators benefit from guidance to refine their knowledge, soft skills, instructional practices, etc. And every program leader knows that offering a wide range of PD opportunities, from certification courses to video-based coaching, is the key to unlocking every teacher’s potential.

Effective PD is inextricably linked to positive child learning outcomes, including improved school readiness, increased educator engagement and satisfaction, and improvements in meeting specific program requirements such as Head Start performance standards. These trends all impact the learning experience for students and their families. 

It comes as no surprise that modern technology can either help or hinder professional learning strategies in early education institutions. The most important benefit that OLPs offer is efficiency. Self-paced online courses, resource libraries with high-quality videos and documentation, community features, and more enable lean program teams to more effectively support more educators on a wide range of topics with fewer resources consumed. 

This matters! The goal of any professional learning strategy is to support a high-quality early childhood workforce that improves developmental outcomes for children, and OLPs create a hub of learning that drives the PD behind these gains.

In addition, the best interactive learning platforms also provide:

• Key data, insights, and reporting into all facets of a professional strategy to support informed decisions
• Mechanisms to reinforce consistency with coaching or instructional practices
• Centralized resources such as digital coaching rubrics, documentation of core protocols, exemplary lesson plans or videos of classroom activities, etc.
• Features to streamline and expand coaching services using either virtual, hybrid, or in-person models, such as video-recording options, goal-setting and tracking tools, etc.

Streamline Early Childhood Professional Development & Certification With TORSH

From building a comprehensive training resource library to driving high-impact virtual coaching, TORSH Talent is the ideal platform for your professional development needs. Early childhood education programs can take full advantage of the easy-to-use and secure tools built into TORSH Talent, including tools for:

• Video-based observation
• Providing targeted, specific feedback to teachers on their interactions with children and families
• Synchronous and asynchronous collaboration with coaches and among peers
• On-demand training for professional learning and certification
• Individualized coaching tools for goal setting and tracking
• Insights to guide professional learning and training
  

Take a look at how your early education program can leverage TORSH Talent to nurture high-quality early childhood learning and ensure every family you serve can thrive.

The post 5 Questions to Ask When Choosing an Online Learning Platform for Early Childhood Professional Development appeared first on Torsh.

Technical assistance is a key driving force behind higher-quality services and evidence-based practices that promote family well-being. Uplifting these professionals through robust training, mentorship, and program development ultimately means uplifting families and creating positive outcomes for children, too.

State and referral agencies are well-positioned to ensure that early childhood learning programs receive technical assistance services that are both adaptive and responsive, and that lean on best practices for adult skills development. By engaging with the right technology, agencies can better equip and empower the early childhood providers they serve. 

Let’s unpack why technical assistance amplifies effective services and practices within early childhood education programs, and pinpoint how modernized approaches to these supports — specifically professional learning supports — catalyze improved child outcomes.

Table of Contents

• Understanding Technical Assistance: Why Effective PD Matters
• 3 Strategies To Modernize and Catalyze Early Childhood Technical Assistance 
• Build Your Early Childhood Training and Technical Assistance System with TORSH

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Understanding Technical Assistance: Why Effective PD Matters

What is the role of technical assistance in early childhood education?

NAEYC defines technical assistance as “the provision of targeted and customized supports by a professional(s) with subject matter and adult learning knowledge and skills to develop or strengthen processes, knowledge application or implementation of services by recipients.” 

Simplified, these services are all about how early childhood programs cultivate ongoing professional growth and learning for their staff and care providers. 

These services come in many forms and flavors, but the NAEYC highlights that above all, the most effective technical assistance methods are: 

• Strengths-based, focused on leveraging existing capabilities, assets, and knowledge among ECE staff;
• Relationship-based, in which positive, trusting relationships are the conduit for reflection and continuous improvement;
• And embedded within the wider professional learning system surrounding an early childhood professional. 

All three of these characteristics create the conditions that, over time, improve the quality of early childhood services and education provided to families and prekindergarten children. Technical assistance is essential to increasing family outcomes like school readiness that have a lasting impact on these children’s lives — and that is the ultimate goal of all early childhood professionals!

What does technical assistance look like in state early childhood programs and referral agencies?

Early childhood technical assistance services vary by provider, but they often cover broad sweeping grounds. Here are just a few examples of such categories of support, as offered by the nonprofit organization Child Care Aware of America:

• Early learning supports are a central service offered through most technical assistance programs. These resources concentrate on the practical application of instructional strategies and activities for children that directly contribute to healthy growth and development. Examples may include coaching educators on improving specific math skills among students in their program or communicating new research insights about social-emotional development in toddlers that inform program changes. 
• Professional learning and accreditation support is another essential offering from most technical assistance providers. The nature and depth of these services can vary depending on the level at which they are offered. States and regional agencies may focus on supporting ECE programs to build entire professional development programs, while smaller organizations may train staff on specific approaches to evaluating a professional learning methodology. It’s also common for agencies to support early childhood program leaders with understanding or even acquiring certain accreditations, such as the NAEYC National Accreditation.
• Home-based services typically necessitate unique technical assistance support to ensure consistent practices and positive outcomes. For example, states may provide guidance and training for providers who are building a home-based program, or outline the benefits and considerations for creating such programs. Referral agencies may help home-based care providers with hiring best practices for licensed family child care professionals, as well as additional licensing or accreditation requirements.
• Family engagement resources can be an invaluable form of technical assistance. Families play a crucial role in early childhood education, and program administrators and educators alike benefit from resources that create space for families to act as partners in their children’s growth. States and referral agencies often develop specific resources to bolster early childhood program capacity in this work, from sharing best practices for engaging with families facing food or housing concerns, or developing recommendations for effective family-educator communication practices.
• Health and safety supports may focus on helping early childhood care providers to meet standards for a healthy child care environment. Example topics include strategies for managing seasonal flu and colds, as well as how to prepare programs for emergencies. 
• Business supports offer fundamental business management assistance to early childhood education programs, helping with everything from federal financial assistance options to managing their taxes. 

What challenges with early childhood technical assistance do state and referral agencies face?

Despite the important role that technical assistance plays in early care programs, numerous challenges hamper the potential of these services to impact families’ lives positively.

One of the biggest challenges facing state and referral agencies in the U.S. is a lack of coordination across both early childhood programs and technical assistance providers. As the Learning Policy Institute advised in a 2018 report, states must concentrate on “building a coherent ECE administration system… that ensures all state-supported programs can participate in quality improvement activities [like] coaching and other professional supports.” 

To achieve this vision, agencies aim to tighten the orchestration of technical assistance alongside early childhood program development and management.

Consistent data collection and evaluation practices can also hinder early childhood technical assistance services provided by agencies. At worst, data is fragmented and does not provide a clear picture of either an individual program’s services or those offered by a swathe of programs. At best, data is challenging to analyze, and the results are not shared consistently across early learning programs for collective improvement. 

Last, access to adequate, consistent, and high-quality professional learning services, especially for rural geographic areas, can prove problematic. Traveling to and from family homes for home-based visits or visiting early childhood program sites can quickly consume providers’ time, leaving little space for more traditional professional learning activities like workshops, in-person coaching meetings, and so on. In turn, it can be challenging for coaching staff to reach educators spread across broader geographic regions. 

It’s this last hurdle that states and referral agencies are not only best positioned to remove, but also have a critical imperative to dismantle. Excellent coaching, professional development, and an effective early childhood training and technical assistance system are the linchpins to expanding the quality of early childhood services and their impact on families.

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3 Strategies To Modernize and Catalyze Early Childhood Technical Assistance

The good news is that modernizing technical assistance can better meet the needs of early childhood educators and care providers across the country. In fact, some networks are already reimagining how to remove common barriers to quality professional learning through their services. 

A great example can be found at the federal level. The Child Care Technical Assistance Network (CCTAN) is crafting an innovative approach to mentoring new early childhood educators through an apprenticeship model. By sculpting pathways into the early childhood educator profession — with supports ranging from career and technical education to teaching certification prep and mentorship — CCTAN aims to increase the number and retention of new early childhood educators even before they set foot in their first classroom. 

Technology offers incredible opportunities to improve early childhood technical assistance — and agencies don’t need to rebuild an entire program or educator pipeline to achieve these gains, either! Modern solutions like TORSH Talent provide a framework for catalyzing technical assistance that serves agencies, program leaders, coaches, and educators alike.

From our expertise in early childhood learning and education, here are three ways we’ve seen our state and referral agency partners catalyze professional development through modernized technical assistance.

#1 – Centralize resources and collaboration through a virtual support system

Consistent, quality technical assistance requires having a strong “home base” from which to operate. State and referral agencies can cultivate such a foundation using technology.

TORSH Talent’s resource library supports administrators and technical assistance providers to centralize assets for all early childhood program staff in their purview. Resources often include coaching rubrics, home-visit activity templates, exemplar videos demonstrating positive instructional strategies, and much more. Having a central pool of knowledge anchors early childhood programs to a solid foundation of on-demand support — accessible even across vast regional or geographic areas.

States and referral agencies can also use TORSH Talent to centralize collaboration via virtual and hybridized professional learning communities (PLCs). Whether it’s through interagency partnerships or within an existing program, PLCs promote continuous improvement by creating connections among early childhood service providers. Through collaborative relationships, educators share knowledge, offer feedback, and collectively problem-solve challenges to improve how they support their families and children. PLCs are immensely beneficial to early childhood educators.

Early childhood educators and program administrators need not be limited to periodic collaboration in person or only within their own programs. Virtual and hybridized PLCs unlock greater opportunities for shifting early childhood practices for the better.

#2 – Utilize tech to enhance coaching relationships — especially across large regional or rural areas

Technology is crucial to supporting statewide and regional programs, especially those with practitioners who operate in the field and provide services like home visits in early childhood education. These early childhood providers often find themselves in situations where internet access is minimal (or nonexistent), and travel between family homes or program sites is long. As a result, they may have limited time available to engage with professional learning resources. 

TORSH knows how essential ongoing professional development like coaching is both for providers and for the families they serve. Our mobile app is changing how coaches and mentees collaborate to improve service quality — anytime, anywhere. 

Using the app’s video recording features, early childhood educators can document their interactions with families out in the field, without concern for internet connectivity. Once they reconnect with the internet, the app automatically uploads their video to the TORSH Talent platform, where their coaches can view and leave time-stamped feedback directly on those videos. 

Coaches and mentees can also connect synchronously through the platform, blending virtual meetings with in-person meetings as schedules, travel, and location allow. To prepare for these live interactions, providers might rewatch these videos, review coaching input, or explore the resource library of exemplary assets ahead of time. Coaches in turn may review the coaching rubric shared in the platform with their mentee to identify particular focus areas for their next session. 

For administrators at a program or an agency, TORSH Talent offers powerful data collection tools and reporting to assess the entire coaching program against its goals, as well as pinpoint opportunities for further improvements to this vital technical assistance service

#3 – Scaffold ongoing training through curated and flexible online courses

Just as child care programs and educational settings layer on learning for young children, so too do adults benefit from scaffolded professional training. TORSH Talent supports state and referral agencies to build and share effective training and accreditation opportunities on-demand.

Administrators can craft online courses for their staff — be they coaches, early childhood learning providers, support staff, or other roles — that include high-quality, practical resources and materials organized into modules with a clear end goal in mind. Agencies can tailor each course to match their state or regional standards for quality and professional development programming, too, which reinforces that same “home base” foundation we mentioned earlier.

The best part? These courses are self-paced, meaning that the busy early childhood providers working in the field can slot this training into their schedules, and not force their schedules to adapt to the training.

Build Your Early Childhood Training and Technical Assistance System with TORSH

Just as early childhood education best practices evolve, so too must the technical assistance supporting early care providers. Using online platforms like TORSH Talent, childcare resources and referral agencies and states can support programs in a large geographic area with:

• Professional development resources including synchronous and asynchronous training

• Teacher coaching and modeling

• Assistance with national accreditation

• Assessment tools

• Curriculum planning and implementation

Request a demo today to discover the power of modernized technical assistance systems through TORSH Talent!

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The post 3 Strategies for States and Referral Agencies to Level Up Early Childhood Technical Assistance appeared first on Torsh.

Child360 first conducted a feasibility study in 2016‐17 and the outcome suggested that online coaching had the potential to be highly effective. As a result of that first study, Child360 initiated a more robust two-year, full-scale study of online coaching with a larger sample of teachers and coaches. “We decided to continue using TORSH [Talent which was a part of the original feasibility study] in this study because of anecdotal evidence that it allowed teachers and coaches to build trusting relationships through virtual face‐to‐face interactions, to set quality improvement goals, and to track progress toward goals.”

Over the 24 month period, six coaches worked with 215 teachers from 121 child care provider locations to provide resources, offer advice, and collaborate with them to create goals for their early learning programs. In Child360’s traditional coaching model, coaches typically conduct in‐person visits, in which they work one‐on‐one with teachers and administrators to help them improve their early learning programs through a cycle of appreciative inquiry, process consultation, feedback, reflection, and goal setting. The organization sought to determine if the adoption of an online coaching platform could positively impact reach, coaching dosage, and affordability while maintaining the level of quality achieved with their in-person model. 

Participants of the study were involved in all methods of coaching which included in-person, online and a hybrid of in-person and online. Online or hybrid participants engaged through the use of videos, allowing coaches to remotely observe teachers and their classrooms. They also added the use of video conferencing or online chats to conduct conversations in real‐time with teachers to provide feedback. All online activity was captured and tracked within the TORSH Talent platform. 

While most participants were new to the online coaching platform and had a bit of a learning curve when it came to incorporating video into their routines, as the study progressed, both coaches’ and teachers’ increasing familiarity and comfort with technology resulted in a positive overall experience. 

Child360’s 35-page report provides the raw data used to calculate time and cost savings, feedback from coaches and teachers, as well as the protocol documents used by participants. The organization also answers questions related to the impact of adopting an online coaching platform in relation to these key areas:

• Expanding Access to Coaching Supports
  • Online coaching offers the considerable advantage of allowing teachers and coaches to collaborate regardless of the physical distance between them. Unfettered by the constraints of having to meet in person, Child360 coaches could potentially serve a much wider pool of providers. 
• Building Better Relationships Between Teachers and Coaches
  • All teachers reported having positive relationships with their coaches. Through the expanded use of communications platforms  – text, phone, and email – Child360 helped some participants reduce initial worries about transitioning to an online coaching program. Teachers reported that their coaches were encouraging, supportive, and flexible.
• Providing More Affordable Coaching Supports
  • This study prove that online coaching was more affordable for providers than face‐to‐face coaching, resulting in a 22% reduction in total cost compared to traditional coaching.
• Increasing Coaching Dosage for Child360’s Providers
  • Partially due to a reduction in drive time of 68% for online coaches versus in-person, coaches reported that online coaching enabled them to accomplish more in a shorter period of time.

 

Click here to read the full Child360 Online Coaching Program Report.

 

Angela Daliet manages Business Development specializing in Early Education at Torsh. After earning her B.S. from the University of New Orleans, Angela successfully worked as an investment advisor and financial planning firm coach for several years. Upon learning her children’s public school had no immediate plans to reopen post-Katrina, she established the non-profit Save Our Schools NOLA to help leverage students, parents, teachers, and residents as informed, effective advocates for equitable access to local, high-quality schools and programs.

The post Online vs In-Person Early Education Coaching Models: Results From Child360’s Two-Year Study appeared first on Torsh.

Picture the rich discussions about emergent strategies on topics like improving the impact of home visits through practice-based coaching. Perhaps you discover a handy new coaching rubric shared by another state program. Or tune into a video created by a coaching expert who discusses the importance of shifting practitioners’ focus from just a child’s development to fostering a strong, capable family. You may even support another program director at an earlier stage of building a coaching program by sharing your first-hand experience with launching your own. 

It’s a powerful vision, isn’t it?

As an early intervention leader, you already know that high-quality professional development and coaching play a central role in cultivating a program’s practitioners, coaches, and even administrators. By nurturing your team’s skills and professional growth, you’re improving the quality of services provided to your families. And this investment pays off by driving positive family and child outcomes. 

But how can you, and your fellow early intervention leaders tasked with building professional development and coaching programs for your organizations, work together rather than in isolation to support one another’s journey toward impactful, sustainable programs? 

By tapping into the power of professional learning communities (PLCs).

At the regional and state levels, PLCs unlock potential in more than just individual practitioners and coaches in a single organization or even neighboring ones. A well-structured PLC for administrators — one that goes beyond program and regional borders — can help to create effective coaching programs through inter-organizational collaboration.

Table of Contents

• The Importance of Professional Learning Communities for Early Intervention Professional Development Programs
• Cultivating Inter-Organizational Collaboration Through Administrator-level PLCs
• Introducing Your Coaches Corner, an Online Professional Learning Community for Early Intervention Leaders

The Importance of Professional Learning Communities for Early Intervention Professional Development Programs

Research has long shown the benefits of PLCs at the individual and site level, both in early intervention services and other organizations that partner with families. Teachers in grade schools, practitioners in early childhood education settings, and even school administrators and others at the leadership level of education programs benefit from PLCs.

Here are just a few of the many ways PLCs support both individual and organizational growth:

• Additional mentorship and coaching: Many early intervention practitioners in the field may have access to one-on-one coaching and support. In the PLC setting, they gain additional mentorship opportunities from their fellow educators. 
• Collaborative problem-solving and reflection: Collaboration and thoughtful reflection are skills that require practice just like any other. PLCs offer the space for teams to build these muscles with the ultimate goal of improving their program’s impact on the communities they serve.
• Sharing resources and best practices: The more open and collaborative a PLC is, the more ideas and expertise can flow across the team. A great way to foster knowledge-building is by encouraging exchanges of exemplary resources, such as coaching rubrics aligned to Head Start performance standards. PLCs can also be the staging ground for practitioners and coaches to learn about new developments in best practices and plan ways to integrate these learnings into their daily workflows.
• Continuous improvement: In the end, all of these benefits generated by PLCs culminate into a culture of continuous improvement, at both the individual and programmatic levels. 

Almost regardless of setting or program level, PLCs are a tremendous asset to cultivating staff excellence in service of positively impacting families’ lives. 

Cultivating Inter-Organizational Collaboration Through Administrator-level PLCs

It’s clear that PLCs are an especially powerful resource for an individual organization to exchange knowledge, best practices, and encouragement among its team members. But PLCs are also critical for program, regional, and state directors looking for ways to implement broader improvements that impact a much larger community — like up-leveling their coaching and professional development offerings for staff. At this leadership level, PLCs that span multiple organizations, regions, and even states offer the greatest benefits. 

The idea of inter-organizational learning communities is quickly emerging as a necessity for driving innovative and thoughtful solutions, and not just in the early intervention space. As an example, the field of human resource development is slowly but surely positioning itself increasingly towards cross-pollination. One research article published in 2023 highlighted the growing need for public-private inter-organizational learning communities, where leaders can co-create knowledge and collectively address emerging challenges affecting the rapidly evolving nature of work.

Learning communities that bring together state and regional early intervention leaders can yield similar outcomes for the benefit of the communities they serve. Every organization providing early intervention services wants the children and families they serve to thrive. A PLC structure creates a space for these directors to share their knowledge, exemplars, best practices, and lessons learned — all in service of helping one another to build high-impact coaching and PD programs for their staff, which in turn improves the quality of services provided. 

But where do early intervention leaders find such wide-reaching collaboration opportunities and learning communities?

Introducing Your Coaches Corner, an Online Professional Learning Community for Early Intervention Leaders

TORSH, a leader in the early intervention professional development and coaching space, recognizes the potential of PLCs to aid leaders with designing and implementing effective coaching and PD programs that boost family outcomes. Because of these benefits and the essential role of professional growth in program excellence, TORSH partnered with the Division for Early Childhood to create a one-of-a-kind PLC specifically for early intervention leadership: Your Coaches Corner.

Uniquely focused on state and regional leaders like you in the early intervention space, Your Coaches Corner offers access to:

• Resources: Gain access to carefully curated tools and content to accelerate your organization’s journey to develop an effective coaching program.
• Connections & Collaboration: Engage with fellow early intervention experts from across the country, sharing experiences and learning best practices from one another.
• Unique Insights & Support: Tap into the knowledge from leaders in varying stages of building coaching and professional learning programs to guide decision-making and fuel program growth.
  

Visit yourcoachescorner.com to learn more and join the community. It is free for DEC members to join. 

Your Coaches Corner is built on the TORSH Talent coaching and professional learning platform. Hundreds of early intervention organizations across the country rely on the FERPA-compliant and HIPAA-secure online platform to facilitate anywhere, anytime coaching, training, and collaboration. With TORSH Talent, organizations have a 360° infrastructure, including actionable data, to support high-impact coaching and professional learning that improves practice. Learn more about partnering with TORSH to accelerate the growth of your program’s practitioners. 

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