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Giving you access to proven early childhood education best practices.

Providing resources to early childhood education coaches across Nebraska is one of our main priorities. We want to be a source of knowledge, inspiration and connection for all coaches (and prospective coaches, too).

Competencies for Professional Practice

Many early childhood education initiatives and organizations provide coaches to participating programs throughout Nebraska. Consistency in coaching practices, training, development, and other integral facets of the career became increasingly important for the early childhood education community in the state. Leaders in the field from across Nebraska came together in 2017 to form what is now the Coach Development Network to elevate, support and connect coaches in meaningful ways. The first collaborative set of recommended standards the group produced is the Coaching Competencies Guidebook, which sets forth five competencies for success:

  1. 1
    Setting the foundation
  2. 2
    Co-creating the relationship
  3. 3
    Facilitating learning through coaching strategies
  4. 4
    Assessing success of the coaching partnership
  5. 5
    Coaching for equity

Setting the foundation for a successful coaching relationship includes meeting ethical guidelines and professional standards, and establishing the coaching agreement. Understanding what is required in the specific coaching interaction and coming to an agreement about the coaching process and relationship will set the stage for the work to come. Coaches may have to make difficult decisions that have moral and ethical implications during their work coaching early childhood professionals. Using a code of ethics provides important guidance when ethical issues arise.

To establish a truly collaborative relationship, the coach must foster a safe, reflective, and supportive environment that produces ongoing mutual respect and trust. This requires being present and in a relationship with the coachee in the moment, employing a style that is open, flexible, confident, and focused on coachee strengths. Through this process, the coachee is invited to participate as a full partner with the coach.

A coach models and facilitates continuous improvement. As a learning facilitator, the coach helps coordinate and guide learning experiences for the coachee using a variety of coaching strategies including joint planning, action, observation, reflection, and feedback. These coaching strategies are informed by data/information and utilize an intentional continuous quality improvement process.

A productive coaching partnership depends on assessing the effectiveness of the coaching relationship. This includes reflecting on coach success, coachee success, and the partnership success through information/data gathered during the coaching partnership. Competent coaches identify criteria for success based on mutual goals while including the coachee in the evaluation process.

Coaches strive to recognize and understand structural inequities and disparities and to use responsive, trauma-informed strategies/practices that build resilience. Coaches are working together with their coachees in a way that recognizes each person’s individual culture and lived experiences. Coaches provide the appropriate resources and opportunities needed to reach an individualized, equitable outcome for all coachees.

1
Setting the foundation

Setting the foundation for a successful coaching relationship includes meeting ethical guidelines and professional standards, and establishing the coaching agreement. Understanding what is required in the specific coaching interaction and coming to an agreement about the coaching process and relationship will set the stage for the work to come. Coaches may have to make difficult decisions that have moral and ethical implications during their work coaching early childhood professionals. Using a code of ethics provides important guidance when ethical issues arise.

2
Co-creating the relationship

To establish a truly collaborative relationship, the coach must foster a safe, reflective, and supportive environment that produces ongoing mutual respect and trust. This requires being present and in a relationship with the coachee in the moment, employing a style that is open, flexible, confident, and focused on coachee strengths. Through this process, the coachee is invited to participate as a full partner with the coach.

3
Facilitating learning through coaching strategies

A coach models and facilitates continuous improvement. As a learning facilitator, the coach helps coordinate and guide learning experiences for the coachee using a variety of coaching strategies including joint planning, action, observation, reflection, and feedback. These coaching strategies are informed by data/information and utilize an intentional continuous quality improvement process.

4
Assessing success of the coaching partnership

A productive coaching partnership depends on assessing the effectiveness of the coaching relationship. This includes reflecting on coach success, coachee success, and the partnership success through information/data gathered during the coaching partnership. Competent coaches identify criteria for success based on mutual goals while including the coachee in the evaluation process.

5
Coaching for equity

Coaches strive to recognize and understand structural inequities and disparities and to use responsive, trauma-informed strategies/practices that build resilience. Coaches are working together with their coachees in a way that recognizes each person’s individual culture and lived experiences. Coaches provide the appropriate resources and opportunities needed to reach an individualized, equitable outcome for all coachees.