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Institute Coaching

Individualized, Relationship-Based Professional Development

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We are currently able to offer Institute Coaching
on a fee-for-service basis.

The Institute Coaches provide individualized, reflective coaching to Early Childhood professionals in order to meet their self-identified, competency-based professional development goals.

What is coaching?

Coaching is a relationship-based process designed to build capacity for specific professional dispositions, skills, and behaviors. The coach’s approach is collaborative and strengths based; the coach works with the coachee through a non-linear process of goal-setting, implementation, and reflection. Coaching is a unique form of professional development in that it is individualized, ongoing and actively supports the translation of newly gained knowledge into practice.

How is Institute Coaching different?

Institute Coaches adhere to the New York State Coaching Competencies. The competencies guide coaches to be deeply respectful and strengths-based in our interactions. We believe that the way we interact with coachees is a model for their interactions with colleagues and children. We value experimentation and reflection as primary learning strategies.

Early Childhood Professionals who participate in Institute coaching will:

  1. Identify their own professional development goals and become more self-directed in pursuing those goals.
  2. Increase the effectiveness of their practice with children and families.
  3. Develop dispositions that foster strong relationships with children and families.
  4. Be better able to articulate their practice and make intentional decisions.
  5. Develop reflective capacity.
  6. Sustain changes they have made in their practice.

Who can receive coaching?

The Institute Coaches provide coaching to Principals, Executive Directors, Educational Directors, Family Workers, Teachers, Assistant Teachers and Aides. We believe that individuals at every stage of their career benefit from coaching.

Our coaches work in a variety of settings, from home-based, informal family providers (through the CARE program), to centers participating in quality improvement efforts like Start with Stars, to current and emerging leaders in the Early Childhood Leadership Initiative, to fee-for-service clients across the city in infant-toddler and pre-K programs in centers and schools.

How long is the commitment to coaching?

Coaching is a relationship-based process and is effective as a result of the trust that is built between the coach and coachee over time. Therefore, a commitment of at least 12 weeks is necessary to begin and most coachees prefer an engagement of a year or more. The length of visits varies, however coachees must be able to meet individually with their coaches for a minimum of 30 minutes. Coaching is also available off-site or over the phone.

Can I receive professional development credit for coaching?

The New York State Office of Children and Family Services now grants professional development credit for coaching.

Who are the coaches?

The Institute Coaches are NYAEYC Credentialed Training and Technical Assistance Specialists with Coach Designations . They have deep professional experience as teachers and program leaders at exemplary programs. Click a coach to learn more about them!

Steve Castar
Andrea Bruno
Lori Falchi
Serene Stevens
Jeanette Monninger

What Impact has Institute Coaching Had on New York State?

Institute coaches provide individualized, reflective coaching to early childhood professionals in order to meet their self-identified, competency-based professional development goals. The Institute’s coaching team serves dozens of teachers and directors in all five boroughs, at an average of 35 hours of coaching provided per person. Through their efforts, 2,400 children in the 2016-17 school year were directly impacted by improved teacher practice and program leadership in their classrooms. The coaching team also produced coaching videos that can be used one-on-one or in group settings to describe and analyze the coaching process.

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About Goals

Your goals describe specific areas that you are working on (or plan to work on) to improve or maintain the quality of your program. Goals connect your quality improvement work to the QUALITY standards and your rating and allow you to schedule and prioritize chunks of work in your progranm. Goals group together and organize related action items (tasks) and provide a narrative framework to keep you, your program, your QIM and Central Office on the same page.

Goal Scope and Scale

You have a lot of flexibility in developing QI Goals, but some rules of thumb help keep Goals useful, readable, and manageable:

  • Time: A Goal should be achievable roughly within a rating cycle, If you are struggling to put even an estimated end date on a Goal, it may be too broad. Ideally, several Goals will fit (with some overlap) within a rating cycle.
  • Standards: A Goal should roughly fit within a standard subcategory. This is flexible, of course, but if your Goal is spanning multiple standard categories, it may be too broad.
  • A Goal may be too small if it can be accomplished in one or two small steps.
  • A Goal may be too broad if you can't define concisely how you will know when it is complete.
Goal Label

The goal label is simply a brief title that allows you to distinguish this goal from others in a list or report. The more robust description of the Goal comes in the Goal statement below.

Think of it like naming a file on your computer so that later you can recognize it. This label will appear on your goal as a "title" along with your Goal statement, as well as being the identifier in drop-down or selection lists for viewing/using Goals.

Goal Statement

What is your goal?

Goal Rationale / Inspiration

Where did this goal come from? What in your rating and/or conversations about the program led to the development of this Goal? Why is this particular area of quality improvement a priority?

Quality Impact

How will the quality of the program improve? What will be different about the way the program works, looks and feels? How will children, families, the director and staff experience the program differently?

Goal Activity Summary

Summarize / brainstorm the actions you think you'll need to take to accomplish this goal. You'll be defining specific action items as you go, but record the big picture here. What practices will need to change? Who will need to be involved? What will need to be purchased? What training/coaching will be needed?

Goal Existing Resources

What existing strengths and resources will help this goal be successful?

Goal Barriers

What factors, events or concerns might prevent you from accomplishing this goal? If you've attempted to make these changes in the past, what barriers arose and prevented you from following through? What resources or information could help you overcome these barriers and accomplish this goal?

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The following filetypes are allowed:

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