Initial validation of the prekindergarten Classroom Observation Tool and goal setting system for data-based coaching

Area of Science:

• Early Childhood Education
• Educational Psychology
• Classroom Observation

Background:

• Coaching is popular for improving instruction, but few observational tools focus on evidence-based practices.
• A need exists for reliable measures to guide data-based coaching in prekindergarten settings.

Purpose of the Study:

• To develop and validate the prekindergarten (pre-k) Classroom Observation Tool (COT) for data-based coaching.
• To examine the psychometric properties of the COT and its use in goal setting.
• To explore the impact of COT-guided coaching on instructional quality and child outcomes.

Main Methods:

• Developed the pre-k Classroom Observation Tool (COT) for data-based coaching.
• Collected data from 193 coaches and 3,909 pre-k teachers across a statewide professional development program.
• Examined COT's factor structure, interrater reliability, and predictive validity with child literacy outcomes.

Main Results:

• The COT demonstrated a theoretically supported eight-factor structure across language, literacy, and math domains.
• Good interrater reliability (.75) was found among coaches.
• COT scores showed positive relations with children's literacy outcomes, indicating predictive validity.
• Teachers and coaches set numerous goals, with high reported goal attainment (80.62%).

Conclusions:

• The COT is a psychometrically sound tool for data-based coaching in pre-k.
• COT-guided coaching shows promise for enhancing Tier 1 instruction and improving child outcomes.
• The tool and its goal-setting system were perceived as helpful by both coaches and teachers.