Communicate about Continuous Improvement

Describes how the core principles of continuous improvement (e.g., repeated cycles of assessment, planning, practice, and reflection) are applied in educational settings

• Definition: There are four parts of the continuous improvement cycle: analyze, plan, practice, and reflect. These steps repeat in continuous loops, which is why they are often referred to as a cycle. Analyze describes the step of looking at the data to figure out where the practitioner should focus efforts in order to improve quality (site assessment data, child assessment data, and practitioner goals/interests). Plan describes the course of action to make progress in the identified area. Practice describes the implementation of activities or steps that help to meet goals in intentional ways, with the plan as a guide. Reflect is an integral part in which the practitioner can examine and consider how implementation of the practice opportunity went. 

Engages the administrator in conversations about the process for continuous improvement planning, the coach’s role in supporting the practitioner toward meeting goals, the coach’s expectations of the practitioner, and supports that are needed at the administrative level in order to make progress toward identified goals

• Definition: Coaches may choose to schedule time to meet with the administrator to discuss the coach’s role in supporting practitioners toward meeting goals. These conversations with administrators, such as program directors, are especially important when working directly with teachers. When administrators understand the specific continuous improvement activities their teachers are engaging in, they have a better idea of how to provide support that helps each teacher succeed.