The Caregiving Observation and Reflection Tool (CORT) provides a systematic framework to observe and document interactions and experiences that occur within programs. The goal of the CORT is to observe and document a professionals caregiving practice across five domains and use this information to support collaborative coaching partnerships and goal setting that seek to enhance and refine professionals’ practices over time. In this webinar, we review current research regarding supporting seasoned professionals and how tools like the CORT can be leveraged to motivate and support professional growth. We highlight recent updates made to the CORT and recommend implementation practices. Additionally, we discuss elements of focused observations, providing quality feedback, and supporting goal setting related to the competencies outlined in the CORT.
Please note within this webinar we state that the CORT can be used with seasoned professionals which could include Family Child Care providers. Most evidence-informed actions and behaviors assessed in the CORT apply to all care and education professionals serving children and youth 12 years of age and younger, even those working in family child care homes. However, later in 2024, the Family Child Care Program Quality Observation Tool will launch within the Inspection Management System and will become the preferred tool to observe and guide family child care provider’s practice. You can learn more about this observational tool and the accompanying self-reflection guide in Lesson 5 of the Valuing & Building Family Child Care Focused Topics course: https://www.virtuallabschool.org/focused-topics/valuing-and-building-family-child-care/lesson-5.
VLS Lessons & Resources Referenced
VLS Lessons and Activities
- Webinar slides
- FT, Using the VLS: Coaching to Enhance Practice, Lesson 4, Apply: https://www.virtuallabschool.org/focused-topics/using-the-vls-coaching-to-enhance-practice/lesson-4/act/27521
- FT, Using the VLS: Coaching to Enhance Practice, Lesson 5: https://www.virtuallabschool.org/focused-topics/using-the-vls-coaching-to-enhance-practice/lesson-5
- FT, Using the VLS: Coaching to Enhance Practice, Lesson 5, Explore: https://www.virtuallabschool.org/focused-topics/using-the-vls-coaching-to-enhance-practice/lesson-5/act/24156
- FT, Using the VLS: Coaching to Enhance Practice, Lesson 5, Apply:
- https://static.virtuallabschool.org/activities/using-vls/VLS_CORT-Guide.pdf
- https://static.virtuallabschool.org/activities/using-vls/VLS_CORT-Observations.pdf
- https://static.virtuallabschool.org/activities/using-vls/VLS_CORT-Observation-LangLit.pdf
- https://static.virtuallabschool.org/activities/using-vls/VLS_CORT-Observation-RespRelationships.pdf
- https://static.virtuallabschool.org/activities/using-vls/VLS_CORT-Observation-BalDiffInstruction.pdf
- https://static.virtuallabschool.org/activities/using-vls/VLS_CORT-Observation-CompCaregiving.pdf
- https://static.virtuallabschool.org/activities/using-vls/VLS_CORT-Observation-FamCentPractice.pdf
- https://static.virtuallabschool.org/activities/using-vls/VLS_CORT-ActionPlan.pdf
- https://static.virtuallabschool.org/activities/using-vls/VLS_CORT-ActionPlan.pdf
- FT, Leadership Essentials, Lesson 5, Apply: https://www.virtuallabschool.org/focused-topics/leadership-essentials/lesson-5/act/27516
- TCS, Communication & Language Development, Lesson 2, Apply: https://www.virtuallabschool.org/tcs/communication-and-language-development/lesson-2/act/26876
References & Resources
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- Clifford, R. (2005). Structure and stability of the early childhood environment rating scale. In H. Schonfeld, S. O’Brien, & T. Walsh (Eds.), Questions of quality (pp. 12–21). Dublin, Ireland: The Centre for Early Childhood Development & Education, The Gate Lodge, St. Patrick’s College.
- Fox, E. G., Tebben, E., Luckey, S. W., Ansari, A., & Lang, S. N. (2024). Examining culturally responsive professional development for preschool teachers: RCT for online and coaching-inclusive supports. [Poster presentation]. SRCD Anti-Racist Developmental Science Summit, Panama City, Panama.
- Gilliam, W. S., & Reyes, C. R. (2017). Climate of healthy interactions for learning & development. [Unpublished manuscript]. Edward Zigler Center in Child Development & Social Policy, Yale Child Study Center.
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- Lang, S. N., Tebben E., Ryu, D., Odean, R., Knight, K. M., Tyree, J., Luckey, S. W., Fox, E. G., & Buettner, C. K. (in press). Examining the implementation of the VLS Momentum project: A hybrid approach to supporting foundational practices in early care and education. Early Childhood Education Journal.
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- National Association for the Education of Young Children. (2019). NAEYC early learning program accreditation standards and assessment items. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/accreditation/early-learning/standards_assessment_2019.pdf
- The National Center on Quality Teaching and Learning. (2014). What do we know about coaching? Office of Head Start. https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/pbc-what-do-we-know.pdf
- Polikoff, M. S. (2015). The stability of observational and student survey measures of teaching effectiveness. American Journal of Education, 121(2), 183–212. https://doi.org/10.1086/679390
- Slot, P. (2018). Structural characteristics and process quality in early childhood education and care: A literature review (OECD Education Working Paper No. 176). https://one.oecd.org/document/EDU/WKP(2018)12/En/pdf
- Smith, M. W., Brady, J. P., & Clark-Chiarelli, N. (2008). User’s guide to the early language and literacy classroom observation tool, K-3 (Research edition). Brookes.
- Taylor, M. J., McNicholas, C., Nicolay, C., Darzi, A., Bell, D., & Reed, J. E. (2014). Systematic review of the application of the plan–do–study–act method to improve quality in healthcare. BMJ Quality & Safety, 23(4), 290–298. https://qualitysafety.bmj.com/content/23/4/290
- Tomlin, A. M., Weatherston, D. J., Pavkov, T. (2013, November 8). Critical components of reflective supervision: Responses from expert supervisors in the field. Infant Mental Health Journal, 35(1), 70–80. https://doi.org/10.1002/imhj.21420
- Wang, A., & Fabillar, E. (2019). Building a culture of continuous improvement: Guidebook and toolkit. Education Development Center. https://www.edc.org/building-culture-continuous-improvement-guidebook-and-toolkit
- Weiland, C., & Guerrero Rosa, P. (2022, April). Widely used measures of pre-k classroom quality. Measures for Early Success. https://earlylearningnetwork.unl.edu/wp-content/uploads/2022/06/Widely-Used-Measures_Measures-for-Early-Success-Project_April-2022.pdf
- Workman, S., & Ullrich, R. (2017, February 13). Quality 101: Identifying the core components of a high-quality early childhood program. American Progress. https://www.americanprogress.org/article/quality-101-identifying-the-core-components-of-a-high-quality-early-childhood-program/
- Xue, Y., Atkins-Burnett, S., Vogel, C., & Cannon, J. (2022). Teacher–Child relationship quality and beyond: Unpacking quality in early head start classrooms in 2018 (OPRE Report 2022-122). Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/sites/default/files/documents/opre/bfaces_quality_report_july2022.pdf
- Zaslow, M., Tout, K., & Martinez-Beck, I. (2010). Measuring the quality of early care and education programs at the intersection of research, policy, and practice (OPRE Research-to-Policy, Research-to-Practice Brief OPRE 2011-10a). Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/opre/report/measuring-quality-early-care-and-education-programs-intersection-research-policy-and