Cultivating Teacher Leaders in Early Childhood through Professional Learning Communities and Coaching

This dissertation examines the outcomes of a teacher leadership course tailored for early childhood educators, focusing on the application of program evaluation findings. Designed to empower educators as change agents within their communities, the course fosters reflection on leadership skills and practices through principles of adult development and experiential learning. Over a 12-week period, participants engaged in a professional learning community, received individualized coaching, and completed job-embedded assignments. Findings indicate significant improvements in teachers' leadership competencies across four domains: professional learning and growth, collaboration and communication, instructional leadership, and community advocacy. The most notable enhancement occurred in professional learning and growth, where educators developed skills for facilitating effective professional development, encouraging reflective practices, and customizing learning experiences for diverse colleagues. Participants reported high satisfaction levels regarding both coaching and the collaborative communities formed. This dissertation provides a critical evaluation of the program, identifying areas for enhancement while underscoring the positive impacts on stakeholders, thus contributing to the field of early childhood education and professional development.