Birch, S. H., & Ladd, G. W. (1997). The teacher–child relationship and children’s early school adjustment. Journal of School Psychology, 35(1), 61–79.
What is COS Classroom Coaching?
COS Classroom Coaching is specialized training for professionals to support educators who have completed our COS Classroom Foundations course. This practice-based coaching provides the essential bridge between understanding attachment concepts and implementing them effectively in group classroom strategies and with specific relationships.
COS Classroom Coaches come from diverse backgrounds including mental health, education, and early childhood development. Effective coaches develop knowledge across early childhood education, child development, mental health, and group care dynamics.
Endorsed COS Classroom Coaches are eligible to participate in a registry to connect with early care and learning professionals seeking coaching support in COS Classroom implementation.
Classroom Coaching provides a non-judgmental space for educators to reflect on their relationship goals with children, reducing isolation and creating collegial support that addresses teacher stress and turnover, and allows for collaborative action planning to move relationships towards security.
How does COS Classroom Foundations course and Coaching work together?
Educators complete the course for foundational understanding, then connect with endorsed COS Classroom coaches. Coaching follows the built in cyclical process found in the Practice-based Coaching model.
This model is widely regarded as a "best practice" in early childhood education because research shows it is more effective at bringing change to the classroom than traditional training alone.
Practice-Based Coaching Cycle from U.S. Department of Health and Human Services, Office of Head Start (2020)
Key Components of the PBC model in COS Classroom
Collaborative Partnerships: A non-judgmental space where the administrator and coach collaborate to implement and reduce barriers; and coach and educator work together as partners to gather data using Circle of Security assessment tools.
Shared Goals: Identify specific relationship struggles and develop action plans to reach a shared goal that enhances classroom security.
Focused Observation: Use specialized COS Classroom observation tools to see real-time interaction patterns. The goal here is to get a clearer picture of relationship struggles through observations that follow interactions between the child and the educator.
Reflection & Feedback: With Circle of Security, reflection is the key. With deeper understanding of the meaning of struggling children’s behaviors, educators reflect with coaches to inform the next steps.
How does research demonstrate that relationships with Teachers Make a Difference?
After more than 25 years of research, we know that children who feel connected with their first teachers are more likely to:
Feel connected to and enjoy belonging to their school
Hold positive attitudes about school
Birch, S. H., & Ladd, G. W. (1997). The teacher–child relationship and children’s early school adjustment. Journal of School Psychology, 35(1), 61–79.
Look forward to going to school each day
Gest, S. D., Welsh, J. A., & Domitrovich, C. E. (2005). Behavioral predictors of change in social relatedness and school liking in elementary school. Journal of School Psychology, 43, 281–301.
Show kindness and sensitivity to those around them
Mitchell-Copeland, J., Denham, S. A., & DeMulder, E. K. (1997). Q-sort assessment of child–teacher attachment relationships and social competence in the preschool. Early Education and Development, 8(1), 27–39.
Howes, C., Matheson, C. C., & Hamilton, C. E. (1994). Maternal, teacher, and child care history correlates of children’s relationships with peers. Child Development, 65, 264–273.
Persist with school work in the face of difficulty
Hughes, J. N., Luo, W., Kwok, O., & Loyd, L. K. (2008). Teacher–student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100(1), 1–14.
Remain engaged with their school work
O’Connor, E., & McCartney, K. (2007). Examining teacher–child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44(2), 340–369.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.
Have positive interactions with peers
Howes, C., & Ritchie, S. (1999). Attachment organizations in children with difficult life circumstances. Development and Psychopathology, 11, 251–268.
Mitchell-Copeland, J., Denham, S. A., & DeMulder, E. K. (1997). Q-sort assessment of child–teacher attachment relationships and social competence in the preschool. Early Education and Development, 8(1), 27–39.
See themselves in a positive light even when under stress
Little, M., & Kobak, R. (2003). Emotional security with teachers and children’s stress reactivity: A comparison of special education and regular education classrooms. Journal of Clinical Child and Adolescent Psychology, 32(1), 127–138.
Seek out challenges in their school work knowing they can turn to their teacher for help
Hughes, J. N., Luo, W., Kwok, O., & Loyd, L. K. (2008). Teacher–student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100(1), 1–14.
Birch, S. H., & Ladd, G. W. (1997). The teacher–child relationship and children’s early school adjustment. Journal of School Psychology, 35(1), 61–79.
Work independently in the classroom because of confidence in the relationship with their teacher
O’Connor, E., & McCartney, K. (2007). Examining teacher–child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44(2), 340–369.
Bring a trusting attitude toward future teacher relationships
O’Connor, E., & McCartney, K. (2006). Testing associations between young children’s relationships with mothers and teachers. Journal of Educational Psychology, 98(1), 87–98.
Rudasill, K. M. (2011). Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade. Early Childhood Research Quarterly, 26, 147–156.
Stay in school rather than find ways to go home early
Gest, S. D., Welsh, J. A., & Domitrovich, C. E. (2005). Behavioral predictors of change in social relatedness and school liking in elementary school. Journal of School Psychology, 43, 281–301.
Birch, S. H., & Ladd, G. W. (1997). The teacher–child relationship and children’s early school adjustment. Journal of School Psychology, 35(1), 61–79.
Have fewer incidents of school suspension or behavioral infractions
Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.
Experience increased affection toward their teachers
Birch, S. H., & Ladd, G. W. (1997). The teacher–child relationship and children’s early school adjustment. Journal of School Psychology, 35(1), 61–79.
Demonstrate lower levels of aggression, less fighting/arguments with teachers and peers, and less disruptive behaviors in the classroom
Merritt, E. G., Wanless, S. B., Rimm-Kaufman, S. E., Cameron, C. E., & Peugh, J. L. (2012). The contribution of teachers’ emotional support to children’s social behaviors and self-regulatory skills in first grade. School Psychology Review, 41(2), 141–159.
Experience some protection against the impact of growing up in stressful environments
O’Connor, E., & McCartney, K. (2007). Examining teacher–child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44(2), 340–369.
Mitchell-Copeland, J., Denham, S. A., & DeMulder, E. K. (1997). Q-sort assessment of child–teacher attachment relationships and social competence in the preschool. Early Education and Development, 8(1), 27–39.
O’Connor, E., & McCartney, K. (2006). Testing associations between young children’s relationships with mothers and teachers. Journal of Educational Psychology, 98(1), 87–98.
Continuing Education Units (CEUs)
Circle of Security International, Inc. is accredited by the International Accreditors for Continuing Education and Training (IACET) and awards IACET Continuing Education Units (CEUs) for its learning events that meet the ANSI/IACET Continuing Education and Training Standard. IACET is internationally recognized as both a standards development organization and an accrediting body dedicated to advancing quality in continuing education and training. Rather than earning seat time, our courses focus on competency-based instruction that include assessments to measure learning outcomes.
| Course | CEUs | Hours |
|---|---|---|
| COS Classroom Foundations Course | 1.2 IACET units | 12 clock hours |
| COS Classroom Coach Training | 4.0 IACET units | 40 clock hours |
Questions About the Transition from COSP Classroom Facilitation?
Are you a trained COSP Classroom Facilitator wondering how this change affects your work? We’ve created comprehensive guidance for facilitators trained to deliver COSP Classroom with educators.
Frequently Asked Questions
Classroom coaching provides the essential bridge between understanding attachment concepts and implementing them effectively in specific classroom relationships. Research consistently shows coaching is necessary for sustained behavior change in professional settings. The course content provides the foundation, while coaching offers the individualized support needed for real-world application.
Traditional training models often leave educators wondering how to apply general concepts to specific challenging relationships. Coaching shifts the focus from learning strategies to change children's behavior, to understanding what happens in the relationship between teacher and child that makes connection difficult.
Our coaching approach helps teachers identify their own relationship struggles, what COS calls "Shark Music," those moments when specific children trigger stress responses that interfere with providing the connection those children most need. Through reflective coaching conversations, educators work together with their coach to develop individualized Action Plans that move relationships toward greater security.
Coaches will participate in regular coaching support sessions with COSC Instructors (minimum of 2 sessions annually) offered live on-line to maintain their endorsement and stay current with evolving classroom applications. This continuing education model ensures coaches have ongoing access to new learning, peer consultation, and calibration of their coaching skills - and access to Hands!
Classroom Coaching support sessions provide:
- Peer Learning Communities: Coaches share experiences and learn from each other's classroom work
- Calibration and Consistency: Ensuring coaches maintain fidelity to the Circle of Security model of change
- New Learning Integration: Access to emerging research and refined approaches
- Professional Accountability: Maintaining high standards for coaches representing Circle of Security in educational settings
- Coaches will track their own attendance and submit renewal documentation annually, similar to other professional endorsement requirements. This approach keeps administrative burden minimal while ensuring ongoing professional development.
Coaches support educators who have completed the course to implement Circle of Security Classroom effectively in early care settings. You will receive instruction and guidance on how to:
- Translate attachment theory into classroom application through foundational learning of the internationally acclaimed Circle of Security framework
- Engage administrators in COSC implementation and service delivery
- Integrate a relationship lens to recognize patterns of interaction during observations and coaching sessions
- Implement the practice-based-coaching model in coaching sessions
- Apply COS principles in the classroom with both individual children and within classroom environments
- Support the relationship between parent, educator, and child using COS Coaching Competencies
- Work with the educator’s state of mind (Shark Music) struggles in the classroom
- Assess and observe relationship struggles between the educator and the child using COSC Observation Tools
- Develop a systemic lens to relationships between children, parents, and educators to reflect on their effects on children’s learning using the COSC Relationship Triangles
- Identify key struggles (using COSC observation tools) and pinpoint where change is needed that moves the relationship toward security
- Clarify a focus for change and develop Action Plans with educators in the classroom that enhance the quality of security between the child and the educator
- Introduce structures and protocols to educators to promote relationship-friendly classrooms
COS Classroom Foundations is included in the Coach training.
COS Classroom Coaches come from diverse backgrounds including mental health, education, and early childhood development. Effective coaches develop knowledge across early childhood education, child development, mental health, and group care dynamics.
Yes, participants earn 4.0 IACET CEUs (40 clock hours) upon completion.
COS Classroom Foundations focuses specifically on the attachment relationship between educator and child as the foundation for all learning. Rather than teaching discrete social-emotional skills, this approach helps children develop internal capacity for regulation and connection through secure relationships with teachers.
Upon completion of all requirements of the COS Classroom Coaching course, coaches receive COSI™ endorsement plus one free coaching support session for the calendar year, keeping endorsement active for the following year. After the initial training year, attendance at two support sessions per year is required to maintain endorsement for the following year. Coaches are always welcome to attend more sessions.
COSI hosts an active registry of COS Classroom Coaches who have completed the specialized training as well as maintained annual continuing education requirements for endorsement. Once educators and centers complete the online Classroom training, they have access to the registry to contact a coach and inquire about their services. Endorsed COS Classroom Coaches and Educators enter independently into a coaching agreement. COSI serves as a third party to help connect interested educators with qualified coaches.
COS Classroom is currently available in English only. We are exploring translation opportunities for future releases.
Map of Regions
