LearnERS CQI: Coaching Framework
Category
Early Care and Education
Child's Age
0-1 years, 1-2 years, 2-3 years, 3-4 years, 4-5 years
Participant
ECE Owner/Operator, ECE Teachers
Languages
English, Spanish
Brief Description
LearnERS CQI is a professional development tool based on the Environment Rating Scales that provides learning and continuous quality improvement opportunities. Learners CQI is designed for program directors, educators, family child care networks, and technical assistants (TAs) who serve as coaches.
Expected Impact
- Increase in ECE core foundational knowledge
- Increase in educators’ reflection on opportunities for continuous quality improvement
- Based on the above, improved program quality scores
Core Components for Model Fidelity
- Data Driven Process: Use data to identify which item(s) in ECERS, ITERS, or FCCERS to focus on quality improvement.
- Collaborative Curriculum: LearnERS CQI provides ECE educators with core foundational ECE knowledge based on the items of the ERS. A coach or TA facilitates a process that involves the educators and program leaders moving through the three components of LearnERS CQI: Coaching Framework, which are online learning modules, CQI journals, and peer learning sessions.
- CQI Cycles: Educators complete a self-paced online learning module related to an item on the ERS. They reflect on the material in the module and their own teaching practices. They create an individualized CQI journal and set goals for improvement. Peer learning sessions are conducted and ideally include program leaders. The recommended cycle length is approximately 4 weeks. Cycle length and peer learning sessions can be adjusted to meet the needs of the participants.
- CEUs and CDA Training Hours: Upon successful completion of online modules, ECE educators are awarded certificates that include clock hours, CEUs, and CDA training hours with the corresponding subject area identified.
Languages Materials are Available in
English, Spanish
Delivery Mode
Peer learning sessions are held online (live) or in-person. CQI journals and online learning modules are available virtually.
Dosage
4-week cycles recommended. Cycles include:
- Online learning module: 2-3 hours, includes the creation of a CQI journal, educator reflections, and goal setting.
- Peer learning sessions: It is recommended that a coach or TA facilitates 1-2 sessions (as schedule allows), each session lasts 60 minutes.
The cycle length can be adjusted to meet the needs of the participants. Repeat the cycle as often as desired with different modules throughout the year-long subscription.
Infrastructure for Implementation
Materials: Must have internet access and a device to access the online modules and participate in virtual peer learning groups. A computer or tablet is recommended for taking the module.
Space: If needed for in-person peer learning sessions.
Staffing Requirements
Users are not required to be familiar with ECERS, ITERS, or FCCERS to use LearnERS. Coaches must complete the Branagh Group training for coaches in order to support educators and directors going through LearnERS CQI.
Training for Model Fidelity
The Branagh Group provides scheduled online or in-person training for coaches/TA. Additional technical support for TA/coaches is provided throughout the active subscription, as needed. LearnERS CQI training typically includes an overview of the program, a tour of the portals, optional peer learning sessions, and technical setup and guidance for coaches to support quality improvement across programs. For additional details and costs, please contact the purveyor directly at BGinfo@branaghgroup.com.
Contact Information
https://branaghgroup.com/nc-smartstart-learnerscqi/
Tracy Gagnon: Early Childhood Quality Improvement Specialist; 877-377-8258 ext. 530, BGinfo@Branaghgroup.com
Cost Estimates
Prices vary based on number of subscribers. Please contact the purveyor for an estimate specific to your program's needs.
Purpose Service Code (PSC)
3125 - Quality Child Care
Minimal Outputs for NCPC Reporting
FY 25-26:
Minimal Outcomes for NCPC Reporting
FY 25-26:
Minimal Measures for NCPC Reporting
FY 25-26:
- Draft in progress
NCPC Evidence Categorization
Evidence Informed- 2 case studies with unique cohorts.
Research Summary
Two of the most recent publications on LearnERS: CQI Coaching Framework are case studies set in Wards 7 and 8 in Washington, D.C.,1 and Green Bay Early Childhood Center (GBECC) in Illinois.2 Participants included early educators in schools serving Latinx and Black children, children living in poverty, and regions reporting the greatest need for quality child care seats. In both studies, ERS scores were compared before and after completing LearnERS modules. Results from GBECC indicated that an average of 33 staff members completed 8 LearnERS modules and their overall ECERS-3 scores improved by 19% or 0.82 points, resulting in the overall average score in 2022 being in the Good (5) range. In D.C., overall FCCERS-R total scores increased from 3.0 (Minimal) in 2017 to 5.95 (Good) in 2018. Some of the most notable improvements occurred in the subscales of Space and Furnishing, Interaction, and Program Structure.
- ^ See Case Study: FCCERS-3 Pre/Post Data with LearnERS Intervention (n.d.). This case study reports findings from an implementation of LearnERS in Wards 7 and 8 in Washington, D.C. These wards have the greatest need for high-quality early learning facilities that serve children from birth to age 3. Family child care providers had access to LearnERS: CQI Coaching Framework modules from 2018-2022. Their 2017 and 2018 FCCERS assessment scores were compared, demonstrating an increase in overall FCCERS-R total scores from 3.0 (Minimal) in 2017 to 5.95 (Good) in 2018. Some of the most notable improvements occurred in the subscales of Space and Furnishing, Interaction, and Program Structure.
- ^ See Case Study: ECERS-3 Pre/Post Data with LearnERS Intervention (n.d.). This report reflects findings from a case study of the LearnERS Framework implemented at Green Bay Early Childhood Center (GBECC). GBECC primarily serves Latinx and Black children living in poverty and, in 2018, was staffed by approximately 35 teachers and paraprofessionals who served about 280 preschoolers. All 14 classrooms were assessed by a state assessor who observed each classroom for 3 hours using the ECERS-3. Teaching staff had access to the LearnERS: CQI Coaching Framework modules between 2018-2022 then reassessed in 2022 (due to pandemic restrictions, only 6 of the original 14 classrooms were reassessed). An average of 33 staff members completed 8 LearnERS modules and their overall ECERS-3 scores improved by 19% or 0.82 points, resulting in the overall average score in 2022 being in the Good (5) range.
Researched Population
- Teachers from Washington, D.C., and Illinois who serve children from low-income and racially/ethnically diverse families
Case Study: ECERS-3 Pre/Post Data with LearnERS Intervention (n.d.).
Case Study: FCCERS-3 Pre/Post Data with LearnERS Intervention (n.d.).
Date Last Reviewed by Purveyor: December 2025
Date Last Reviewed by NCPC: January 2026
Local Partnerships Currently Implementing
Local Partnerships in purple have adopted LearnERS CQI: Coaching Framework. Local Partnership contact information can be found here.