Say Yes to EBCAS! A Collaborative Approach for Coaching Coherence

The Gulf Comprehensive Center (Gulf CC) is partnering with Alabama State Department of Education (ALSDE) leaders to develop the Evidence-Based Coaching Accountability System (EBCAS) required by the Alabama Numeracy Act. This partnership strives for consistency across all department sections to ensure that school districts receive a systematic, coherent, and explicit method of coaching support. The project team’s collaborative approach to development includes participation from the Office of Mathematics Improvement; the Office of School Improvement (OMI); the Alabama Reading Initiative (ARI); the Alabama Math, Science, and Technology Initiative (AMSTI); and a wider group of partners in the field. This ensures that the coaching support system is coherent and that there is a methodical approach to implementation and professional learning across partnering groups. The Office of Mathematics Improvement Administrator Team is pictured during a work session at ALSDE on March 5, 2026.

The State of Alabama has been on a mission to achieve coherence and educational excellence across the education system through legislative acts such as the Alabama Literacy Act, the Alabama Numeracy Act, and the Alabama Principal Leadership and Mentoring Act. One of the primary leverage points to strengthen student achievement through these acts is coaching. Alabama has invested heavily in strengthening its educator workforce through a professional learning system that includes building-based subject matter coaches across the State. Coaching provides all teachers with practice-relevant, ongoing professional learning aimed specifically on improving student outcomes.

Recognizing the need for common language and definition around coaching across the system, ALSDE created the Alabama Coaching Framework in partnership with the Region 7 Comprehensive Center (2019-2024). This research-based tool defines coaching, outlines standards of effective coaching, and was developed using a cooperative approach across department sections. Prompted by the passage of the Alabama Numeracy Act, ALSDE is ready for the next step in creating a coherent coaching system—developing an Evidence-Based Coaching Accountability System and refreshing the Alabama Coaching Framework.

A collaborative development approach isn’t easy; it’s a commitment. It ensures the sustainability of education systems and communicates the department’s commitment to fostering a deep sense of belonging and ownership among participants. To promote this objective, Gulf CC set up a team structure that utilizes both a specialized development team and a diverse stakeholder team representing multiple perspectives for application. This model was successfully used by the Gulf CC in partnership with the Alabama Principal Leadership Development System leadership team during the creation of the Alabama Principal Leadership Framework. It involves state leaders, superintendents, district administrators, principals, coaches, teachers, and community partners working side-by-side. By inviting those who will implement the system to help draft and provide feedback, ALSDE leadership empowers educators and the community as true partners and change agents. This also ensures that the foundation of the final accountability system is centered on a shared vision to ultimately improve student growth and proficiency.

Through job-embedded support that empowers coaches to strengthen teacher practices, Alabama is directly targeting long-term success metrics such as increased NAEP scores. Notably, following the initial implementation of foundational support systems, Alabama’s 4th-grade math ranking improved significantly in the 2024 National Assessment of Educational Progress (NAEP) results, rising to 32nd in the nation from its previous 52nd-place ranking. Alabama’s place in 4th-grade reading has also improved dramatically over the past 5 years, moving up to 34th in 2024 after hitting a low point of 49th in 2019.

The Evidence-Based Coaching Accountability System will help Alabama to sustain favorable educational progress results by preparing coaches to provide effective instructional supports to administrators and classroom teachers.

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Authors: Lori Vandeborne, Sarah Hughes, and Patricia Cox; Gulf Comprehensive Center

References

Alabama Literacy Act, Alabama ACT #2019-523, HB388, 200613-3. https://www.alabamaachieves.org/wp-content/uploads/2021/03/act2019-523.pdf

Alabama Numeracy Act, Alabama ACT #2022-249, SB171, 218635-4. https://www.alabamaachieves.org/wp-content/uploads/2023/03/OMI_202338_ANA_v1.0.pdf

Alabama Principal Leadership and Mentoring Act, Alabama ACT #2025-286, SB303, CXYMKJJ-2. https://arc-sos.state.al.us/ucp/L1821483.AI1.pdf

Alabama State Department of Education. (n.d.). Alabama Principal Leadership Development System. https://www.alabamaprincipals.org/

Alabama State Department of Education. (2025, January 29). Alabama’s rank in 4th grade math moves from 52nd in 2019 to 32nd in 2024; rank in 4th grade reading moves from 49th in 2019 to 34th in 2024 [Press Release]. https://www.alabamaachieves.org/wp-content/uploads/2025/01/COMM_NR_20250131_Alabama-Improves-Rank-in-National-Assessment-of-Educational-Progress-State-Results_v1.0.pdf

Alabama State Department of Education. (2024). Alabama Principal Leadership Framework. RMC Research Corporation. https://www.alabamaprincipals.org/_files/ugd/3d41b7_fc8c8bbf88bf426cac6bf373c7e6eb78.pdf

Alabama State Department of Education. (2020). The Alabama Coaching Framework. RMC Research Corporation. https://files.eric.ed.gov/fulltext/ED613829.pdf