The Nebraska Early Childhood Coach (ECC) training was a 3 day (8 hours) professional development event sponsored by the Nebraska Department of Education, Office of Child Development in 2009-2010. Sixty-five early childhood teachers and related service providers participated for the purpose of learning the basic principles and behaviors associated with current or proposed job responsibilities as a 'coach' to parents, care providers or preschool teachers. The purpose of this training was to advance/enhance the early childhood professionals' ability to support individuals they may be coaching, mentoring, and/or supervising. The learner objectives for the training were to: (a) understand the research evidence for the practice of Early Childhood (EC) coaching, (b) understand EC coaching as an adult-learning strategy, and (c) demonstrate the use of targeted EC coaching characteristics. Held in Omaha, Nebraska in the eastern part of the state, the ECC training participants included practitioners from across the state representing both rural and urban communities. Participants represented different agencies serving young children under age 5 and their families. Coaching responsibilities focused on the needs of family members, care providers or teachers associated with one of three primary program or project missions. These could include coaching related to children's Individualized Family Service Plans (IFSP) or Individualized Education Plans (IEP) for children with developmental delays/disabilities, the quality of classroom environments following observational assessment using with the Classroom Assessment Scoring System (CLASS) or Early Childhood Environmental Ratings System (ECERS), and/or implementation of relevant strategies to advance children's social emotional development in follow up to professional development sessions teachers attended on the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. The ECC training sessions were provided in both dyadic lecture and small group discussion format and included case study problem solving opportunities. Participants were asked to outline a Coaching Development Action Plan before departing the training. An independent evaluation of the ECC training outcomes was completed and a final report addressing the major evaluation questions was submitted to Nebraska Department of Education in October 2011. The Early Childhood Coach training evaluation focused on the fidelity with which coach participants implemented the coaching model on which they received training and evaluated the coach training efforts. Furthermore, the evaluation included information on the current state of coaching in Nebraska, as described by subsets of coach participants who attended the ECC coach training. This Technical Report provides a more detailed description of those findings and summarizes additional analyses of data collected from survey, interview and direct observations of participants. The Technical Report is divided into two parts. Volume 1 summarizes the findings related to survey data from 35 participants. Volume 2 summarizes the data from videotaped observations of 21 coaches' interactions with coachees on the job. (author abstract)