Iterative Design and Pilot Implementation of a Tiered Coaching Model to Support Socio-Emotional Teaching Practices

Abstract

We used an iterative process to design the Tiered Coaching Model (TCM) to support preschool teachers’ implementation of the Pyramid Model. In the TCM, teachers are matched to one of three coaching tiers based on their observed classroom practices, individual characteristics, and preferences. Those tiers were self-guided coaching, small group coaching, and individual coaching. We describe TCM model development and two field tests exploring its potential usability and effectiveness. In Field Test 1, the model was tested with 16 lead preschool teachers. Focus groups and teacher feedback informed systematic model revisions. In Field Test 2, we gathered preliminary findings from an additional 24 teachers. All teachers across coaching tiers and field tests increased their use of Pyramid Model practices while engaging in the TCM, providing promising evidence for wider demonstrations and future rigorous evaluations of the model.

Keywords

early education programs teachers personnel challenging behaviors intervention strategies

Get full access to this article

View all access options for this article.

References

Artman-Meeker

K. M.

Fettig

Barton

E. E.

Penney

Zeng

(2015). Applying an evidence-based framework to the early childhood coaching literature. Topics in Early Childhood Special Education, 35(3), 183–196. https://doi.org/10.1177/0271121415595550

Artman-Meeker

K. M.

Hemmeter

M. L.

Snyder

(2014). Effects of distance coaching on teachers’ use of Pyramid Model practices: A pilot study. Infants & Young Children, 27(4), 325–344. https://doi.org/10.1097/IYC.0000000000000016

Bandura

(1997). Self-efficacy: The exercise of control. W. H. Freeman.

Baughan

Correa

V. I.

Muharib

(2019). Using coaching and performance feedback to increase Head Start teachers’ use of teaching pyramid model practices. NHSA Dialog, 22(1), 57–78.

Bishop

C. D.

Snyder

Crow

(2015). Impact of video self-monitoring with graduated training on implementation of embedded instructional learning trials. Topics in Early Childhood Special Education, 35(3), 170–182. https://doi.org/10.1177/0271121415594797

BUILD. (2020). QRIS profile report. https://qualitycompendium.org/create-a-report

Conroy

M. A.

Sutherland

K. S.

Granger

K. L.

Marcoulides

K. M.

Huang

Montesion

(2021). Preliminary study of the effects of BEST in CLASS—Web on young children’s social-emotional and behavioral outcomes. Journal of Early Intervention. https://doi.org/10.1177/10538151211018662

Conroy

M. A.

Sutherland

K. S.

A. K.

Carr

Ogston

P. L.

(2014). Early childhood teachers’ use of effective instructional practices and the collateral effects on young children’s behavior. Journal of Positive Behavior Interventions, 16(2), 81–92. https://doi.org/10.1177/1098300713478666

Domitrovich

C. E.

Pas

E. T.

Bradshaw

C. P.

Becker

K. D.

Keperling

J. P.

Embry

D. D.

Ialongo

(2015). Individual and school organizational factors that influence implementation of the PAX good behavior game intervention. Prevention Science, 16(8), 1064–1074. https://doi.org/10.1007/s11121-015-0557-8

10.

Dunlap

Smith

B. J.

Fox

Blase

(2014). Road map to statewide implementation of the pyramid model. Roadmap to effective intervention practices# 6. Technical Assistance Center on Social Emotional Intervention for Young Children.

11.

Dunlap

Wilson

Strain

Lee

(2013). Prevent-teach-reinforce for young children. Paul H. Brookes.

12.

Evans

Johnson

D. J.

(1990). The relationship of principals’ leadership behavior and teachers’ job satisfaction and job-related stress. Journal of Instructional Psychology, 17(1), 11–18.

13.

Fettig

Artman-Meeker

(2016). Group coaching on pre-school teachers’ implementation of pyramid model strategies: A program description. Topics in Early Childhood Special Education, 36(3), 147–158. https://doi.org/10.1177/0271121416650049

14.

Fettig

Artman-Meeker

Jeon

Chang

H. C.

(2021). Promoting a person-centered approach to strengthening early childhood practices that support social-emotional development. Early Education and Development. https://doi.org/10.1080/10409289.2020.1857215

15.

Fixsen

D. L.

Ward

Blase

Naoom

Metz

Louison

(2018). Assessing drivers best practices. Active Implementation Research Network. https://www.activeimplementation.org/resources/assessing-drivers-best-practices/

16.

Fox

Dunlap

Hemmeter

M. L.

Joseph

Strain

(2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58(4), 48–52.

17.

Fox

Hemmeter

M. L.

Snyder

P. S.

(2014). Teaching pyramid observation tool for preschool classrooms (TPOT) (Research ed.). Paul H. Brookes.

18.

Giordano

Eastin

Calcagno

Wilhelm

Gil

(2020). Examining the effects of internal versus external coaching on preschool teachers’ implementation of a framework of evidence-based social-emotional practices. Journal of Early Childhood Teacher Education, 1–14. https://doi.org/10.1080/10901027.2020.1782545

19.

Golden

A. K.

Hemmeter

M. L.

Edmonds

Ledford

J. R.

(2021). Reciprocal peer coaching and teaching teams’ use of pyramid model practices. Journal of Early Intervention, 43, 255–274. https://doi.org/10.1177/1053815121993225

20.

Hemmeter

M. L.

Fox

Snyder

Algina

Hardy

J. K.

Bishop

Veguilla

(2021). Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial. Early Childhood Research Quarterly, 54(1), 204–218. https://doi.org/10.1016/j.ecresq.2020.08.004

21.

Hemmeter

M. L.

Hardy

J. K.

Schnitz

A. G.

Adams

J. M.

Kinder

K. A.

(2015). Effects of training and coaching with performance feedback on teachers’ use of Pyramid Model practices. Topics in Early Childhood Special Education, 35(3), 144–156. https://doi.org/10.1177/0271121415594924

22.

Hemmeter

M. L.

Snyder

P. A.

Fox

Algina

(2016). Evaluating the implementation of the Pyramid Model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education, 36(3), 133–146. https://doi.org/10.1177/0271121416653386

23.

Jeon

Buettner

C. K.

Hur

(2016). Preschool teachers’ professional background, process quality, and job attitudes: A person-centered approach. Early Education and Development, 27(4), 551–571. https://doi.org/10.1080/10409289.2016.1099354

24.

Lyon

A. R.

Munson

S. A.

Renn

B. N.

Atkins

D. C.

Pullmann

M. D.

Friedman

Areán

P. A.

(2019). Use of human-centered design to improve implementation of evidence-based psychotherapies in low-resource communities: Protocol for studies applying a framework to assess usability. JMIR Research Protocols, 8(10), Article e14990. https://www.researchprotocols.org/2019/10/e14990

25.

McLeod

R. H.

Kim

Resua

K. A.

(2019). The effects of coaching with video and email feedback on preservice teachers’ use of recommended practices. Topics in Early Childhood Special Education, 38(4), 192–203. https://doi.org/10.1177/0271121418763531

26.

National Center for Pyramid Model Innovations. (2019). Program leadership team guide: Implementing practice-based coaching within the Pyramid Model. https://challengingbehavior.cbcs.usf.edu/docs/LeadershipTeam_PBC_Guide.pdf

27.

National Center on Early Childhood Development, Teaching and Learning. (n.d.). Together learning and collaborating. https://eclkc.ohs.acf.hhs.gov/sites/default/files/video/attachments/coaching-corner-tlc-overview.pdf

28.

National Professional Development Center on Inclusion. (2008). What do we mean by professional development in the early childhood field? Frank Porter Graham Child Development Institute, The University of North Carolina at Chapel Hill.

29.

Ransford

C. R.

Greenberg

M. T.

Domitrovich

C. E.

Small

Jacobson

(2009). The role of teachers’ psychological experiences and perceptions of curriculum supports on the implementation of a social and emotional learning curriculum. School Psychology Review, 38(4), 510–532.

30.

Schachter

R. E.

(2015). An analytic study of the professional development research in early childhood education. Early Education and Development, 26(8), 1057–1085. https://doi.org/10.1080/10409289.2015.1009335

31.

Schaufeli

Bakker

Salanova

(2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66(4), 701–716. https://doi.org/10.1177/0013164405282471

32.

Snyder

Hemmeter

M. L.

Fox

(2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, 35(3), 133–143. https://doi.org/10.1177/0271121415594925

33.

Snyder

Hemmeter

M. L.

McLean

Sandall

McLaughlin

Algina

(2018). Effects of professional development on preschool teachers’ use of embedded instruction practices. Exceptional Children, 84(2), 213–232. https://doi.org/10.1177/0014402917735512

34.

Snyder

Hemmeter

M. L.

Meeker

K. A.

Kinder

Pasia

McLaughlin

(2012). Characterizing key features of the early childhood professional development literature. Infants & Young Children, 25(3), 188–212. https://doi.org/10.1097/IYC.0b013e31825a1ebf

35.

Taylor

H. F.

McCorkle

L. S.

Vestal

A. R.

Wood

C. L.

(2021). “I need you to show me”: Coaching early childhood professionals. Early Childhood Education Journal. https://doi.org/10.1007/s10643-021-01172-7

36.

Winton

P. J.

Snyder

P. A.

Goffin

S. G.

(2015). Beyond the status quo: Rethinking professional development for early childhood teachers. In Couse

L. J.

Recchia

S. L.

(Eds.), Handbook of early childhood teacher education (pp. 72–86). Routledge. https://doi.org/10.4324/9781315818245

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.11 MB

0.03 MB