A skilled, knowledgeable, and effective work force is critical to the success of programs in supporting children and families. Like children, adults and caregivers need individualized support and professional development based on their needs, experiences, and goals.
With guidance from NCPMI and the Pyramid Model Consortium, Pyramid PIECES utilizes the tenets of Practice-Based Coaching (PBC) to support educators and administrators throughout implementation. The PBC cycle was developed by Patricia Snyder, Mary Louise Hemmeter, and Lise Fox as part of an Institute of Education funded project in 2007 and has evolved into the model we use today.
Practice-Based Coaching is a cyclical process for supporting the use of effective, evidence-based practices that lead to positive outcomes for children and families as seen in the model. PBC occurs within the context of collaborative partnerships and each component of the cycle is designed to inform actions taken by the coach and coachee.
The components that make up the model include:
Taken together, all help the recipient of coaching reach desired outcomes for improvement and refinement of their implementation of evidence-based practices.
Component 2 allows the coach to gather and record information about implementation of practices during activities, routines, and transitions. These observations are focused because the information the coach gathers is specific to the goals and action plans created in the first component.
Features of component 2 include:
The third component is supported by mutual consideration of the support strategies used and the information gathered and identify successes, challenges, and areas for additional refinement. Reflecting on effective practices takes time to think about what worked well and what was a barrier to improving implementation of practices. The use of supportive feedback is key in this process as it is used to recognize and encourage successful strategies while connecting information from the observation back to the coachee’s goals and action plan.
Features of component 3 include:
Source: Snyder, P. A., Hemmeter, M. L., & Fox, L. (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; displayed by permission.
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