Unpacking Coaching Webinar
Coaching Conversations: Using Constructive and Supportive Feedback to Build Practitioners’ Confidence and Competence
July 10, 2019
Practitioner coaches often feel most comfortable providing supportive feedback to practitioners. However, coaches are sometimes left wondering how to provide effective constructive feedback, while still maintaining positive partnerships and buy-in from practitioners. This webinar will highlight how the reflection and feedback component of Practice-Based Coaching occurs within the context of collaborative partnerships. Panelists will discuss how to prepare for reflection and feedback with practitioners, and will share tips and strategies for providing supportive and constructive feedback, and reflective questioning techniques.
Certificate of Attendance
A downloadable certificate is available for both live and recorded webinars.
To receive the certificate, you must fill out the evaluation survey.
How to fill out the survey:
- Recording viewers: The URL link for the survey will be displayed at the end of the webinar. You will need to type that URL into your internet browser (Chrome, Firefox, Explorer, etc.) to access the survey and certificate.
Once you submit the survey, the certificate will appear. You can then save and/or print your certificate.
- Webinar PPT slides
- Making Coaching Come Alive: Creating Action Plans to Promote Practitioner Buy-In. Webinar addressing teacher resistance/buy-in.
- Component 3: Reflection and Feedback Information Sheet. Fact sheet that outlines important information about the Reflection and Feedback component of the PBC cycle.
- Head Start Coaching Companion. Coaches and coachees can share videos and resources, as well as engage in the reflection and feedback process from a distance.
- Coaching Feedback Sample. Example of written feedback, and highlights some of the feedback practices used.
- Definitions of Classroom Coaching Strategies. Fact sheet describing each coaching strategy.
- Teachstone Guide to Asking Reflective Questions. More information on strategies for asking reflective questions to guide the reflection and feedback component of the PBC cycle.
Mary Louise Hemmeter, Vanderbilt University
Mary Louise Hemmeter, PhD, is a professor of Special Education at Vanderbilt University. Her research focuses on effective instruction, social emotional development and challenging behavior, and coaching teachers. She has been a PI or Co-PI on numerous projects funded by the US Departments of Education and Health and Human Services. Through her work on the National Center on the Social Emotional Foundations for Early Learning and IES funded research projects, she was involved in the development of the Pyramid Model for Supporting Social Emotional Competence in Young Children and a model for coaching teachers to implement effective practices. She is currently the PI on an IES funded development project around program wide supports for implementing the Pyramid Model and a Co-PI on an IES efficacy study examining approaches to supporting teachers to implement embedded instruction. She was co-editor of the Journal of Early Intervention and President of the Council for Exceptional Children’s Division for Early Childhood. She received the Mary McEvoy Service to the Field Award.
Jessica K. Hardy, University of Illinois at Urbana-Champaign
Jessica Hardy is an assistant professor in early childhood special education at the University of Illinois at Urbana-Champaign. She was formerly a Head Start teacher and a preschool special education teacher in Portland, Oregon. Jessica has helped develop materials and protocols to support Practice-Based Coaching. She has coached teachers and provided supervision and support to coaches in a variety of projects.
Sarah Basler, Vanderbilt University
Sarah Basler is an education consultant at Vanderbilt University across projects in the Hemmeter lab. On the Education Innovation, and Research grant in partnership with Metropolitan Nashville Public Schools, Sarah works as an external coach. She provides support to the coaches to implement Practice-Based Coaching around Pyramid Model practices. Sarah also supports the National Center on Early Childhood Development, Teaching, and Learning (NCECDTL) as a facilitator of the Practice-Based Coaching community on MyPeers and provides training for the Coaching Corner Webinar Series. She previously served as a coach and IV data manager on the Embedded Instruction for Early Learning project. Prior to joining Hemmeter lab, Sarah was an Assistant Director of a university childcare program, a curriculum coordinator, and an early childhood teacher.