Unpacking Coaching Webinar
Delivering Coaching from A Distance
June 11, 2020
3:00 pm ET
Duration: 1 hour
Distance coaching has been an option to address challenges in finding time and opportunities to meet. These challenges are especially evident in family childcare and rural settings. Due to our country’s recent events, many coaches are finding ways to do their coaching from a distance. We will discuss distance coaching as one way to address this issue. We will also discuss the successes and challenges of distance coaching through our panelists’ experiences, and how program leadership teams and coaches can implement specific supports to make distance coaching successful.
Attending the Live Event
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Please note that this webinar's capacity is limited and on a first-come basis.
Viewing the Recording
Aren't able to attend the live webinar? A recording of the webinar will be made available, right here on this page, within 48 hours after the event.
Certificate of Attendance
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- 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 to access the survey and certificate. Note: Type the URL exactly as you see it. URL is CASE SENSITIVE.
Once you submit the survey, the certificate will appear. You can then save and/or print your certificate.
Webinar PPT Handout (COMING SOON)
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.
Meghan von der Embse, University of South Florida
Meghan von der Embse, Ed.S., NCSP is a Human Services Practitioner with the Florida Center for Inclusive Communities at the University of South Florida (USF). She provides training, technical assistance, and ongoing coaching supports for early childhood programs to build capacity implementing and sustaining Pyramid Model Supports. Meghan had previously served as the Director of Behavior Support Services at Easter Seals of Southeastern Pennsylvania and the Positive Behavior Intervention and Supports (PBIS) Facilitator for the agency’s early childhood and special education preschool programs. Meghan received her Education Specialist degree in School Psychology at Miami University and is a nationally certified school psychologist. She has practiced as a K-12 school psychologist in four states (OH, MI, NC, NE) and has expertise in providing training and technical assistance with multi-tiered systems of support (MTSS) and early literacy programming.
Anna Winneker, Project Director, Program-Wide Positive Behavior Support at University of South Florida
Anna Winneker has a professional and educational background working with students with emotional/behavior disorders in settings ranging from residential treatment to inclusion. She completed her Ph.D. in Curriculum and Instruction with an emphasis in exceptional student education and qualitative research. Anna currently directs the Program-Wide Positive Behavior Support Project funded by the Children’s Board of Hillsborough County, Florida that supports early care and education programs and family child care homes implement the Pyramid Model. Prior to that, she provided training and technical assistance to school districts throughout the state through the Florida Positive Behavior Support project.
Tweety Yates, Vanderbilt University
Tweety Yates, Ph.D. is a Research Associate at Vanderbilt University in the Department of Special Education. She is retired from the Special Education Department at the University of Illinois. She was Co-Project Coordinator for the Center on the Social Emotional Foundations for Early Learning (CSEFEL) where she developed training materials as well as provided training on the promotion of young children’s social emotional development and prevention of challenging behavior. She has continued this work as faculty on the Pyramid Model Consortium. She has also continued her work on the development and implementation of PIWI: Parents Interacting with Infants, a model for supporting development of infants and toddlers through parent-child interaction. Dr. Yates has coordinated projects focused on early intervention credentialing, parent-child interaction, literacy and social emotional development. She is a past President of the Council for Exceptional Children’s Division of Early Childhood. She has provided consultation and training in early childhood for over 35 years.