Unpacking Coaching Webinar
Using PBC to Coach Early Interventionists
December 9, 2020
3:00 p.m. ET
Duration: 50 min
Practice-Based Coaching (PBC) is an evidence-based coaching approach that supports practitioners to use effective teaching practices to promote positive child outcomes. PBC can be implemented in a variety of settings, including classrooms and center-based programs, family childcare homes, and early intervention and home-based programs. This webinar will outline the components of PBC and describe how to use PBC to coach early interventionists who are working with families in homes. The panelists will focus on using PBC to coach early interventionists to support families in enhancing their child’s social emotional competence. Panelists will share their experiences using PBC to coach early interventionists.
Certificate of Attendance
A downloadable certificate is available for recorded webinars.
To receive the certificate, you must fill out the evaluation survey.
How to access 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 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
- Action Planning Form
- Early Intervention Practitioner Coaching Log (Excel Format) (PDF Format)
- Early Intervention Pyramid Practices Fidelity Instrument (EIPPFI)
- Definitions of Early Intervention Practitioner Coaching Strategies
- Early Intervention Implementation Checklist
- Focused Observation Notes
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.
Jennifer Kellogg , Nevada Early Intervention Services
Jennifer Kellogg, M.Ed., M. Psy., is a Developmental Specialist IV Supervisor for Nevada Early Intervention Services in Elko, Nevada. She serves almost 65,000 square miles of rural Nevada as a Practitioner Coach for the Pyramid Model in early intervention, bringing coaching to a new level during COVID 19 through telehealth visits. Prior to working for Nevada early Intervention Services, she worked as a supervisor and classroom teacher for over 15 years, working in Early Head Start, ECEAP, and owned and operated a nationally accredited family childcare. She has a passion for teaching adults and providing trainings to enhance individual development and encourages the pursuit of education. She provides training and coaching support to childcare centers, parents and members of the community, and staff on a variety of topics, including social-emotional and brain development. She holds her bachelor’s in Human Development from Washington State University, her Master’s in Early Childhood Special Education from the University of Reno Nevada, and her Masters’ in Psychology from Phoenix University. She is a positive and enthusiastic coach for the Pyramid Model for Early Intervention and passionate about keeping the fun in learning, while producing high quality work.
Lori Schoen, Nevada Early Intervention Services
Lori Schoen, B.S., is a Developmental Specialist Supervisor at Nevada Early Intervention Services. She has degrees in early childhood education, human development and family studies, and early childhood special educations. Lori has been a part-time faculty member at Truckee Meadows Community College for 22 years in Early Childhood Education, teaching a wide variety of classes. Lori has worked with children 0-5 with developmental delays and disabilities and children who are typically developing. Lori currently supports a team of Supervisors, Developmental Specialists, and Therapists, using Reflective Supervision and Practice-Based Coaching to ensure that positive relationships are the foundation of everyone’s Pyramid Model practices. Lori trusts in the parallel process and how modeling this behavior can impact how staff, parents and children learn to be competent and confident in all relationships.
Sarah Sills, Nevada Early Intervention Services
Sarah Sills, M.S., M.A., is a Developmental Specialist Supervisor at Nevada Early Intervention Services. She has degrees in counseling and early childhood special education, and has experience working in the field with children ages 0-3 who have disabilities or delays and their families. Sarah now supports a team of Developmental Specialists and therapists, and uses Practice-Based Coaching to support their implementation of Pyramid Model practices in their work with children and families enrolled in the Nevada Early Intervention Services. Sarah’s leadership style is based on the idea that relationships matter given her background and the support she received from her own family growing up. Sarah believes that a child’s resiliency and joy is rooted in strong relationships with loved ones, and seeks to help the professionals she coaches to support the families and children they serve in building those relationships.