The beginning of the school year is a busy time for programs, practitioners and coaches alike. Coaches may feel overwhelmed by balancing their time getting to know their coachees, preparing for visits, travel, observing, creating materials, or planning for debriefing meetings. It might be difficult to know where to start. In this webinar, panelists will share practical strategies for planning and managing time around coaching caseloads.
Date:Nov 20, 2019
Webinar PPT Handout Teacher-Coach Agreement: Implementing the Pyramid Model for Social-Emotional Competence in Young Children (Webinar) Using the Equity Coaching Guide to Address Culturally Responsive Practices (Webinar) Coaching Conversations: Using Constructive and Supportive Feedback to Build Practitioners’ Confidence and Competence 5 Coaching Strategies That Help You Connect with Resistant Teachers
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.
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Live participants: You will receive an email after the webinar with the link to the survey.
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Mary Louise Hemmeter
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.
University of South Florida
Eunice Lopez, MEd, is a Trainer/Coach for the Program-Wide Positive Behavior Support Project funded by the Children’s Board of Hillsborough County, Florida. She collaborates with select early childcare centers in Hillsborough County to provide training, technical assistance and practice-based coaching for supporting social emotional competence in infants and young children based on the Pyramid Model. Her primary areas of interest are in Positive Behavior Support, the importance of early care and educational learning experiences for all young children, and empowering practitioners in the implementation of practical teaching strategies in early childhood classrooms.
Metropolitan Nashville Public School System
Jacqueline Jordan’s compass for living directs her to give. This thought is based on the saying “too whom much is given, much is required”. Jacqueline’s educational journey is in early childhood education. She began as a family child care provider and her current position is a Pre-K Instructional Coach for Metropolitan Nashville Public School System and an Adjunct Instructor. Jacqueline was given opportunities to grow her craft as a Child Care Resource and Referral Site Director in Bellevue, Washington and a Contract Monitor for King County, Washington. She was given knowledge from her professors at Tennessee State University, Belmont University and Trevecca Nazarene University. Jacqueline imparts her experience and knowledge through application to parents, teachers, students and my community. She does this by establishing, building and maintaining genuine relationships through being honest, listening, clearly communicating and staying open. Jacqueline has been married to William Jordan for 45 years. She has three adult sons, 7 seven grandchildren and 2 great grandchildren.