/ One Size Doesn’t Fit All: Using the Tiered Coaching Model for Practitioners

One Size Doesn’t Fit All: Using the Tiered Coaching Model for Practitioners

Description

This webinar will focus on strategies and tools for implementing the Tiered Coaching Model (TCM), an innovative, data-driven coaching framework for supporting teachers in implementing evidence-based practices (EBPs) in their early childhood education (ECE) classrooms. TCM is designed to provide Practice-Based Coaching supports that are responsive to individual teachers’ preferences and needs. Participants will learn about each of the components of the TCM, and a panel of expert coaches will share their insights and perspectives on using the model to support teachers in implementing Pyramid Model practices in their classrooms.

Date:

Sep 21, 2022

Time:

3:00 PM

(Eastern Time Zone)

Duration:

59 min

Related Resources

Certificate Info

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 access the survey:

Live participants: You will receive an email after the webinar with the link to 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.

NCPMI Presenter(s)

Ashley MacNish

Vanderbilt University

Ashley MacNish, MA, is an Educational Consultant for Vanderbilt University. In her role for the National Center for Pyramid Model Innovations, Ashley provides training and technical assistance to programs implementing the Pyramid Model in early intervention. She uses her expertise to support product development and training for coaching, early intervention, and family engagement. She also provides training on coaching, social and emotional development, and home visiting practices for the National Center on Early Childhood Development, Teaching, and Learning.

Guest Presenter(s)

Shawna Harbin

University of Washington’s College of Education and School Mental Health, Assessment, Research, and Training (SMART) Center

Shawna Harbin, PhD, BCBA, is a Postdoctoral Scholar at the University of Washington’s College of Education and School Mental Health, Assessment, Research, and Training (SMART) Center. She has extensive professional experience as a paraeducator, teacher, early intervention practitioner, and instructional coach. Her work focuses on family-centered practice, culturally responsive family-practitioner partnerships, evidence-based practices, educator preparation, and practitioner training and coaching in special education.

Mackenzie Weintraub

Childhood Education Consultant, Portland, Oregon

Mackenzie Weintraub is an early childhood education consultant based in Portland, OR. She specializes in supporting teachers, home visitors, classrooms and programs in implementing the Pyramid Model framework to support young children’s social emotional development. She has provided training and coaching extensively with Head Start programs, Early Intervention and Early Childhood Special Education programs, childcare centers and school districts. Mackenzie earned her MA of Early Childhood Education from San Francisco State University.

Jennifer Cunningham

Haring Center for Inclusive Education

Jennifer is a researcher and higher education inclusion specialist at the University of Washington. She has experience working as a paraeducator, preschool teacher, instructional coach, and ECE course instructor. She earned her M.Ed and PhD in Early Childhood Special Education from Vanderbilt University. Jennifer is passionate about supporting educators in knowing and using high quality, responsive practices that facilitate inclusion and learning for each and every child, with a particular focus on language and social-emotional development.

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