This webinar provides participants with a process for setting up and implementing a reciprocal peer coaching model in early childhood classrooms. Data evaluating the effectiveness of the reciprocal peer coaching model will be discussed briefly. The presenter will then walk participants through a three-step system for using peer coaching in early childhood classrooms: 1) planning, 2) implementing, and 3) monitoring. Participants will be provided with a peer coaching protocol and examples of data sheets. During the session, participants will have the opportunity to practice conducting a brief peer coaching session.
Peer Coaching in Early Childhood Classrooms
Date:
Jun 15, 2022Time:
12:00 AM(Eastern Time Zone)
Duration:
1 hr
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.Guest Presenter(s)
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.
Adrienne Golden
Vanderbilt University
Adrienne Golden is a research associate at Vanderbilt University, working with Dr. Mary Louise Hemmeter on projects focused on implementing the Pyramid Model in early childhood settings and coaching and support early childhood educators. Adrienne's role on these projects includes training and coaching teachers to implement the Pyramid Model in their classrooms. Adrienne also trains and mentors data collectors within the research lab and supports data management across research projects. Adrienne holds a PhD in early childhood special education and is a licensed teacher and Board Certified Behavior Analyst. Prior to pursuing her doctorate, Adrienne taught for 6 years in inclusive preschool classrooms, where she implemented the Pyramid Model. While teaching, Adrienne implemented a variety of curricula, modified and individualized instruction to meet the needs of students with and without disabilities, developed and implemented behavior support plans, supported the social and emotional development of young children, mentored practicum students and student teachers, and worked collaboratively with classroom staff and related service providers. Adrienne's research focuses on sustainable models for coaching teachers on the implementation of Pyramid Model practices (e.g., reciprocal peer coaching, delivering PBC via text message).
