Home / The Power of Practice-Based Coaching in Supporting Early Educators’ Use of the Pyramid Model

The Power of Practice-Based Coaching in Supporting Early Educators’ Use of the Pyramid Model

Part of the Unpacking Coaching webinar series, this webinar provides an overview of practice-based coaching (PBC) and how it can be used to support implementation of the Pyramid Model practices. Practice-Based Coaching is briefly introduced and then three panelists who have been involved in coaching related to the Pyramid Model share their experiences.


Jul 16, 2018


12:00 AM


51 min

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Certificate of Attendance

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Guest Presenter(s)

Dr. Mary Louise Hemmeter

Vanderbilt University

Dr. Mary Louise Hemmeter is a professor of Special Education at Vanderbilt University. Her research focuses on effective instruction, supporting social emotional development and addressing 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 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 known as Practice Based Coaching. She is a co-author on the Connect4Learning Early Childhood Curriculum and the Teaching Pyramid Observation Tool.

Dr. Kiersten Kinder

Vanderbilt University

Kiersten worked as a Multi-Classroom Leader at Ross Early Learning Center in Metro Nashville Public Schools, providing coaching support to Pre-K teachers and school-wide leadership around implementing the Pyramid Model. In addition, during her time at Vanderbilt University she coached Pre-K, community child care, and Head Start teachers to increase their use of Pyramid Model practices through various research projects and grants. Kiersten trains on the use of Practice-Based Coaching at the local and national level.

Raquel Lima

Clifton Early Learner Academy, Clifton, NJ

Raquel Lima has worked closely with the faculty from the University of South Florida and has received extensive training in the Pyramid Model through the Pyramid Equity Project. Her primary role is developing the program-wide implementation of the Pyramid Model and supporting students’ social emotional development. Her practice involves working with teachers and families and using the Pyramid Model to support young children’s social emotional development and reduce challenging behavior. She holds a B.A. in Psychology from Manhattan College, a Preschool- Grade 3 Teaching Certificate, and an M.Ed. in Educational Leadership and Policy Studies.

Ashley Lofties

Metro Nashville Public Schools, Nashville, TN

Mrs. Ashley Lofties is the School Counselor at Cambridge Early Learning Center (ELC). Cambridge ELC is one of four all pre-kindergarten schools in Metro Nashville Public Schools, and one of two schools in the country that were selected to participate in the Pyramid Equity Project. Mrs. Lofties leads the implementation of the Pyramid Equity Project at Cambridge ELC, as well as the data collection and input for the school. The Pyramid Equity Project examines implicit bias in discipline and provides training and coaching regarding culturally responsive classrooms and implementing the Pyramid Model with fidelity. Mrs. Lofties worked as an Early Childhood Mental Health/School-based Therapist and School Counselor since 2006, and has been with MNPS since the opening of the Early Learning Centers in 2014. She received her Bachelor’s degree in Psychology from Creighton University and her Master’s degree in Counseling Psychology from the University of Denver.

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