Iterative Design and Pilot Implementation of a Tiered Coaching Model to Support Socio-Emotional Teaching Practices

Abstract

We used an iterative process to design the Tiered Coaching Model (TCM) to support preschool teachers’ implementation of the Pyramid Model. In the TCM, teachers are matched to one of three coaching tiers based on their observed classroom practices, individual characteristics, and preferences. Coaching tiers included self-guided coaching, small group coaching, and individual coaching. We describe TCM model development and two field tests exploring its potential usability and effectiveness. In Field Test 1, the model was tested with 16 lead preschool teachers. Focus groups and teacher feedback informed systematic model revisions. In Field Test 2, we gathered preliminary findings from an additional 24 teachers. All teachers across coaching tiers and field tests increased their use of Pyramid Model practices while engaging in the TCM, providing promising evidence for wider demonstrations and future rigorous evaluations of the model.

Educators’ Perspectives on Training Mechanisms That Facilitate Evidence-Based Practice Use for Autistic Students in General Education Settings: A Mixed-Methods Analysis

“…First, pre-service preparation incorporating EBPs that embeds effective PD features (active learning, collective participation) continues to be needed. Second, shifting from a reactive approach to accessing coaching (i.e., only accessing coaching when significant problems occurred) to a preventive PD model, such as matching PD to individual educators’ needs through tiered coaching (Artman-Meeker et al, 2022; Brock et al, 2021) is essential. This may be particularly important for general educators and paraprofessionals who access less disability and autism-specific training during pre-service preparation and all educators who described a “trial and error” approach.…”

Multi-Tiered Systems of Educator Professional Development: A Systematic Literature Review of Responsive, Tiered Professional Development Models

“…Most trainees were White, female staff in schools (see Table 1). In five studies, researchers did not report the race/ethnicity data of their trainees (i.e., Artman-Meeker et al, 2022;Brock et al, 2021;Reed, 2014;Simonsen et al, 2014;Tekverk, 2010). Of those researchers reporting demographic variables, 76.4% of trainees identified as White, and 14.7% of trainees identified as Black.…”

“…The remaining trainees identified as Hispanic (n = 3), Asian/Native Hawaiian/ Pacific Islander (n = 1), or Other (n = 1), and one did not respond. In two studies researchers did not report the gender identity of their trainees (Artman-Meeker et al, 2022;Reed, 2014). Of the remaining studies reporting demographic data, 87.1% of trainees identified as female with the remaining participants identifying as male.…”

“…One study used the Teaching Pyramid Observation Tool (TPOT; L. Fox et al, 2014) to measure the impact of tiered training on trainee practice (Artman-Meeker et al, 2022).…”

“…Self monitoring supports included the use of golf counters and recording of the rate of delivery of the target skill (Freeman et al, 2018;Gage, MacSuga-Gage, et al, 2017;Simonsen et al, 2014), as well as trainees who watched recordings of their practice in context and assessed their own fidelity against a performance checklist (Owens et al, 2020;Thompson et al, 2012). Reed (2014) and Artman-Meeker et al (2022) provided staff with a cue sheet and self-reflection form to allow trainees to monitor their performance.…”