Improving Systems, Practices and Outcomes

Learning Lab: Exploring Coaching for Practice Change May - August 2017

Series Overview

The Learning Lab on Coaching for Practice Change provides a remote learning opportunity to explore how coaching can be supported by states and used within programs to improve implementation of evidence-based practices. The Learning Lab provides information, resources, implementation approaches, and thoughtful discussions with experts and colleagues.

Sessions in this Series

Introductory Materials

Coaching on Practices

Dr. Patricia Snyder establishes why coaching on practices is important for ensuring fidelity of implementation of evidence-based practices, how research indicates are important components of an evidence-based, practice-based coaching framework, and how the practice-based coaching framework was developed, validated, and evaluated.

Unpacking the Components of Practice-Based Coaching

Dr. Mary Louise Hemmeter describes how effective teaching practices are the focus of practice-based coaching, the role of collaborative coaching partnerships, and the three components of practice-based coaching: shared goals and action planning, focused observation and reflection, and feedback.

Resources on Practice-Based Coaching

Session 1: Implementing Coaching for Practice Change: Innovations for the delivery of coaching

Session 2: Coaching for Practice Change: Statewide implementation, systems considerations and examples

In this session, guests from the Wisconsin Birth to 3 Program, Terri Enters (state Part C coordinator and supervisor) and Dana Romary (state staff), share information related to their statewide implementation of the Primary Coach Approach to Teaming. Guests from Minnesota, Sally Hansen and Hope Beissel (Regional ECSE Professional Development Facilitators for the Minnesota Centers of Excellence), highlight the implementation of their coaching work as it relates to the three innovations being implemented in the state: The Pyramid Model for social-emotional foundations for early learning (B-5), Classroom Engagement Model (3-5) and Family Guided Routines Based Interventions (B-3).

Session 3: Considerations for local and regional programs

Session 4: Data Decision-Making and the Implementation of Practice-Based Coaching

Presenters from the ECTA and DaSy Centers discuss using data for decision making, and what kinds of data can be using to measure coaching to inform decisions at different levels of a system.


  • IDEAs that Work: Office of Special Education Programs, U.S. Department of Education

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P170001 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

Project Officer: Julia Martin Eile     © 2012-2018 ECTA Center

  • UNC Frank Porter Graham Child Development Institute