This article is co-authored by Caroline Hiskey (Vanderbilt University).
The Pyramid Model is an evidence-based framework of practices to support young children’s social and emotional skills in early childhood classrooms. Extensive research has demonstrated the effectiveness of the Pyramid Model and examined its implementation in early learning settings (Hemmeter et al., 2021). However, less is known about how these practices are sustained and scaled once initial training and coaching ends. In this blog post, we share findings from interviews with district coaches who have supported teachers to use the Pyramid Model through Practice-Based Coaching (PBC), and what they’ve learned about sustaining these practices over time.
About the Pyramid Model Evaluation Study
The current Pyramid Model evaluation explored scale-up and sustainability of Pyramid Model practices across 20 school districts in 3 states (Tennessee, Nebraska, and California). The intervention combined teacher training with PBC delivered by district coaches.
Learn about the Pyramid Model and PBC in a prior blog post: Practice-Based Coaching on the Pyramid Model: “It builds you up and finds your strengths” | Student Behavior Blog
Coaching for Fidelity: Why PBC Matters
Coaching is the bridge between learning about Pyramid Model practices, applying them in the classroom, and improving upon practices over time. To assess implementation quality, our team is using the Teaching Pyramid Observation Tool (TPOT), which is an observational measure that looks at how consistently teachers use Pyramid Model practices in their classroom instruction. TPOT ratings for teachers who received Pyramid Model training and PBC were higher than ratings for teachers who did not, indicating higher implementation of high-quality social-emotional teaching practices.
Coaches emphasized that PBC was key in supporting implementation.
Through regular reflection and goal setting, PBC helps teachers focus on one goal at a time, notice growth, and celebrate small wins. Pyramid Model coaches observed powerful impacts in their work with teachers during their PBC cycles and spoke passionately about how the Pyramid Model aligns with their broader beliefs about supporting children and families.
From Fidelity to Sustainability
Beginning to implement Pyramid Model practices in the classrooms is a big accomplishment but sustaining it requires a new kind of support. Coaches who participated in the interviews talked about sustainability not as a single milestone, but as an intentional and ongoing process.
In the following sections, we share the lessons learned from coaches on the recommended steps for intentional planning and integration of the intervention into the existing school system.
Lessons Learned from Coaches
For district and school leaders, sustaining the Pyramid Model practices with practice-based coaching means building supportive systems that make good teaching practices last. Coaches emphasized the importance of leadership buy-in and messaging to teachers of the importance of the intervention. Leaders can strengthen implementation and sustainability by protecting time for collaboration, integrating Pyramid Model strategies into existing social-emotional or MTSS frameworks, and ensuring that coaching remains a part of professional learning.
We share some lessons learned from coaches on what is needed for strong implementation and sustaining practices over time.
Lesson 1: Build communities of practice for accountability and support
In the Pyramid Model program, coaches met as a group with Pyramid Model trainers each week. These regular meetings allowed coaches to collaboratively problem-solve challenges, exchange ideas, and celebrate progress together. Nearly every coach talked about the importance of connection, accountability, and shared learning with other coaches.
Communities of practice can also create peer mentorship opportunities where coaches and teachers support each other in maintaining Pyramid Model practices over time, even as staff and programs evolve.
Lesson 2: Integrate into existing systems and with existing initiatives (not adding on)
Coaches shared that one reason that Pyramid Model implementation was successful in their schools was because the framework was aligned with other social-emotional or trauma-informed curricula already being implemented in the schools (e.g., PBIS, MTSS, CLASS).
Coaches recommended that school leaders consider ways that Pyramid Model and practice-based coaching be integrated into existing curricula, child and teacher supports, and ongoing professional development opportunities. Coaches noted that when administrators used familiar language and aligned professional development, teachers were able to see how they could fit it into their daily routines.
Lesson 3: Plan for turnover
Sustaining high-quality implementation of the Pyramid Model also requires intentional planning for staff turnover and transitions. Districts and school leaders can promote continuity by developing clear onboarding processes for new teachers, pairing them with experienced teachers, and maintaining accessible shared resources and materials. Regular training sessions or group coaching opportunities can also help trained teachers remain connected to the framework and Pyramid Model practices. By embedding these structures into ongoing professional development and onboarding processes, leaders can ensure that Pyramid Model practice endures beyond individual teachers.
Coaching helps teachers reach fidelity. Systems help sustain and scale it.
For district and school leaders, sustaining Pyramid Model practices and practice-based coaching means building structures that are grounded in leadership support, promote collaboration, and reflect a shared commitment to children’s success.
As you reflect on your own program, a few things to consider:
- How are we supporting teachers and coaches in their ongoing growth?
- What systems help ensure that good practices are sustained?
Topics: Early childhood Multi-tiered systems of support Social-emotional learning