My work in coaching involves the use of Practice-Based Coaching (PBC), which is a professional development approach that involves developing a collaborative partnership,
creating shared goals and action planning, conducting focused
observations, and encouraging reflection and providing feedback. I also co-developed a measure called the Coaching Quality Checklist, which is designed to measure the quality of coaching sessions used in PBC and other coaching models.
Research and Professional Development Opportunities
are interested in using the Coaching Quality Checklist in your research
or practice OR professional development opportunities on coaching,
please email me at email@example.com.
Hemmeter, M. L., Snyder, P., Fox, L., Algina, J., Hardy, J. K., Bishop, C., & Veguilla, M. (2020). Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial. Early Childhood Research Quarterly, 54(1), 204-218. https://doi.org/10.1016/j.ecresq.2020.08.004
Hardy, J. K., Basler, S., & Hemmeter, M. L. (2019, July).Coaching conversations: Using constructive and supportive feedback to build practitioners’ confidence and competence. Webinar for the National Center for Pyramid Model Innovations: Unpacking Coaching Webinar Series.
McLeod, R., Hardy, J. K., & Grifenhagen, J. (2019). Coaching quality in pre-kindergarten classrooms: Perspectives from a statewide study. Early Childhood Education Journal, 47(2), 175-186.
McLeod, R., Artman-Meeker, K., & Hardy, J. K. (2017). Preparing yourself for coaching: Partnering for success. Young Children, 72(3), 75-81.
Hemmeter, M. L., Hardy, J. K., Schnitz, A. G., Adams, J. M., & Kinder, K. A. (2015). Effects of training and coaching with performance feedback on teachers' use of Pyramid Model practices. Topics in Early Childhood Special Education, 35(3), 144-156.
Schnitz, A. G., Hardy, J. K., Artman, K. M., & Hemmeter, M. L. (2013). Helping teachers implement the Pyramid Model using Practice-Based Coaching [Monograph]. Young Exceptional Children, 15, 95-110.