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START Project

Early Childhood Practice-Based Coaching Series

How to Participate

Submit the Application → Receive Approval → Submit Your Registration and Payment

Training Information

  • Date: (5-module series) September 24, 2026, November 19, 2026, January 14, 2027, March 18, 2027, and May 13, 2027
  • Time: 1:00 p.m. - 3:00 p.m.
  • Format and Platform: Virtual via Zoom
  • Registration Fee:
    • Individual: $50
    • Team viewing/group: Not available for this training.
  • Application and Registration Deadline: 9/22/26 
  • Topic Focus: Classroom Level
  • Intended Audience: Early Childhood Teachers, Administrators, Ancillary Staff, Consultants, Paraeducators/Classroom aides

START only accepts credit cards for payment.

By registering for this training, you agree to receive email updates from START (articles, updates, new tools and resources, and training and events information) and acknowledge and consent to the recording of the session(s). The recording may capture audio, video, and any shared content during the meeting.

Lead Presenter:

  • Amy Matthews, Ph.D., BCBA, GVSU, Psychology Department & START Project

Co-Presenter:

  • Sophia D’Agostino, Ph.D., BABA-D, Consultant, START Project

Series Description: Practice-based coaching supports early childhood teams in confidently and effectively implementing teaching practices in settings that serve young children. This coaching series will focus on an evidence-based, collaborative approach designed to strengthen teaching practices through shared goal setting and action planning, focused observation, and reflection with performance-based feedback. The series will provide you with information and resources for each component of the model, along with feedback, practical tips, and a space to connect with other coaches as you apply the work in your own setting. 

  • Module 1 - Collaborative Partnerships - Practice-Based Coaching begins with strong, collaborative relationships. This session introduces the foundations of the Practice-Based Coaching (PBC) model and explores the roles and responsibilities of both coaches and coachees. Participants will learn strategies for building trust, establishing clear expectations, and fostering productive partnerships that support professional growth. Emphasis will be placed on effective communication, active listening, collaborative planning, and problem-solving practices that create the conditions for successful coaching. 
  • Module 2 - Strengths and Needs Assessment and Coaching Strategies - Effective coaching involves understanding strengths, identifying priorities, and selecting supports that align with practitioner needs. In this session, participants will learn how to use a strengths-based approach to assess teacher, child, classroom, and program factors that influence practice. Emphasis will be placed on using multiple sources of data to identify coaching priorities and guide decision-making. Participants will explore evidence-based coaching and instructional strategies, principles of adult learning, and approaches for differentiating support based on practitioner experience, confidence, and context.
  • Module 3 - Shared Goals and Action Plans - Shared goals and action plans provide the roadmap for meaningful coaching and professional growth. In this session, participants will learn how to develop collaborative, measurable coaching goals that are aligned with child, classroom, and program outcomes. Participants will explore strategies for creating actionable plans that include clear implementation steps, supports, and resources. Emphasis will be placed on embedding practices into daily routines and instruction, as well as establishing systems for monitoring implementation and progress over time.
  • Module 4 - Focused Observation - Focused observation provides an opportunity to gather objective information about practice implementation and identify areas for growth. In this session, participants will learn the purpose and structure of focused observation within the Practice-Based Coaching model. Participants will explore observation methods, tools, and data collection strategies that support accurate and objective documentation of teaching practices. Emphasis will be placed on identifying strengths and opportunities for growth, interpreting implementation data, and using observation findings to inform coaching conversations and future coaching cycles.
  • Module 5 - Reflection, Feedback, and Sustainability - Reflection and feedback are essential components of the Practice-Based Coaching model that support continuous improvement and long-term implementation of effective practices. In this session, participants will learn strategies for facilitating reflective coaching conversations that promote self-assessment, problem-solving, and professional growth. Participants will explore methods for delivering supportive and constructive performance feedback, celebrating progress, and addressing barriers to implementation. Emphasis will be placed on developing plans that support sustainability, ongoing learning, and continued use of effective practices over time.

START is offering State Continuing Education Clock Hours (SCECHs), Social Work Credits, pending approval, Certificates of Attendance, and MiRegistry credit. Participants must complete the Attendance Form provided at the training within 2 days of the training date to receive CEUs, a Certificate of Attendance, and/or MiRegistry credit.

Individual Viewing: For this training, individual viewing is recommended for a single individual attending the training or for each member of a group.

Team Viewing Option: For this training, team viewing is not being offered

Cancellations must be emailed to [email protected] at least 24 hours before training begins for a full refund for Modules 1 and for a partial refunds for Model 2. No refunds will be given for Modules 3, 4, or 5. We are unable to accept phone cancellations. 

Application and Registration Instructions

  1. Review the participant expectations:
    • Attend all scheduled training sessions throughout the series;     
    • Complete pre-session and post-session activities for each training session (approximately 2–3 hours per session), including readings and applied assignments; 
    • Engage in ongoing implementation activities during the training year, including planning and coaching with at least one classroom team (approximately 1–2 hours per week); 
    • Obtain a copy of the required Essential of Practice-Based Coaching (PBC) book prior to the start of the series (participants may work with their RCN for purchasing support).
  2. Complete the approval application.
    1. Requirements for approval:
      1. Be employed in an early childhood professional role within a school district or associated with a school district;
      2. Have completed a minimum of three START professional learning opportunities directly related to early childhood (e.g., Learning in Groups in the Early Childhood Classroom, Providing Behavior Support in the Early Childhood Classroom);
      3. Currently provide coaching, consultation, or implementation support to early childhood educators;
      4. Have an identified educator/classroom available for participation throughout the training series.
  3. If approved - complete registration steps outlined within approval email.
Page last modified July 31, 2026