An Examination of Pyramid Model Implementation in a New Jersey Preschool

Abstract

Preschool teachers play a critical role in fostering young children's social-emotional development, yet they often lack the necessary training and support to address challenging behaviors effectively. This study examines the implementation of the Pyramid Model (PM) in a public preschool program in New Jersey over five school years, with a particular focus on the impact of professional development (PD) and practice-based coaching (PBC) on teacher practices. This research employs a program implementation evaluation study approach by examining quantitative data from the Teaching Pyramid Observation Tool (TPOT) with qualitative insights from a teacher survey. Findings suggest that teachers who received PM module training in addition to PBC demonstrated higher fidelity in implementing PM teaching practices, as measured by TPOT scores, compared to teachers who received only PBC. However, over time, a decline in fidelity was observed across all participants, suggesting a need for sustained PD and systemic support. Thematic analysis of teacher survey responses highlighted key implementation challenges, including the need for ongoing support, resource allocation, and strategies to address implicit bias. This study contributes to early childhood education by providing empirical evidence on the long-term sustainability of PM implementation. Findings underscore the importance of structured PD and PBC in enhancing teacher practice and promoting equitable, inclusive learning environments for all preschool children. It is a call to action for early childhood leaders to ensure that multi-tiered systems of support (MTSS) are in place and data is consistently monitored to best support preschool teachers, students, and families.