As with the training, the beauty of the Pyramid Model coaching is that it recognises what you are already successfully doing to support child learning and development, as well as building upon any new ideas. The self-reflective tools - the Practice Implementation Checklists and the Inventory of Practices - aides in this, and helps to identify key areas that can be worked upon and developed further. Self-reflection is discussed throughout the training. It is a difficult concept to achieve, and as such, often the chosen focus for some or all of the mentoring. It is broad in application and can be achieved in such a variety of ways.
The process of the mentoring will always begin with the focus on relationship building. This is integral for the trust and confidence that will hopefully develop between the educator or education team, and the coach. The coach will provide opportunity to explore the various self-reflective practices and support the implementation of the tools and resources identified throughout the training.
Observing the classroom, and having time to meet one to one with the educator or team, gives staff opportunities to recognise the concepts and meaning of the Pyramid Model, and also identify strategies to practically apply the tools. How the actual coaching will look, will be determined by an Action Plan, facilitated by the coach, and created jointly with the educator or team. Strategies, supports and how to implement the supports, form the plan.
The Pyramid Model coach in the Riverina is also the trainer, so relationships will begin even during the initial two days of training - and possibly even before! As a number of services in a number of locations will be receiving training, coaaching is set for Monday and Tuesdays between 9am and 3pm in any given week (factoring in travel time). Booking the sessions in blocks is advisable! At least one coaching session will happen between Day 1 and 2 of training, with the expectation that up to 16 visits will provide the support required to get the framework going. 
Specifically and depending on whether individual attendance or whole team attendance:- At least one coaching visit per classroom with relation to each tier of the framework;
- Observation of educators and classroom teams to identify Pyramid practices in place and possible next steps;
- Individual Educator, and classroom team meetings to discuss observation and review concepts and strategies presented in trainings;
- Development of a Coaching Action Plan used to identify desired areas of focus and strategies for implementation;
- Follow-up sessions via email and phone for support in between visits.
