Teaching Pyramid: An Overview

The Teaching Pyramid is an evidence/research-based framework comprising of four tiers that encourage Promotion, Prevention and Intervention.  The Teaching Pyramid research, conducted at Vanderbilt University, Florida, has found that this framework, modelled on a mental health model, provides for ongoing self reflection that in turn develops sustainable quality inclusive practice.

Click on the link to view the 50 minute pre-recorded webinar MP4 "Teaching Pyramid Introduction" with Sara Stockman.

The four tiers of the pyramid require regular reflection and may be interpreted as:

1.      Underpinned by an Effective Workforce, the base ‘policies and procedures’ tier requires open lines of communication, supports, networking opportunities, collaboration and team members who feel valued and important - both as team members and in the lives of the children.  This is reflected in the National Quality Standards. 

2.      The Nurturing and Responsive Relationships and High Quality Supportive Environments comprise the next, universal PROMOTION focus tier.  This level supports high quality early childhood programs for all children reflective of the Early Years Learning Framework.  The ongoing supportive and responsive relationships developed between adults and children, promotes healthy social and emotional development.  Families feel valued when these elements are in play.  If both Tier 1 and Tier 2 are in place effectively, some 70% of children will have their needs well met.

3.      The next secondary PREVENTION tier specifically targets Social and Emotional development.  This is important for children who need further support in learning friendship skills, emotional resilience, being able to identify emotions and empathise with others.  Teaching social skills can be preventive and remedial in effect.  This tier is required for approximately 25% of children (though all children will benefit!).

4.      The final and top tier is the intensive tertiary INTERVENTION tier and is specific child focussed.  Intervention sought at this tier would be a result of collaborative assessments and result in individualised positive behaviour support (PBS) plans. Evidence shows that this element of the Pyramid would only be required by approximately 5% of children.
 
Mentoring for the implementation of the Teaching Pyramid in services has been found to embed the practice exponentially, and as such, enables a much greater success rate than simply receiving training (ref. Mary McLean, Ph.D.; Patricia Snyder, Ph.D.; Susan Sandall, Ph.D.; Mary Louise Hemmeter, Ph.D.). 

https://www.youtube.com/watch?v=_8Rl00F49Hg