Online-Library - RSS feed for Index term 'Professional Development System'

This evaluation of the Arkansas Early Childhood Professional Development System (AECPDS) consisted of a comprehensive review and assessment of the system's components to determine their impact on outcomes for early childhood professionals and on the quality of care for young children in Arkansas. As an initial step in the design of the AECPDS evaluation, a logic model was created through an iterative process involving the system's stakeholders. Data indicate that the State's investment in quality initiatives is paying off.

This 2008 Microsoft PowerPoint presentation from the North Carolina Institute for Early Childhood Professional Development reviews the research on whether teacher education and/or training influences the quality of early care and education. Research is also presented that examines the interaction of education and training with other classroom factors. Supports that are needed for teachers include: (1) teacher preparation programs, (2) mentoring and supervision, (3) quality work environments, (4) increased salaries and benefits, (5) scholarships, and (6) online classes.

This policy brief discusses the topics that teacher competencies generally cover and presents options for how they might be developed and structured in California. Examples of major efforts by national organizations and other States are included. The National Education Goals Panel has cited the following five domains of development and learning during early childhood: (1) physical well-being and motor development, (2) social and emotional development, (3) approaches to learning, (4) language development, and (5) cognition and general knowledge.

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This document by the National Professional Development Center on Inclusion presents a definition and conceptual framework for professional development (PD) in early childhood. Defining what is meant by PD is intended to guide efforts aimed at ensuring that the early childhood workforce is highly qualified and effective in working with young children (birth through eight years) and their families.

This document presents findings from a Florida study on the availability and accessibility of formal professional development programs that offer college credit. Researchers identify strengths and weaknesses in early childhood program dynamics and examine course offerings and articulation of credit among institutions of higher education (IHE) in Florida. Overall, institution representatives report having students who want to be educated and faculty with the expertise to provide a quality education.

This executive summary highlights the findings from an inventory of almost all of the California institutions of higher education that train adults to teach children under the age of five years, including certificate, associate, bachelor's, master's, and PhD programs. Findings show that in California, 136 institutions of higher education, or approximately one-half of the State's public colleges and universities, are engaged in preparing teachers to work with young children prior to kindergarten.

This executive summary highlights the findings from an inventory of almost all of the California institutions of higher education that train adults to teach children under the age of five years, including certificate, associate, bachelor's, master's, and PhD programs. Findings show that in California, 136 institutions of higher education, or approximately one-half of the State's public colleges and universities, are engaged in preparing teachers to work with young children prior to kindergarten.

This paper explores the elements of high quality early care and education. It examines educational qualifications of teachers as a component of quality, and explores the benefits gained from well-educated early childhood teachers. Research shows that teachers with two- or four-year degrees, combined with specialized training in early childhood development, provide significantly higher levels of quality for children in their care, as measured by positive interactions with children and stimulating learning environments.

This document by the National Association for the Education of Young Children (NAEYC) outlines standards for the preparation of early childhood professionals. Well-prepared early childhood professionals should be able to promote child development and learning; build family and community relationships; observe, document, and assess young children and programs; use developmentally effective teaching and learning strategies; and identify with the early childhood profession.

This strategic plan presents three recommendations for building a skilled and stable out-of-school time workforce: (1) determine a national set of standards for out-of-school time workers and create training, career development opportunities, and a set of compensation benchmarks; (2) unite stakeholders at local, State, and national levels to advocate for the resources necessary to support high quality programs and a skilled and stable workforce; and (3) build on and replicate successful models like the U.S. Military Child and Youth Care System.