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 document presents a summary of findings from the 2009 Montana Early Childhood Trainer/Instructor Survey. Survey participants rated the importance of 39 items in four areas related to early childhood trainers: (1) general characteristics; (2) the training topic/content; (3) adult learning principles; and (4) local community experts, specialists, and State agency staff.
This report presents findings from the 2009 Montana Early Childhood Trainer/Instructor Survey. Survey participants rated the importance of 39 items in four areas related to early childhood trainers: (1) general characteristics; (2) the training topic/content; (3) adult learning principles; and (4) local community experts, specialists, and State agency staff.
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 2006 Microsoft PowerPoint presents background information on the issue of measuring early childhood professional development. A "common core" of items for State data collection is being developed. A distinction is made between formal education and training. How this distinction can be adopted in data collection and reporting is discussed. Some of the components of professional development include: (1) format, (2) auspice, (3) mode of delivery, (4) content, (5) recency or time frame, and (6) extent of training.
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.
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.