A Professional Development Model for Teachers in Child-Care Centers

CEC National Conference

April 2, 2009

Seattle, WA

Madelyn James

UIC PhD student in Special Education

Acknowledgements

Pilot project funded by the Illinois State Board of Education, Early Childhood Division.

Research design and external evaluators Rob Corso, Vanderbilt University Susan Maude, Iowa State University

Abstract

A presentation on the challenges and lessons learned from a professional development model that used three delivery methods to prepare early childhood educators in center-based programs in Chicago. The focus of the professional development was to facilitate the teacher’s ability to participate in ongoing professional development.

Problem

Early childhood programs have several challenges in releasing teachers for professional development opportunities.

Two of the most frequently stated challenges are the difficulty in finding substitute teachers and the resources to pay for substitutes

These two challenges contribute to the limited number of professional development opportunities available to teachers

Focus

What types of professional development (p.d.) delivery methods are effective in creating ongoing teacher learning?

The intensive professional development was delivered using a combination of three delivery methods and was supported with classroom coaching

► Traditional – participants are trained on site with the trainer

► Audio conferencing –participants are on the phone and download the handouts

► Web conferencing-participants are able to access an online website and/or call in

Design

The Illinois State Board of Education chose The Center for Social Emotional Foundations of Early Learning training (CSEFEL) modules for the professional development topic. The criteria for the choice of a trainer: an individual who had strong observation and coaching skills, who had been trained on CSEFEL content who had substantial professional development experience.

Recruitment Plan

Criteria for selection of early childhood programs:programs within the city limits of Chicagofive or more classroomsmultiple sites were encouraged accreditation from the National Association for the

Education of Young Children 50 programs were invited to an introductory session to

discuss the program. Twenty Chicago Early childhood program administrators

attended the introductory session. Individual visits were scheduled to clarify the scope of the pilot. Two early childhood programs signed the training agreement

Participants: 

One program with three sites One program with one site 12 Classrooms Total of 50 Chicago Head Start and/or IL

Pre-K Early Childhood Teachers, teacher assistants and program staff (administrators, EC

coordinators, and social workers)

Training Format

Module content was reviewed to assess whether traditional or teleconference p.d. was most appropriate and how much classroom coaching was necessary

Training occurred over a six month period Participants were encouraged to attend the

real time web based training. However they could log on at a more convenient time and complete the training and review.

Delivery Format1st Training

6 hour traditional training on Module 1 A. Use of the Inventory of Practices as a

pre and post assessment B. Participants created an “action plan” C. TA follows the workshop and

consisted of coaching and mentoring (up to 12 hours per month)

Delivery Format

2nd Training 3 teleconferences on Module 2 (each 2.5 hours

scheduled during nap time) A. Use of the Designing Supportive Environments

Inventory of Practices as Pre and Post Assessment B. TA will be provided with coaching and mentoring.

Programs must show evidence when observed of how they are implementing ideas from the teleconferences in their settings (up to 15 hours per month for each program)

Delivery Format

3rd Training One day traditional six hour workshop Social and

Emotional Teaching Strategies 2 Teleconferences (each 2.5 hours in length)

Inventory of Practices as a pre and post assessment

TA will be provided with coaching and mentoring. Programs must show evidence when observed of how they are implementing visual strategies, social stories and observation techniques, including functional assessment strategies (up to 15 hours per month for each program)

Delivery Format

4th Training One day (6 hour) traditional training on Individualized Intensive

Strategies A Use the Inventory of Practices as a pre and post assessment B. Creation of Behavior and Crisis Plans C. TA will be provided with coaching and mentoring. Programs must

show evidence when observed of how they are using strategies for intensive situations (up to 15 hours per month for each program)

5th Training Final 3 hour workshop Wrap up TA (up to 15 hours per month for each program)

Challenges

Recruitment – many of the programs were not able to commit to the intense training

Attrition – both programs faced Head Start eligibility and funding issues. Both programs abruptly laid off staff, transferred and realigned classroom teachers

Initial technology glitches with audio and web conferencing Teachers lack of computer technical savvy Lack of buy-in from key staff Time management of the trainer

Lessons Learned Ensure sufficient planning and discussion with key

stakeholders occurs before implementation Require that key administrator attend an administrative

training before program staff are trained Ensure administrators provide teachers with adequate

equipment, professional support and Review computer technical specifications for conducting web

based training Provide ongoing support for the trainer and opportunities for

reflection Develop a process with program administrators for ongoing

support and opportunities for reflection

Conclusions

Teachers were able to be released during nap time to participate in training

Web based training models were archived and staff could access the training at their convenience or to review materials and strategies

The combination of three different delivery methods allowed resources to be reallocated to classroom coaching

The components of the delivery model provided flexibility for programs and staff to receive training on site.

Research is needed to consider additional delivery methods and the most effective combination of traditional, web based and coaching pieces