susan p. maude iowa state university [email protected] 2013 early on faculty colloquium early on...

Susan P. Maude Iowa State University [email protected] 2013 Early On Faculty Colloquium Early On Center for Higher Education June 3, 2013

Introduction Definition of Professional Development (PD) What we know about PD (+ and -) What we dont know; What we dont want to lose Where are we going?

To increase your awareness on current research on Professional Development (PD). To evaluate your practices with the growing evidence-based literature (own PD and PD provided to others). To begin examining and possibly exploring other ways to modify future Early On Faculty Colloquia.

National Professional Development Center on Inclusion (NPDCI, 2008)

Professional development is facilitated teaching and learning experiences that are transactional and designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice

The key components of professional development include: a)characteristics and contexts of the learners (i.e., the who ); b)content (i.e., the what of professional development); and c)organization and facilitation of learning experiences (i.e., the how). NPDCI, 2008

http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu /files/resources/NPDCI_ProfessionalDevelopmentI nEC_03-04-08_0.pdf http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu /files/resources/NPDCI_ProfessionalDevelopmentI nEC_03-04-08_0.pdf

Is here today

The what (latest research, policy, funding) The how (online, instructional strategies, etc.) Rarely do we in EI receive PD on the What, How, and For Whom that fits our particular work. Exceptions have included. USDOE/OSEP Faculty Institutes (early 1990s)**** USDOE/OSEP Funded PD Projects: SCRIPT/Natural Allies Initiatives FPG/UNC-Chapel Hill State Departments Early Intervention Consortia (early 1990s but many have been discontinued) Rock on Early On

Recall an exemplary PD experience YOU participated in as a receiver. Think of the three components of the PD definition.Who, What, How Activity: With your neighbor, share what made that PD experience exemplary for you?

What feelings did that PD event have on you? Why did that PD event become an exemplary one for you? Any key who, what, how to share?

Discipline Specific Knowledge, Skills, Dispositions Cross Disciplinary KSD Interdisciplinary KSD Thorp, E.K. & McCollum, J.A. (1988, 1994). Defining the infancy specialization in early childhood special education. In J.Jordan, J. Gallagher, P. Huttinger, & M. Karnes (Eds.), Early Childhood Special Education: Birth to Three, pp. 147-162. Reston, VA: Council for Exceptional Children.

CIPPP FPG Snapshot and in ECTE

The Center to Inform Personnel Preparation, Policy, and Practice (CIPPPP) in Early Intervention and Preschool Education funded by OSEP from 2003-2008 to collect, synthesize, and analyze information related to: 1. EI/ECSE certification and licensure requirements, 2. Quality of training programs, and 3. Supply and demand of professionals in all EI/ECSE disciplines.

Nationally, decline of the family voice in higher education; Some critical content areas (FCP, IFSPs, Teaming, NLE, SC) for EI still have limited focus in personnel preparation across 5 disciplines: OTs, PTs, ECSEs, SLPs, and Multidisciplinary programs FCP was stronger; SC was limited across all disciplines; Limited use of national standards (4 out of 18 sets of standards met 80% or better) for EC/EI/ECSE (and blended programs); and Potential for inconsistent application of national standards in IHE programs (disconnect between SEAs and national standards). Bruder & Dunst (2005). Personnel preparation in recommended early intervention practices: Degree of emphasis across disciplines. TECSE, 25, 25-33. Stayton et al., (2012). Comparison of state certification and professional association standards in early childhood education. TECSE, 32, 24-37. http://www.uconnucedd.org/projects/per_prep/resources.html

CRITICAL EARLY INTERVENTION CONTENT AREAS CLASS/ APPLIED ASSIGNMENT Family- centered practices (FCP) IFSPTeamingNLEService Coordination INTRO: Family Story Interview a family child w/disability home language CLAD X?X ASSESSMENT Play-based Assessment w/family XXX? CURRICULUM PIWI Play GroupXXXX FAMILIES Resource Family Design, Facilitate, and Evaluate an IFSP XXXX XXXX X/? X XX

Addressing the needs of young children with disabilities and their families; Understanding and working effectively with infants and toddlers; and Building young childrens competence and interest in mathematics.

http://www.fpg.unc.edu/sites/default/files/res ources/snapshots/FPG_Snapshot68_2013.pdf

Accreditation of ECTE programs is voluntary, limited the benefits of state and national attempts at quality assurance (there are issues with NCATE/CAEP on what professional standards to use in reviewing blended EC/ECSE programs); Dearth of research about barriers and facilitators for faculty in implementing high-quality college curricula that aligns with EBP. Preservice students in ECTE programs receive limited coursework working with children with disabilities, infants and toddlers; Promising IHE programs and approaches for preparing students yet no nationwide system of EBP for preparing workforce to enter the field (a cottage industry of path breaking initiatives) Limited follow-up of preservice students once they enter the field on a) competence, b) fidelity of implementation of effective practices, and faculty use of emerging, EB curricula. Horm, Dr., Hyson, M., & Winton, P. (2013). Research on ECTE: Evidence from three domains and recommendations for moving forward. JECTE, 34(1), 95-112.

National survey (Ray and colleagues, 2006) indicated no difference in coverage of diversity content in NCATE- and non-NCATE- accredited ECTE programs. Little known about HOW the PD is delivered in accreditation programs. Research indicating that graduate students in ECTE preparation programs, the group most likely to be faculty, do not have exposure to adult learning principles (Maxwell, Lim, & Early, 2006) suggests that future faculty are not being adequately prepared to implement PD practices. Winton, P. (2010). Professional development and quality initiatives: Two essential components of an early childhood system. In P.W. Wesley & V. Buysse (Ed.), The Quest for Quality: Promising Innovations for Early Childhood Programs. Baltimore: Brookes.

http://www.edutopia.org/blo g/project-happiness- empathy-randy-taran

Empathy helps one understand people whose values, views, and behaviors are different from ones own (Calloway-Thomas, 2010). One definition for empathy from the perspective of the teacher in the context of ECE is as follows: Empathy, in the context of early care and education, is the ability to: feel what the child or family member is feeling, understand what the child or family member is feeling, communicate that understanding to them, and then respond in a way to help meet their needs. Nancy F. Peck, 2012

Supporting the Development of Reflective Supervision Honoring Diversity in College Students and the Families they Support Use of Dilemmas as Instructional Strategy Closing session Performance

http://www.edutopia.org/blog/film-festival-kindness-empathy- connection?utm_source=SilverpopMailing&utm_medium=email&utm _campaign=enews%20051513%20remainder&utm_content=&spMaili ngID=6150212&spUserID=MjcyOTI0NzE4MjMS1&spJobID=7361404 8&spReportId=NzM2MTQwNDgS1

http://youtu.be/HfHV4-N2LxQ

Recent research syntheses on adult learning strategies and teacher development provide some empirical basis for designing effective professional development (Trivette, 2005; Trivette, Dunst, Hamby, & OHerin, 2009; Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009) Thanks to Camille Catlett, CIES Conference, 2013

One thing we can say with certainty about professional development is that workshops alone are not effective if building skills or dispositions is the desired outcome (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005) Thanks to Camille Catlett, CIES Conference, 2013

One-time events and training workshops are consistently the PD method of preference in early childhood, despite the fact that short-term, one-time trainings have little or no impact on quality improvements. (Zollitsch & Dean, 2010, The Organisation for Economic Co-operation and Development, 2011) Thanks to Camille Catlett, CIES Conference, 2013

Staff Development Inservice Training Preservice Training In situ/Consultation/Coaching Induction/Mentoring Web Training Materials Only Shared Inquiry Other Snyder et al., 2012. Infants and Young Children

Coaching/Performance Feedback Consultation Mentoring Peer Support Group Communities of Practice/Shared Inquiry Assignments Job Aids Back-Home plans Handouts Refresher Sessions Follow-up visit Follow-up phone call or email Follow-up letter/packet Individualized learning Contract Discussion Board/Chat room No follow-up Snyder et al., 2012. Infants and Young Children

reading lecture reading lecture role playing field application case studies role playing field application demonstration observation interviewing problem solving brainstorming discussion guided reflection self-analysis clinical supervision guided reflection follow-up plans coaching Attitudes, values Skill Knowledge Awareness Complexity of synthesis and application required LowHigh A model for matching training approach to desired training outcomes and complexity of application. (Adapted from Harris [1980].) Desired impact (learning outcomes from low to high) INSTRUCTIONAL STRATEGIES USED

Research synthesis of 79 studies of accelerated learning, coaching, guided design, and just-in- time-training 58 randomized control design studies and 21 comparison group studies 3,152 experimental group participants and 2,988 control or comparison group participants Combination of studies in college and noncollege settings Learner outcomes included learner knowledge, skills, attitudes, and self-efficacy beliefs a Trivette, C.M. et al. (2009). Characteristics and consequences of adult learning methods and strategies. Winterberry Research Syntheses, Vol. 2, Number 1.

Planning Introduce Engage the learner in a preview of the material, knowledge or practice that is the focus of instruction or training Illustrate Demonstrate or illustrate the use or applicability of the material, knowledge or practice for the learner Application Practice Engage the learner in the use of the material, knowledge or practice Evaluate Engage the learner in a process of evaluating the consequence or outcome of the application of the material, knowledge or practice Deep Understanding Reflection Engage the learner in self-assessment of his or her acquisition of knowledge and skills as a basis for identifying next steps in the learning process Mastery Engage the learner in a process of assessing his or her experience in the context of some conceptual or practical model or framework, or some external set of standards or criteria 36 a Donovan, M. et al. (Eds.) (1999). How people learn. Washington, DC: National Academy Press.

Practices Number Mean Effect Size (d) 95% Confidence Interval Studies Effect Sizes Pre-class exercises991.02.63-1.41 Out of class activities/self-instruction1220.76.44-1.09 Classroom/workshop lectures26108.68.47-.89 Dramatic readings1840.35.13-.57 Imagery718.34.08-.59 Dramatic readings/imagery411.15-.33-.62 Effect Sizes for Introducing Information to Learners

Practices Number Mean Effect Size (d) 95% Confidence Interval Studies Effect Sizes Using learner input66.89.28-1.51 Role playing/simulations2064.87.58-1.17 Real life example/real life + roleplaying 610.67.27-1.07 Instructional video549.33.09-.59 Effect Sizes for Illustrating/Demonstrating Learning Topic

Characteristics Number Mean Effect Size (d) 95% Confidence Interval StudiesEffect Sizes Real life application + role playing5201.10.48-1.72 Problem solving tasks1629.67.39-.95 Real life application1783.58.35-.81 Learning games/writing exercises911.55.11-.99 Role playing (skits, plays)1135.41.21-.62 Effect Sizes for Learner Application

Practices Number Mean Effect Size (d) 95% Confidence Interval StudiesEffect Sizes Assess strengths/weaknesses1448.96.67-1.26 Review experience/make changes 1935.60.36-.83 Effect Sizes for Learner Evaluation

Practices Number Mean Effect Size (d) 95% Confidence Interval StudiesEffect Sizes Performance improvement9341.07.69-1.45 Journaling/behavior suggestion817.75.49-1.00 Group discussion about feedback1629.67.39-.95 Effect Sizes for Learner Reflection

Practices Number Mean Effect Size (d) 95% Confidence Interval StudiesEffect Sizes Standards-based assessment1344.76.42-1.10 Self-assessment1629.67.39-.95 Effect Sizes for Self-Assessment of Learner Mastery

Study 2: Promoting Adoption of Family-Systems Intervention Practices 473 Part C early intervention practitioners 5 types of training (presentations, day and multi- day workshops, field-based and enhanced field- based) Participants randomly assigned to complete the study outcome measure at one or six months after training Outcome measure included items on the usefulness of the training and the extent to which the training improved their abilities to work with families

FAMILY MEMBER STRENGTHS SUPPORTS AND RESOURCES CAPACITY-BUILDING HELPGIVING PRACTICES FAMILY CONCERNS AND PRIORITIES Four Major Components of the Family-Systems Intervention Model that Constituted the Focus of In- service Training

Practice Characteristics Type of In-Service Training Conference Presentations Half Day/ Full Day Workshops Multi-Day Workshops Field-Based Training Enhanced Field-Based Training Trainer introduction of the practice++++ Trainer illustration of use of the practice ++++ Trainee application/use of the practice -++++ Trainee evaluation of his/her use of the practice --+++ Trainee reflection on his/her learning--+++ Trainee assessment of learner mastery ---++ Multiple learning sessions--+++ NOTE. - = No activity or opportunity, = limited opportunity, + = multiple opportunities, and ++ = multiple and varied opportunities. Characteristics of the Different Types of In-service Training

PLAN APPLICATIONRECYCLE Active Learner Involvement Reflection and Mastery Practice and Evaluate Introduce and Illustrate Identify Next Steps in the Learning Process INFORMED UNDERSTANDING

Participants Judgments of the Benefits of the Five Types of Training

Interaction Between Hours and Type of Training for Improved Family Systems Intervention Abilities

Conclusions PALS includes practices that have been found effective in promoting practitioner adoption of different kinds of early childhood practices Participatory adult learning is an effective implementation method Additional analyses of the use of PALS are expected to shed light on which characteristics of the practices matter most in terms of affecting learner outcomes Another research synthesis study has looked at participants values and beliefs in adopting a practice (Toolbox of strategies might not be the best way?)?

Real life application

http://www.youtube.com/watch?v=T7PK8sWwixI&feature=s hare&list=PLvzOwE5lWqhQWsPsW5PQQ5gj5OBewwgUw Helping Hand 4:06 Example of project based learning

http://youtu.be/T7PK8sWwixI

Key Learning Application Includes infants/toddlers with diverse abilities Families Sustained (over a semester) Criteria/Performance Checklist

Is intensive and ongoing, with multiple, sequenced, active learning experiences; smaller numbers are more successful

Relationship-based training efforts (coaching, consultation, technical assistance, mentoring, communities of practice, peer study groups) are promising but largely unproven methods. To date studies are far from conclusive and offer little in the way of showing advantages of one over the other. (Zollitsch & Dean, 2010) Research grants from Early On? Thanks to Camille Catlett, CIES Conference, 2013

Recommended Practices New Type of PDI Future Idea for Michigan to host?

Division for Early Childhood of the Council for Exceptional Children (DEC/CEC). Commission 12-15 individuals Barbara Smith, UC-Denver is Chair Synthesizing current research Will be ready by January, 2014 Update at the DEC International Conference in San Francisco, CA October, 2013 www.dec-sped.org/conference

DEC national professional organization Reduction of practitioners at our DEC CSEFEL NTI longer sessions, ready to go into classroom resources Have had several PD subgroups addressing other types of PD to host IHE Consortium (pre/post national conference) Practitioner focused institute Family voice interwoven (strong in early 90s, weaker, coming back) *Lindbloom (1959)

Planning Introduce PRIOR to the Event/At the Event Illustrate Application Practice At the Event/After the Event Evaluate Deep Understanding Reflection AFTER the Event Mastery a Donovan, M. et al. (Eds.) (1999). How people learn. Washington, DC: National Academy Press. 65

What does that mean for us who are Providers of Professional Development How do we link our own PD efforts to EBP? How do we evaluate the impact of different models How do we not lose professional or family wisdom in the process New Early Childhood Personnel Center via Mary Beth Bruder (SEAs and IHEs) Center for Goodness Science video

Office of Special Education Programs US Department of Education

Address the need for highly qualified personnel to work with infants, toddlers, and preschool with disabilities

The Early Childhood Personnel Center (University of Connecticut) A national resource on personnel standards, competencies, and recommended practices for professional development for personnel providing services to infants, toddlers, and preschool children with disabilities and their families. The Center will:

Bring together national professional organizations to facilitate the development of a set of recommended personnel standards for personnel serving infants, toddlers, and preschool children with disabilities and their families. Update recommended practices related to professional development for personnel providing services to infants, toddlers, and preschool children with disabilities and their families

Assist States in aligning their personnel standards to the recommended personnel standards for personnel providing services to infants, toddlers, and preschool children with disabilities and their families and linking those standards to State competencies and certification or licensure requirements

Assist State agencies and IHEs in developing partnerships with each other to support the alignment between preservice and inservice training for personnel providing services to infants, toddlers, and preschool children with disabilities and their families

Assist States in developing and implementing integrated early childhood professional development systems so that all early childhood personnel, including those working in Child Care, Early Head Start, Head Start and State-funded Pre-K, have the competencies to effectively serve infants, toddlers, and preschool children with disabilities

Assist States in developing and implementing integrated early childhood professional development systems to ensure that IDEA Part C and Part B preschool programs and personnel in each State are included within the States professional development initiatives

Mary Beth Bruder, PhD and colleagues The Early Childhood Personnel Center (University of Connecticut)

Research and Inquiry Scholarship Leadership Training for ECI Higher Education Faculty Education/ Personnel Preparation Community Engagement and Outreach for Practice and Policy Provide PD Activities Co-teach and Teach Graduate Level Courses Supervise Students Designing, Delivering and Evaluating Interventions Supervise Students Conducting Research Review Grants, Manuscripts and other Publications Present at State, Regional, National Conferences Engage in Self Inquiry and Reflection Develop and Submit a Grant Application Submit Manuscripts for Publication Participate on Research Team Conduct Research Synthesis Implement Research Studies Scale Up Evidence-Based Practices into Service Delivery Models Using Implementation Science Implement Evidence- based Practice in High Need Programs Assist State Early Childhood Organizations and Agencies to Develop Practices and Policy Participate in National Organizations Policy Initiatives Use Technology in Supervision and Teaching Collaborate with Others to Address Family/Child Need

Intensive TA to 8 States to Develop, Implement and Sustain a Model for Preparation of Quality Personnel Infants and Young - Implement and Sustain Leadership through Collaborations; Training to Scale up Systems of Personnel Development Targeted TA and Dissemination to Specific Populations on Personnel Procedures, Policies and Practice s General TA through Meetings, Webinars, Product Development and Dissemination Review of DEC Personnel Practices, Standards; Refine Standards across Disciplines Data Collection and Analyses of Personnel Policies; Literature Reviews, Syntheses and Papers ADMINISTRATION AND MANAGEMENT EVALUATION and CONTINUOUS IMPROVEMENT

Executive Management Team Carl Dunst (Puckett Institute) Larry Edelman (U of Colorado) Lynn Kagan (Columbia Teachers College) Director Mary Beth Bruder (UConn) Co-Director George Sugai (UConn) Pip Campbell (Jefferson University) Division of Early Childhood(S. Mulligan) Claudia Dozier (KU- ABS/BCBA) Maureen Greer (Emerald Consulting) Partner Organizations and Project Advisory Board Organizational Chart University of KS Regional Associate Directors Eva Horn David Lindeman Coordinator Tierney Giannotti (UConn) Regional Advisory Board AUCD CEC HECSE ITCA NAECS-SDE NAEYC NASDSE NASDTEC CCSSO Part B/619 Consortia NHSA NRCP University of OR Regional Associate Director Jane Squires FL State University Regional Associate Directors Juliann Woods Mary Frances Hanline University of CT Regional Associate Director Mary Beth Bruder Regional Advisory Board Post Doc (TBH) Gabriela Freyre Calish P. Doc Stephanie Parks Post Doc (TBH) Cindy Vail P. Doc Lois Pribble Mary Jo Noonan Roxanne Kaufman (Georgetown) Toby Long (Georgetown) Dale Mann (Interactive Inc.) Carol Trivette (Puckett Institute) Project Consultants/Contractors External Evaluator Kathleen Hebbeler (SRI) Evaluation Team Mary Louise Hemmeter (Vanderbilt) Jeannette McCollum (U of Illinois) Vicki Stayton (Western Kentucky University)

Break out sessions will address innovative approaches yet we will need to continue building the evidence (beyond professional or family wisdom) for some of these practices. What changes to your Early On Colloquium would you embrace? Prior to, During, After? Last Clicker Activity

Develop systematic approaches to data collection on critical content-area requirements in ECTE. Move beyond counting courses and credits to examine patterns in course content, methods, and field experiences. Develop, field test, and rigorously evaluate innovative, evidence-based approaches to ECTE. Develop and evaluate a variety of tools to assess preservice students competencies, beliefs, and attitudes. Develop, field test, and rigorously evaluate practical approaches to faculty development. Winton, P. (2010). Professional development and quality initiatives: Two essential components of an early childhood system. In P.W. Wesley & V. Buysse (Ed.), The Quest for Quality: Promising Innovations for Early Childhood Programs. Baltimore: Brookes.

http://www.youtube.com/watch?v=sUc xoNFiomY&feature=share&list=PLvzO wE5lWqhQWsPsW5PQQ5gj5OBewwgUw Center for Goodness Kindness Scientist 3:13 http://www.youtube.com/watch?v=sUcxoNFiomY&feature =share&list=PLvzOwE5lWqhQWsPsW5PQQ5gj5OBewwgUw Think about this as a key underpinning of our work in EI.

Thanks to Camille Catlett, CIES Conference, 2013 Web site where you can search for course resources in EI/EC/ECSE on aspects of diversity http://projects.fpg.unc.edu/~crosswalks/toolbox/index.c fm Make sure to click all the links some will lead you to a site where you can search by types of instructional strategies case studies, assignments, videos, etc.

Rubric Refined External Evaluator Scored Pre and Time 1 Syllabi Faculty/Staff Scored Pre Syllabi No reliability training across evaluators

SIX MAJOR ELEMENTS; 22 INDICATORS COURSE DESCRIPTION (4) COURSE OBJECTIVES (5) TEXTS, READINGS, & RESOURCES (3) ASSIGNMENTS (5) GUEST SPEAKERS (2) IN-CLASS INSTRUCTIONAL EXPERIENCES (3)

RATING GUIDELINES: EXTENT THE SYLLABUS EMPHASIZES CORE VALUES LITTLE OR NONE 1 SOME2 SIGNIFICANTLY3 EXTENSIVELY4 TOTAL SCORE = 4 X 22 = 88

susan p. maude iowa state university [email protected] 2013 early on faculty colloquium early on...

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