Grammatikopoulos, V. Gregoriadis, A. Zachopoulou, E.

1. Grammatikopoulos, V. Gregoriadis, A. Zachopoulou, E. Evaluation of educators’ professional development: Implementation of the four-level model approach* *With the support of the Lifelong Learning Programme of the European Union

2. Early Change Geography

3. ECERS-R Early Childhood Environment Rating Scale 118 Early Educators Greece 17 educators Portugal 21 educators Denmark 14 educators Finland 30 educators Romania 16 educators Cyprus 20 educators With the support of the Lifelong Learning Programme of the European Union

4. Professional development Training Phase I: ECERS-R training September – December 2012 Training Phase II: ECERS-R implementation January – June 2013 With the support of the Lifelong Learning Programme of the European Union

5. Training Phase I Preparing educators to acquire skills that enhance their research and self-assessment skills. • Training seminars (3-day seminar in each participated country) • A mixed training procedure combining both theoretical training and practical experience • Trainers: Academic staff from the University partners With the support of the Lifelong Learning Programme of the European Union

6. Training Seminar in Denmark (Nykobing F.) University College Sealand (October 2012) Theoretical Training

7. Group discussion

8. Training Seminar in Finland (Jyvaskyla) University of Jyvaskyla, October 2012 Theoretical Training

9. Practical Training

10. Training Phase IΙ The trained educators will evaluate early education classrooms in the six countries • Supervision academic staff from each country Collected Data: ECERS-R With the support of the Lifelong Learning Programme of the European Union

11. evaluation Kirkpatrick’s four-level model: Reactions how did they feel? Learning did they learn? Behavior did any changes occur? Results did their performance enhance? With the support of the Lifelong Learning Programme of the European Union

12. evaluation Early Change Reactions questionnaires (phase I & II), end of the project Learning interrater reliability (phase I) & report (phase II) Behavior questionnaires (phase I & II), end of the project Results self-efficacy changes With the support of the Lifelong Learning Programme of the European Union

13. preliminary results Training Phase I High level of interrater reliability among the assessors in six countries .88 With the support of the Lifelong Learning Programme of the European Union

14. preliminary results

15. The results indicated that the “Early Change” project’s training phase I reached its goals without any deviations With the support of the Lifelong Learning Programme of the European Union

16. It can be argued that due to their participation in the first part of the project’s training, the early educators enhanced their self-evaluation and research skills With the support of the Lifelong Learning Programme of the European Union

17. These two goals constitute the basic objectives of the Early Change project and they can improve the educators’ professional development • However, the findings that describe a successful training design can only be confirmed after the completion of the entire training of the project With the support of the Lifelong Learning Programme of the European Union

18. http://earlychange.teithe.gr www.facebook.com/EarlyChange With the support of the Lifelong Learning Programme of the European Union