Resources from

2. Resources from

3. Learning Table Sessions on Professional Development

4. What is professional development? 25

5. NPDCI Definition of Professional Development “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…..

6. NPDCI Definition of Professional Development The key components of professional development include: • characteristics and contexts of the learners (i.e., the “who” ); • content (i.e., the “what” of professional development); and • organization and facilitation of learning experiences (i.e., the “how”).”

7. Do early childhood professionals have a strong knowledge base about evidence-based practices for supporting young children who are culturally, linguistically, and ability diverse? • Have you identified specific competencies related to evidence-based practices for supporting young children who are culturally, linguistically, and ability diverse and their families? • Do you have explicit requirements for early childhood professionals in developing their capacity to support young children who are culturally, linguistically, and ability diverse? • Are you using intentional strategies to increase the diversity of the individuals who work with young children? Ask yourself...

8. A Sneak Preview of a New Resource

9. Lessons Learned About Supporting Intentionality BUILD’s QRIS Diversity and Equity Project • Train-the-Trainerprogram on race and language – 15 states participated • Learning Table – 8 states participated • Customized TA – 7 states participated

10. Summary of Integrated Findings • Integrated TA approaches were much more successful • The developmental stage of a state’s QRIS and the political context for embracing equity and diversity principles were often predictors of how much progress a state was able to make

11. Findings (continued) • Most states started with the narrow objective of revising their standards, but through their work with Diversity TA Providers and the Learning Table, quickly discovered that they needed to also focus on connections among the components of their system, and work towards alignment – especially in regard to alignment of QRIS standards and professional development strategies.

12. Findings (continued) • We are starting to witness the emergence and evolution of the next phase for equity and diversity TA • Challenges and barriers to progress on the objectives of this project mostly centered on the perception of not having enough time to devote to this topic. The prevalence of this perception may be an indicator that constructs of equity and diversity have not fully integrated all aspects of their systems building work – there is a longstanding tendency to see this work as an “add-on” as opposed to central to achieving their mission.

14. Oregon QRIS Standards Examples: • The program uses a comprehensive indoor environmental arrangement that supports children’s learning and development, including adult or commercially-produced displays that: represent various cultures, ethnic groups, and races; represent different ages, genders, and various abilities; and show children and adults in non-stereotypical roles. (5 STAR) • The program uses basic indoor furnishings with enhancements that support children’s learning and development, including: shelves or containers with toys, books, etc., labeled with words in the languages of all children in the program, as appropriate. (4 STAR) • The program uses a wide selection of curriculum activities that support children’s learning and development that include: interactions with persons who are culturally or linguistically diverse (these can be program staff, parents, or community members invited into the program); and some activities in children’s home languages such as singing or storytelling. • The program surveys families once a year in their preferred language and uses their input in making program and policy decisions. (STAR 3) • The program learns about all families’ cultural backgrounds, traditions, beliefs, home language, and interests, and requests ideas and/or suggestions from families for activities. (4 STAR)

16. Georgia: Definitions of Key Terms

17. Georgia: Guiding Principles

18. Supporting Intentionality in Higher Education Crosswalks Sequence

19. Supporting Intentionality in Higher Education

20. Small Group Discussion What will you do next with the ideas you’ve heard and the resources you’ve discovered?

21. What can we do? What resources would help you to be more explicit and intentional in your work with young children and families?

22. Lead others in making the shift from seeing children as at risk to seeing them as at potential

23. Lead others in the shift from seeing cultural and linguistic differences as challenges to seeing them as assets

24. Lead others in appreciating the influence of culture on every aspect of our work with young children and families

25. Lead others in working collaboratively to support the fullparticipation of each and every child in quality inclusive settings

26. We’re not telling you it’s going to be easy. We are telling you it’s going to be worth it.

27. Thank you for your generous participation and your dedication to supporting each and every child and their unique family.

28. “Even if you’re on the right track, you’ll get run over if you just sit there” - Will Rogers