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Who, What & How New Models for Evidence-based Professional Development. Camille Catlett, FPG Child Development Institute, University of North Carolina Marilou Hyson, Early Childhood Consultant, and University of Pennsylvania
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Who, What & How New Models for Evidence-based Professional Development Camille Catlett, FPG Child Development Institute, University of North Carolina Marilou Hyson, Early Childhood Consultant, and University of Pennsylvania AglaiaZafeirakou, Global Partnership for Education c/o The World Bank CIES Conference Wednesday, March 13, 3013
Agenda for Today’s Session • Overview of recent research on professional development (PD) for Early Childhood Development (ECD) • Definition and contextual framework for PD • Indonesian example • Gambian example • Questions and answers • Take home ideas
What do we know about effective PD for ECD? 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)
. . . and yet One-off 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)
Recent findings Recent research syntheses on adult learning strategies and teacher development provide some empirical basis for designing effective professional development (Trivette, 2005; Trivette, Dunst, Hamby, & O’Herin, 2009; Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009)
Based on these findings, effective professional development . . . • Is intensive and ongoing, with multiple, sequenced, active learning experiences • Is grounded in specific practice-focused content • Builds on the learner’s current level of understanding • Includes large doses of learner self- assessment of his/her learning against a set of standards, criteria, or expert feedback • Is aligned with instructional goals, learning standards, and curriculum materials
Promising practices 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)
Impact of Different PD Methods (Joyce & Showers, 2002)
Definition of Professional Development “Professional development is facilitated teaching and learning experiences that are transactionaland designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice …
Definition(continued) 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”).”
Think about… Who are the learners? Are the decision makers? Are essential community partners? Are the PD providers (consultants, coaches, mentors, faculty members)? What do you want the learners to know and be able to do? Master content? Apply content? Support others in using content? Know where to find resources? How will you organize, support, and evaluate the learning?
