building a confident and competent workforce: how evidence-based practices are changing the...

Building a Confident and Competent Workforce: How Evidence-Based Practices are Changing the Landscape for Personnel Development

Susan P. MaudeIowa State [email protected]

2013 Early On Faculty ColloquiumEarly On Center for Higher Education

June 3, 2013

Introduction Definition of Professional Development (PD) What we know about PD (+ and -) What we don’t know; What we don’t want to

lose Where are we going?

Agenda

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.

Objectives

DEFINITION OF PROFESSIONAL DEVELOPMENT

National Professional Development Center on Inclusion (NPDCI, 2008)

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 …

Definition (continued)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

Contextualizing Professional Development

http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI_ProfessionalDevelopmentInEC_03-04-08_0.pdf





WHOIs here today……

PD Initiatives in Early Intervention (EI) have usually focused on …. 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 1990’s)****◦ USDOE/OSEP – Funded PD Projects:

SCRIPT/Natural Allies Initiatives FPG/UNC-Chapel Hill◦ State Departments

Early Intervention Consortia (early 1990’s but many have been discontinued) – Rock on Early On

Think/Pair/Share Activity (5-10 minutes) 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?

DEBRIEF

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.

What – Early Intervention Personnel

Two Key Studies on PD

CIPPPFPG Snapshot and in ECTE

Study 1What we know EIThe 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, and3. Supply and demand of professionals in

all EI/ECSE disciplines.

CIPPPP Study Results (cross studies – EI/ECSE/Cross 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)IFSP Teaming NLE Service

Coordination

INTRO: Family Story

Interview a family child w/disability home language CLAD

X ? X

ASSESSMENT Play-based Assessment w/family

X X X ?

CURRICULUM PIWI Play Group X X X X

FAMILIES Resource Family Design, Facilitate, and Evaluate an IFSP

XX

XX

X/?X

X X

Addressing the needs of young children with disabilities and their families;

Understanding and working effectively with infants and toddlers; and

Building young children’s competence and interest in mathematics.

Study 2 – Synthesis on PD research focusing on three domains:

http://www.fpg.unc.edu/sites/default/files/resources/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.

Common Themes

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.

NCATE findings are disappointing

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/blog/project-happiness-empathy-randy-taran




Empathy Empathy helps one understand people whose values,

views, and behaviors are different from one’s 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

Dispositions - Empathy, Kindness, and Connections; Instructional Strategies at Early On Colloquium

http://www.edutopia.org/blog/film-festival-kindness-empathy-connection?utm_source=SilverpopMailing&utm_medium=email&utm_campaign=enews%20051513%20remainder&utm_content=&spMailingID=6150212&spUserID=MjcyOTI0NzE4MjMS1&spJobID=73614048&spReportId=NzM2MTQwNDgS1

Edutopia - Nine videos on kindness, compassion, and empathy

http://youtu.be/HfHV4-N2LxQ



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)

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)

What do we know about effective PD for EC Population?


. . . and yet

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)


Table 1 - PD Types and Definitions in EI/EC/ECSE

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

Table 2 – Follow-up Categories and Definitions

Snyder et al., 2012. Infants and Young Children

readinglecture

readinglecture

role playingfield applicationcase studies

role playingfield application

demonstrationobservationinterviewingproblem solvingbrainstormingdiscussion

guided reflectionself-analysisclinical supervision

guided reflectionfollow-up planscoaching

Attitudes, values

Skill

Knowledge

Awareness

Complexity of synthesis and application required

Low High

A model for matching training approach to desired training outcomes and complexity of application. (Adapted from Harris [1980].)

Des

ired

impa

ct

(lea

rnin

g ou

tcom

es

from

low

to

high

)

INSTRUCTIONAL STRATEGIES USED

Study 1: Research Foundations of PALSa

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.

Six Characteristics Identified in How People Learna Were Used to Code and Evaluate the Adult Learning Methods

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.

Major Findings from the Research Synthesis

0.0

0.2

0.4

0.6

0.8

1.0

1.2

Introduce Illustrate Practice Evaluate Reflection Mastery

MEA

N E

FFEC

T SI

ZE (d)

ADULT LEARNING METHOD CHARACTERISTICS

Introduce Practice Ref lectionPlanning Application Understanding

Practices

Number

Mean Effect Size (d)

95% Confidence

Interval

Studies Effect Sizes

Pre-class exercises 9 9 1.02 .63-1.41

Out of class activities/self-instruction 12 20 .76 .44-1.09

Classroom/workshop lectures 26 108 .68 .47-.89

Dramatic readings 18 40 .35 .13-.57

Imagery 7 18 .34 .08-.59

Dramatic readings/imagery 4 11 .15 -.33-.62

Effect Sizes for Introducing Information to Learners

Practices

Number

Mean Effect

Size (d)

95% Confidence

Interval

Studies Effect Sizes

Using learner input 6 6 .89 .28-1.51

Role playing/simulations 20 64 .87 .58-1.17

Real life example/real life + roleplaying 6 10 .67 .27-1.07

Instructional video 5 49 .33 .09-.59

Effect Sizes for Illustrating/Demonstrating Learning Topic

Characteristics

Number

Mean Effect

Size (d)

95% Confidence

IntervalStudies Effect Sizes

Real life application + role playing 5 20 1.10 .48-1.72

Problem solving tasks 16 29 .67 .39-.95

Real life application 17 83 .58 .35-.81

Learning games/writing exercises 9 11 .55 .11-.99

Role playing (skits, plays) 11 35 .41 .21-.62

Effect Sizes for Learner Application

Practices

Number

Mean Effect

Size (d)

95% Confidence


Assess strengths/weaknesses 14 48 .96 .67-1.26

Review experience/make changes 19 35 .60 .36-.83

Effect Sizes for Learner Evaluation

Practices

Number

Mean Effect

Size (d)

95% Confidence


Performance improvement 9 34 1.07 .69-1.45

Journaling/behavior suggestion 8 17 .75 .49-1.00

Group discussion about feedback 16 29 .67 .39-.95

Effect Sizes for Learner Reflection

Practices

Number

Mean Effect

Size (d)

95% Confidence


Standards-based assessment 13 44 .76 .42-1.10

Self-assessment 16 29 .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

WorkshopsMulti-Day

WorkshopsField-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

PALS(Participatory Adult Learning Strategy)

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

20

22

24

26

28

30

32

Presentations Day Workshops Multi-Day Workshops

Field-Based Enhanced Field-Based

MEA

N P

ARTI

CIP

ANT

RAT

ING

TYPE OF TRAINING

Usefulness Abilities

20

22

24

26

28

30

32

10 20

PAR

TIC

IPA

NT

RA

TIN

GS

HOURS OF TRAINING

Multiday Workshops

Field-Based

Enhanced Field-Based

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?)?

Exemplar of a Learning Application

Real life application

http://www.youtube.com/watch?v=T7PK8sWwixI&feature=share&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

Think/Pair/Share

PROMISING PRACTICES

Based on these findings, effective professional development . . . Is intensive and ongoing, with multiple, sequenced, active

learning experiences; smaller numbers are more successful <20 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)

Research grants from Early On?Thanks to Camille Catlett, CIES Conference, 2013

CONCLUDING THOUGHTS

TWO DEC INITIATIVESRecommended 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 Recommended Practicesunder revision

http://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 90’s,

weaker, coming back)

◦ *Lindbloom (1959)

New type of PD by DEC:The Science of Muddling Through*…

New Possibilities Using Evidence-Based Practices That Support Inclusion Day 1 out of 2 Days

Time Participant Options 8:00 - 9:00 Registration/Check in/Continental Breakfast

9:00 – 9:30 Orientation to New Possibilities – Types of learning opportunities, who’s at New Possibilities to learn from/with,

what came before/what comes after 9:30 – 9:45 Transition to Participant Options

9:45 – 12:45

Strand 1, Part 1 Embedded Learning Snyder/Wolfe

Strand 2, Part 1 Literacy and Social-Emotional Development Trivette/Fox

Strand 3, Part 1 Environments that Support Each Child West/XX

Strand 4, Part 1 Technology Edelman

Grab Bag Toolboxes, resources Catlett

12:45 – 2:00 Lunch (provided)

2:00 – 5:00 How it will be structured…

Strand 1, Part 2 Embedded Learning

Strand 2, Part 2 Literacy and Social-Emotional Development

Strand 3, Part 2 Environments that Support Each Child

Strand 4, Part 2 Technology

Grab Bag Toolboxes, resources

Participant Options I Want More

Opportunity to talk with instructor and/or other participants about session content and applications; ask questions

I Want to Try It Opportunity to apply content with other participants

I Want Something New Toolbox A

I Want a Break Independent processing time

5:30 – 7:00 Networking reception with presenters 7:00 - ?? Dinner on your own

Six Characteristics from How People Learna applied to the DEC PDI in VT

Planning

Introduce PRIOR to the Event/At the EventIllustrate

Application

Practice At the Event/After the EventEvaluate

Deep Understanding

Reflection AFTER the EventMastery

a Donovan, M. et al. (Eds.) (1999). How people learn. Washington, DC: National Academy Press.

65

FUTURE – KEEP ON YOUR RADAR

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

Where are we going? WIIFM?

Early Childhood Personnel Center

Office of Special Education ProgramsUS Department of Education

http://www.ed.gov/

Personnel Development Projects

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

Early Childhood Personnel Development Project

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 State’s professional development initiatives

Early Childhood Personnel CenterMary 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 CoursesSupervise 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

ApplicationSubmit 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 ProgramsAssist State

Early Childhood Organizations and Agencies

to DevelopPractices 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 throughCollaborations;

Training to Scale up Systems of

Personnel Development

Targeted TA and Dissemination

to Specific Populations on

Personnel Procedures,Policies and

Practices

General TA through

Meetings, Webinars, Product

Development and Dissemination

Review of DEC Personnel Practices,

Standards; Refine

Standards across

Disciplines

Data Collection and Analyses of

PersonnelPolicies;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)

DirectorMary Beth Bruder (UConn)

Co-DirectorGeorge 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 KSRegional Associate

DirectorsEva Horn

David Lindeman

CoordinatorTierney Giannotti (UConn)

Regional Advisory

Board

Regional Advisory

Board

Regional Advisory

Board

AUCDCECHECSE

ITCANAECS-SDENAEYC

NASDSENASDTECCCSSO

Part B/619 ConsortiaNHSANRCP

University of ORRegional Associate Director

Jane Squires

FL State University Regional Associate Directors

Juliann WoodsMary 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 EvaluatorKathleen Hebbeler (SRI)

Evaluation TeamMary Louise Hemmeter (Vanderbilt)Jeannette McCollum (U of Illinois)

Vicki Stayton (Western Kentucky University)

What does this mean for us today? 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.

Future Research on ECTE

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=sUcxoNFiomY&feature=share&list=PLvzOwE5lWqhQWsPsW5PQQ5gj5OBewwgUw

Center for GoodnessKindness Scientist 3:13


Think about this as a key underpinning of our work in EI.




The Crosswalks Model


Web site where you can search for course resources in EI/EC/ECSE on aspects of diversityhttp://projects.fpg.unc.edu/~crosswalks/toolbox/index.cfmMake 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.

http://projects.fpg.unc.edu/~crosswalks/toolbox/index.cfm

http://projects.fpg.unc.edu/~crosswalks/toolbox/index.cfm

Rubric RefinedExternal Evaluator Scored Pre and Time 1 SyllabiFaculty/Staff Scored Pre SyllabiNo reliability training across evaluators

SYLLABI ANALYSIS

DOCUMENTATION REVIEW:SYLLABI ANALYSIS – RUBRIC

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)

SCORING RATING GUIDELINES:

EXTENT THE SYLLABUS EMPHASIZES CORE VALUES◦ LITTLE OR NONE 1◦ SOME 2◦ SIGNIFICANTLY 3◦ EXTENSIVELY 4

TOTAL SCORE = 4 X 22 = 88

103 133 158 159 170 221 243 2620

10

20

30

40

50

60

70

80

Performance Measure 2b - Course Syllabi Results Scoring by KCC Faculty

Kirkwood EC Course

Raw

Sco

re (

max

= 8

8)

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