Camille Catlett, FPG Child Development Institute, University of North Carolina Marilou Hyson, Early Childhood Consultant, and University of Pennsylvania Aglaia Zafeirakou, Global Partnership for Education c/o The World Bank Who, What & How New Models for Evidence- based Professional Development CIES Conference Wednesday, March 13, 3013
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Camille Catlett, FPG Child Development Institute, University of North Carolina Marilou Hyson, Early Childhood Consultant, and University of Pennsylvania.
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Camille Catlett, FPG Child Development Institute, University of North Carolina
Marilou Hyson, Early Childhood Consultant, and University of Pennsylvania
Aglaia Zafeirakou, Global Partnership for Education c/o The World Bank
Who, What & HowNew Models for Evidence-based
Professional Development
CIES ConferenceWednesday, 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
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 ECD?
. . . 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
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)
OUTCOMES
PD Methods % of participants who could demonstrate
KNOWLEDGE
% of participants who could demonstrate
SKILL
% of participants who could USE NEW
SKILL IN THE CLASSROOM
Theory and Discussion 10% 5% 0%
Training with Demonstration 30% 20% 0%
Training with Practice and
Feedback60% 60% 5%
Training with Onsite Coaching 95% 95% 95%
(Joyce & Showers, 2002)
Impact of Different PD Methods
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”).”
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?
Contextualizing Professional Development
The Crosswalks Model
Community Organizing Model of Professional Development
• Use community context and the resources generated from an understanding of community context
• which will support changes in the knowledge, skills, and behaviors of PD providers (mentors, consultants, faculty)
• which will support changes in the knowledge, skills, and behaviors of teachers
• which will support changes in child outcomes and family/community perceptions