Resources to Support Effective Professional Development
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. The key components of professional development include: (a)
the characteristics and contexts of the learners (i.e., the “who” of professional development, including
the characteristics and contexts of the learners and the children and families they serve); (b) content (i.e.,
the “what” of professional development; what professionals should know and be able to do; generally
defined by professional competencies, standards, and credentials); and (c) the organization and
facilitation of learning experiences (i.e., the “how” of professional development; the approaches, models,
or methods used to support self-directed, experientially-oriented learning that is highly relevant to
practice).
Source: National Professional Development Center on Inclusion. (2008). What do we mean by professional development in the early
childhood field? Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.
http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI_ProfessionalDevelopmentInEC_03-04-08_0.pdf
Handout created by Camille Catlett (camille.catlett@unc.edu). Available to download at
http://fpg.unc.edu/presentations/all-each-and-every-resources-growing-professionals-who-can-individualize-0
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Guskey’s Five Levels of Professional Development Evaluation
Evaluation Level
1. Participants’ Reactions
2. Participants’ Learning
3. Organization Support and
Change
4. Participants’ Use of New
Knowledge and Skills
5. Student [Child] Learning
Outcomes
What Questions Are Addressed?
Did they like it?
Was their time well spent?
Did the material make sense?
Will it be useful?
Was the leader knowledgeable and helpful?
Were the refreshments fresh and tasty?
Was the room the right temperature?
Were the chairs comfortable?
Did the participants acquire the intended knowledge and skills?
What was the impact on the organization?
Did it affect organizational climate and procedures?
Was implementation advocated, facilitated, and supported?
Were sufficient resources made available?
Were successes recognized and shared?
Did participants effectively apply the new knowledge and skills?
What was the impact on students [children]?
Did it affect [child] performance or achievement?
The Evaluation Exchange Volume XI, Number 4, Winter 2005/2006
http://www.hfrp.org/evaluation/the-evaluation-exchange/issue-archive/professional-development
Resources to Support Coaches and Administrators to Individualize
Beyond the Word Gap: Multimedia Resources and Tools is a set of resources, in English and
Spanish, to will help families, professionals, and policymakers understand the importance of
supporting early language and literacy and how best to do so. Explore these resources at
http://www.zerotothree.org/policy/beyond-the-word-gap/
Code Switching: Why It Matters and How to Respond.
Young children who are dual language learners (DLLs) often code switch or mix different
languages in the same sentence while speaking. It is important that teachers, home visitors,
and others who work with these children understand what code switching is, the role it plays
in language development, and how to respond to it. This workbook defines and describes code
switching, identifies who code switches, and explains why code switching matters. It also
includes examples of how adults can provide strong language models for children when they
code switch. http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/code-switching.pdf
Diversity and Inclusion in Early Childhood Education addresses critical issues impacting the early
care and education community. The paper examines how changing demographics call for
practices that are both reflective of and responsive to the cultures of the children and families
we serve. Goals for anti-bias education and strategies for creating intercultural classrooms are
outlined. http://www.cdacouncil.org/storage/documents/Diversity-WhitePaper_final.pdf
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Friends at School by Rochelle Bunnett is a terrific tool for helping people to understand how to
individualize to support each child. Star Bright Books, New York
The Importance of Home Language Series includes handouts, in English and Spanish, which
provide basic information on topics related to children learning two or more languages. The
handouts emphasize the benefits of being bilingual, the importance of maintaining home
language, and the value of becoming fully bilingual.
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/home-language.html
Resources for Supporting Teachers and Administrators to Improve Outcomes for Dual Language
Learners in Pre-K through Third Grade (March 2015), identifies selected resources on best
practices and policy to support effective teaching and learning for dual language learners (DLL)
in early childhood programs and early elementary school.
http://ceelo.org/wp-content/uploads/2015/03/ceelo_annotated_bibliography_dll.pdf
Selecting and Using Culturally Responsive Children’s Books describes how to choose and use
culturally responsive books and other literature with young children. It provides Early Head
Start/Head Start staff, and other early care and education workers, with steps for evaluating
stereotypes and biased messages and illustrations, and lists key elements to be mindful of
when selecting books. The resource also includes a worksheet for programs to use when
evaluating children's books. http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/culturallinguistic/fcp/docs/selecting-culturally-appropriate-books.pdf
Why Kids Need to Move, Touch and Experience to Learn highlights the instructional benefits of
universal design for learning concepts related to multiple means of expression.
http://ww2.kqed.org/mindshift/2015/03/26/why-kids-need-to-move-touch-and-experience-to-learn/
Paraeducator Grant Resources
Heartland Equity and Inclusion Project (HEIP) https://www.heartland.edu/heip/
Kirkwood Community College Heartland Early Childhood Paraeducator Grant
https://www.kirkwood.edu/heartland
Preparing Early Childhood Educators for Inclusion http://teachingresearchinstitute.org/projects/pepi
Supporting Change and Reform in Preservice Teaching in North Carolina (SCRIPT-NC)
http://scriptnc.fpg.unc.edu/
 Course resources http://scriptnc.fpg.unc.edu/resource-search
 Webinars http://scriptnc.fpg.unc.edu/registration-2015-script-nc-webinar-series
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