Susan P. Maude
Iowa State University
smaude@iastate.edu
2013 Early On Faculty Colloquium
Early On Center for Higher Education
June 3, 2013
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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?
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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.
National Professional Development Center on
Inclusion (NPDCI, 2008)
“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) 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
http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu
/files/resources/NPDCI_ProfessionalDevelopmentI
nEC_03-04-08_0.pdf
Is here today……
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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
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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?
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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?
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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.
CIPPP
FPG Snapshot and in ECTE
The 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, and
3. Supply and demand of professionals in all
EI/ECSE disciplines.
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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
INTRO:
Family Story
Interview a family
child w/disability
home language
CLAD
ASSESSMENT
Play-based
Assessment w/family
CURRICULUM
PIWI Play Group
FAMILIES
Resource Family
Design, Facilitate,
and Evaluate an IFSP
Familycentered
practices
(FCP)
IFSP
X
Teaming
NLE
?
Service
Coordination
X
X
X
X
?
X
X
X
X
X
X
X
X
X/?
X
X
X
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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.
http://www.fpg.unc.edu/sites/default/files/res
ources/snapshots/FPG_Snapshot68_2013.pdf
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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.
Horm, Dr., Hyson, M., & Winton, P. (2013). Research on ECTE:
Evidence from three domains and recommendations for moving
forward. JECTE, 34(1), 95-112.
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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.
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/blo
g/project-happinessempathy-randy-taran
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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:
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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
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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
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http://www.edutopia.org/blog/film-festival-kindness-empathyconnection?utm_source=SilverpopMailing&utm_medium=email&utm
_campaign=enews%20051513%20remainder&utm_content=&spMaili
ngID=6150212&spUserID=MjcyOTI0NzE4MjMS1&spJobID=7361404
8&spReportId=NzM2MTQwNDgS1
http://youtu.be/HfHV4-N2LxQ
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)
Thanks to Camille Catlett, CIES Conference, 2013
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)
Thanks to Camille Catlett, CIES Conference, 2013
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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
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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
Snyder et al., 2012. Infants and Young
Children
Desired impact
(learning outcomes from
low to high)
INSTRUCTIONAL STRATEGIES USED
Attitudes,
values
role playing
field application
case studies
Skill
role playing
field application
Knowledge
reading
lecture
demonstration
observation
interviewing
problem solving
brainstorming
discussion
Awareness
reading
lecture
Low
guided reflection
self-analysis
clinical
supervision
guided reflection
follow-up plans
coaching
High
Complexity of synthesis and
application required
A model for matching training approach to desired training
outcomes and complexity of application. (Adapted from Harris
[1980].)
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Research synthesis of 79 studies of accelerated
learning, coaching, guided design, and just-intime-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
Trivette, C.M. et al. (2009). Characteristics and consequences of adult learning
methods and strategies. Winterberry Research Syntheses, Vol. 2, Number 1.
a
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
a
Donovan, M. et al. (Eds.) (1999). How people learn. Washington, DC: National Academy Press.
3
6
1.2
Planning
Introduce
Application
Practice
RefUnderstanding
lection
MEAN EFFECT SIZE (d)
1.0
0.8
0.6
0.4
0.2
0.0
Introduce
Illustrate
Practice
Evaluate
Reflection
ADULT LEARNING METHOD CHARACTERISTICS
Mastery
Effect Sizes for Introducing Information to Learners
Number
Studies
Effect
Sizes
Mean
Effect
Size (d)
95%
Confidence
Interval
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
Practices
Effect Sizes for Illustrating/Demonstrating
Learning Topic
Number
Studies
Effect
Sizes
Mean
Effect
Size (d)
95%
Confidence
Interval
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
Practices
Effect Sizes for Learner Application
Number
Studies
Effect Sizes
Mean
Effect
Size (d)
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
Characteristics
95%
Confidence
Interval
Effect Sizes for Learner Evaluation
Number
Studies
Effect Sizes
Mean
Effect
Size (d)
95%
Confidence
Interval
Assess strengths/weaknesses
14
48
.96
.67-1.26
Review experience/make
changes
19
35
.60
.36-.83
Practices
Effect Sizes for Learner Reflection
Number
Studies
Effect Sizes
Mean
Effect
Size (d)
95%
Confidence
Interval
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
Practices
Effect Sizes for Self-Assessment of Learner Mastery
Number
Studies
Effect Sizes
Mean
Effect
Size (d)
95%
Confidence
Interval
Standards-based assessment
13
44
.76
.42-1.10
Self-assessment
16
29
.67
.39-.95
Practices
Study 2: Promoting Adoption of Family-Systems
Intervention Practices
• 473 Part C early intervention practitioners
• 5 types of training (presentations, day and multiday workshops, field-based and enhanced fieldbased)
• 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
Four Major Components of the Family-Systems
Intervention Model that Constituted the Focus of Inservice Training
CAPACITY-BUILDING
HELPGIVING PRACTICES
FAMILY
CONCERNS
AND
PRIORITIES
FAMILY
MEMBER
STRENGTHS
SUPPORTS
AND
RESOURCES
Characteristics of the Different Types of In-service Training
Type of In-Service Training
Conference
Presentations
Half Day/
Full Day
Workshops
Multi-Day
Workshops
Field-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
-
-
+
++
++
Practice Characteristics
NOTE. - = No activity or opportunity, ± = limited opportunity, + = multiple opportunities, and ++ = multiple and
varied opportunities.
PLAN
Introduce and
Illustrate
RECYCLE
APPLICATION
Identify Next
Steps in the
Learning Process
Practice and
Evaluate
INFORMED
UNDERSTANDING
Reflection and
Mastery
Active
Learner
Involvement
Participants’ Judgments of the Benefits of the
Five Types of Training
32
MEAN PARTICIPANT RATING
Usefulness
Abilities
30
28
26
24
22
20
Presentations Day Workshops
Multi-Day
Workshops
Field-Based Enhanced FieldBased
TYPE OF TRAINING
Interaction Between Hours and Type of Training for
Improved Family Systems Intervention Abilities
32
Multiday Workshops
PARTICIPANT RATINGS
30
Field-Based
Enhanced Field-Based
28
26
24
22
20
10
20
HOURS OF TRAINING
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?)?
Real life application
Helping Hand 4:06
Example of project based
learning
http://www.youtube.com/watch?v=T7PK8sWwixI&feature=s
hare&list=PLvzOwE5lWqhQWsPsW5PQQ5gj5OBewwgUw
http://youtu.be/T7PK8sWwixI
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Key Learning Application
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Includes infants/toddlers with diverse abilities
Families
Sustained (over a semester)
Criteria/Performance Checklist
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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 selfassessment of his/her learning against
a set of standards, criteria, or expert
feedback
Is aligned with instructional goals,
learning standards, and curriculum
materials
Thanks to Camille Catlett, CIES Conference, 2013
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
Recommended Practices
New Type of PDI – Future Idea for Michigan to host?
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Division for Early Childhood of the Council for
Exceptional Children (DEC/CEC).
Commission –
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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
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DEC – national professional organization
Reduction of practitioners at our DEC
◦ CSEFEL NTI – longer sessions, “ready to go into
classroom resources”
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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 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
Orientation to New Possibilities – Types of learning opportunities, who’s at New Possibilities to learn from/with,
9:00 – 9:30
what came before/what comes after
9:30 – 9:45
Transition to Participant Options
Strand 1, Part 1
Strand 2, Part 1
Strand 3, Part 1
Strand 4, Part 1
Grab Bag
Embedded Learning Literacy and SocialEnvironments that
Technology
Toolboxes,
9:45 – 12:45
Emotional Development Support Each Child
resources
Snyder/Wolfe
Trivette/Fox
West/XX
Edelman
Catlett
12:45 – 2:00
2:00 – 5:00
How it will be
structured…
5:30 – 7:00
7:00 - ??
Lunch (provided)
Strand 1, Part 2
Embedded Learning
Strand 2, Part 2
Strand 3, Part 2
Literacy and SocialEnvironments that
Emotional Development Support Each Child
I Want More
Opportunity to talk with
instructor and/or other
participants about session
content and applications; ask
questions
Strand 4, Part 2
Technology
Participant Options
I Want to Try It
I Want Something New
Opportunity to apply content
with other participants
Networking reception with presenters
Dinner on your own
Toolbox A
Grab Bag
Toolboxes,
resources
I Want a Break
Independent processing time
Planning
Introduce
PRIOR to the Event/At the Event
Illustrate
Application
Practice
At the Event/After the Event
Evaluate
Deep Understanding
Reflection
AFTER the Event
Mastery
a
Donovan, M. et al. (Eds.) (1999). How people learn. Washington, DC: National Academy Press.
6
5
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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
Office of Special Education Programs
US Department of Education
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Address the need for highly qualified
personnel to work with infants, toddlers,
and preschool with disabilities
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
Mary Beth Bruder, PhD and colleagues
The Early Childhood Personnel Center
(University of Connecticut)
Co-teach and
Teach Graduate
Supervise Students
Level Courses
Designing,
Delivering and
Evaluating
Interventions
Supervise Students
Conducting
Education/
Research
Use Technology in
Supervision and
Teaching
Participate on
Research Team
Conduct Research
Synthesis
Implement
Research Studies
Research and
Inquiry
Personnel
Preparation
Leadership Training
for ECI Higher
Education Faculty
Review Grants,
Manuscripts and other
Publications
Present at State, Regional,
National Conferences
Provide PD
Activities
Scholarship
Community
Engagement and
Outreach for
Practice and Policy
Scale Up Evidence-Based
Practices into Service
Delivery Models Using
Implementation Science
Collaborate with
Others to Address
Family/Child Need
Implement Evidencebased Practice in
High Need Programs
Engage in Self
Assist State
Inquiry
Early Childhood
Develop and
and
Organizations and Agencies
Submit
a Grant Submit ManuscriptsParticipate in National
Reflection
to Develop
Organizations’
Application
Practices and Policy
for Publication
Policy Initiatives
ADMINISTRATION AND MANAGEMENT
Data Collection
and Analyses of
Personnel
Policies;
Literature
Reviews,
Syntheses and
Papers
Review of DEC
Personnel
Practices,
Standards;
Refine
Standards
across
Disciplines
General TA
through
Meetings,
Webinars,
Product
Development and
Dissemination
Targeted TA and
Dissemination
to Specific
Populations on
Personnel
Procedures,
Policies and
Practices
Intensive TA to 8
States to Develop,
Implement and
Sustain a Model for
Preparation of
Quality Personnel
Infants and Young
- Implement and
Sustain
Leadership
through
Collaborations;
Training to Scale
up Systems of
Personnel
Development
EVALUATION and CONTINUOUS IMPROVEMENT
Organizational Chart
Director
Mary Beth Bruder (UConn)
Executive Management
Team
Co-Director
George Sugai (UConn)
Carl Dunst (Puckett Institute)
Larry Edelman (U of Colorado)
Lynn Kagan (Columbia
Teachers College)
Coordinator
Tierney Giannotti (UConn)
External Evaluator
Kathleen Hebbeler (SRI)
Evaluation Team
Mary Louise Hemmeter (Vanderbilt)
Jeannette McCollum (U of Illinois)
Vicki Stayton (Western Kentucky University)
Project Consultants/Contractors
Roxanne Kaufman (Georgetown)
Pip Campbell (Jefferson University)
Toby Long (Georgetown)
Division of Early Childhood(S. Mulligan)
Dale Mann (Interactive Inc.)
Claudia Dozier (KU- ABS/BCBA)
Carol Trivette (Puckett Institute)
Maureen Greer (Emerald Consulting)
University of CT Regional
Associate Director
Mary Beth Bruder
Post Doc (TBH) Gabriela
Freyre Calish
FL State University Regional
Associate Directors
Juliann Woods
Mary Frances Hanline
Post Doc (TBH)
Cindy Vail
University of KS
Regional Associate
Directors
Eva Horn
David Lindeman
P. Doc Stephanie Parks
University of OR
Regional Associate Director
Jane Squires
P. Doc Lois Pribble
Mary Jo Noonan
Regional
Advisory
Board
Regional
Advisory
Board
Regional
Advisory
Board
Regional
Advisory
Board
Partner Organizations and Project Advisory Board
AUCD
CEC
HECSE
ITCA
NAECS-SDE
NAEYC
NASDSE
NASDTEC
CCSSO
Part B/619 Consortia
NHSA
NRCP
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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……
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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.
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.
Center for Goodness
Kindness Scientist 3:13
http://www.youtube.com/watch?v=sUcxoNFiomY&feature
=share&list=PLvzOwE5lWqhQWsPsW5PQQ5gj5OBewwgUw
http://www.youtube.com/watch?v=sUc
xoNFiomY&feature=share&list=PLvzO
wE5lWqhQWsPsW5PQQ5gj5OBewwgUw
Think about this as a key underpinning of our work in EI.
Web site where you can search for course resources in
EI/EC/ECSE on aspects of diversity
http://projects.fpg.unc.edu/~crosswalks/toolbox/index.c
fm
Make 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.
Thanks to Camille Catlett, CIES Conference, 2013
Rubric Refined
External Evaluator Scored Pre and Time
1 Syllabi
Faculty/Staff Scored Pre Syllabi
No reliability training across evaluators
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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)

RATING GUIDELINES:
EXTENT THE SYLLABUS EMPHASIZES CORE
VALUES
◦
◦
◦
◦

LITTLE OR NONE
SOME
SIGNIFICANTLY
EXTENSIVELY
1
2
3
4
TOTAL SCORE = 4 X 22 = 88
Performance Measure 2b Course Syllabi Results
80
Scoring by KCC Faculty
Raw Score (max = 88)
70
60
50
40
30
20
10
0
103
133
158
159
170
221
243
262
Time 1 (9/11)
46
41
38
41
51
47
40
40
Time 2 (10/12)
72
65
71
65
61
81
73
73
Kirkwood EC Course