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The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project. The

content of these modules does not necessarily reflect the views or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These

prototype materials are still in development and refinement and should be used with this caution in mind.

A Self-Assessment of Director Professional

Development Practices in the Last 30 Days

1. Have I developed and/or addressed long-range plans which focus on professional development efforts aimed at center improvement?

2. Has my day-to-day planning provided me with enough time to address professional development objectives?

3. Have I involved my staff in the development of professional development objectives?

4. Do I communicate positive attitudes and my conviction that we have the ability to improve the organization?

5. Do I have a plan for my own professional growth and self-reflection?

6. Do I have procedures in place to monitor the progress and effects of professional development opportunities staff members attend?

7. Do I share the results of monitoring procedures with staff?

8. Do I encourage collaboration among staff members through the creation of small teams and common planning time?

9. Has my own relationship with staff reflected professional collaboration?

10. Have I encouraged teachers to try new practices?

11. Have I confronted behavior which is contrary to center values or objectives of the professional development program?

12. Have I publicly recognized the hard work of individual staff members and celebrated progress in our professional development program?

Sources:Guskey, T. R. (2000). Evaluating professional development, Thousand Oaks, CA: Corwin. Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels

(3rd ed.). San Francisco: Berrett-Koehler.

ELELS Instructional Alignment Session Ten: Check Myself activity sheet

The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part

of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies

or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are

still in development and refinement and should be used with this caution in mind.

ELELS Instructional Alignment Session Ten: Effective Professional Development handout

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Over the past several years, training for educators has changed greatly. Staff

development for teachers was very much like the weather–everyone complained about it

but no one seemed to know how to improve it. Fortunately, the attention paid to

professional development in the past decade has helped to clarify what steps can be

taken to provide effective training for teachers. Research has demonstrated how

workshops can be designed, sequenced, and presented to engage teachers and increase

the likelihood of active participation in the training. An engaging workshop can also

increase the likelihood of teachers implementing the new practices or procedures they

have learned.

KEY #1: Effective Programs Are Purposeful

A nationwide study found that staff development efforts in most places have been

fragmented, unfocused, and lacking a common commitment. In contrast, effective

professional development is firmly rooted in goals and vision of a school. Therefore,

center-based workshops should be designed to meet identified priorities and promote

practices that will advance the entire center. An intentional effort should be made to

make the objectives of any training clear so teachers understand how the purpose of the

workshop is connected to the overall improvement goals of the center.

Key #2: Effective Programs Are Designed to Promote and Influence

Teachers’ Thinking about Teaching

Successful teachers are thoughtful teachers. Helping teachers develop the ability to think

about what they are doing should be a goal of any professional development activity.

Workshops should not create teachers who unthinkingly follow a “cookbook” approach to

teaching, but develop thoughtful educators who have the ability to assess and revise their

own actions in order to improve the achievement of their children. Challenging teachers to

discuss the whys and hows of what they do is a very effective way to develop their ability

to think reflectively. Equally important is ensuring that teachers have ongoing

opportunities for discussions.





ELELS Instructional Alignment Session Ten: Effective Professional Development handout

2KEY #3: Effective Programs Are Research-Based Both in Content and

in Delivery

Training employees on ways to improve productivity is not new. Many lessons can be

learned from those who have gone before us! If teachers are asked to devote their time

and energy to implement a new practice or program, there should be some evidence that

the new practice or program will result in better outcomes. A training program design that

has been effective in helping all teachers includes the following steps:

1. Presentation of the theory

2. Demonstration

3. Initial practice

4. Prompt feedback

In addition, teachers need continued practice in the classroom and coaching in order to

master the new skill or strategy. It takes 20 to 30 practices of a new skill in order for

teachers to incorporate it into their teaching comfortably and adapt it to the needs of their

children. As directors, it is critical to remember to provide teachers with ongoing feedback

and support after their initial training.

Effective Professional Development Must Be Evaluated

There are four general levels of evaluation for staff development. The levels of questions

and strategies for answering each question are listed below.

Evaluating Level 3 and Level 4 is often the most difficult to complete because of the time

commitment required to collect and analyze data.

Question Strategy for Answering Question

Did participants enjoy the training? Questionnaire Did participants learn new skills? Create a task for participants to complete

and have them evaluate their own performance.

Did participants use their new skills on the job?

Observations

Did the training result in changes in behavior/ expected outcomes?

Collection of observable work

Sources: Guskey, T. R. (2000). Evaluating professional development, Thousand Oaks, CA: Corwin. Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels

(3rd ed.). San Francisco: Berrett-Koehler.

ELELS Instructional Alignment Session Ten: Teacher Description handout

Ms. Yellow has a Bachelor s Degree in early childhood.

Her lesson plans are very detailed and she spends a lot of

time making materials and planning. She has attended a

workshop on how to use the curriculum that was very

motivating for her and has tried to implement many of

the ideas she learned at the workshop in her classroom.

Unfortunately, she has not been very successful because

her class is often out of control. Ms. Yellow is very soft

spoken and has a hard time implementing classroom

rules. The children do not follow any rituals and routines.

This does not appear to bother Ms. Yellow

but makes it very difficult for her to

accomplish what she has planned

each day.


Ms. Blue has been teaching for about 10 years in early

childhood. Her classroom has not changed much during

the past 10 years. She uses the approved curriculum but

often uses a harsh tone with the children. She rarely

speaks to children directly and when she does she usually

says something negative. During the past few

observations you noticed that she does not make eye

contact with the children and always delivers her

instruction from a rocking chair at the front of the room.

Parents have complained because they feel

that she avoids talking with them.

While you feel that children are

learning while they are with her, you

are concerned about her manner

with children and parents.


Ms. Red is new to early childhood education. She earned some

credit toward her CDA during high school. She has little

practical experience with children and was hired to teach 3-

and 4-year-olds who do not qualify for VPK. You feel that she

will be a good addition to the staff and would like her to finish

her CDA so you can move her into a VPK class for the summer.

She is enthusiastic but overwhelmed by the children. She has a

lot of materials and books in her classroom but does not seem

to use what is available. The children spend a lot of time

transitioning from activity to activity. Ms. Red writes lesson

plans but does not utilize them during her daily activities. She

has an experienced teacher as her mentor who has told you

that Ms. Red is good but getting

frustrated with the children and

doesn t quite seem to know what to

do during a full 8 hour day.


Ms. Green directs all the activities during the day. She is a VPK

teacher and uses an approved curriculum but does not utilize

small groups. All lessons are whole group with children sitting

at tables working quietly completing worksheets. Her classroom

management is excellent, with few behavior problems. The

children in her class are behaved but show little interest in the

tasks that they are completing. Ms. Green has an Associate’s

Degree in child development. Every time you observe a lesson,

the questions are directed to the group, not an individual child.

You are concerned because the children do not have any choice

in the activities they complete. They do the same things every

day. While you feel that Ms. Green has many strengths, you

would like to see her use the curriculum

and VPK standards in a manner that is

more child friendly and promotes more

positive interaction in the classroom.





ELELS Instructional Alignment Session Ten: Developing Goals activity sheet

Source: Neugebauer, Bonnie, & Neugebauer, Roger (Eds.), (2003). Theart of leadership: Managing early childhood organizations. Redmond, WA: Child Care Information Exchange.

Developing Professional Development Goals Focused on Improvement: Creating a clear improvement goal is important in helping others understand the need for

professional development and in guiding the content and processes. The following questions provide a guide for leading group discussions with your staff.

Step 1: Determine if a need exists. Specific, Observable Evidence of Need:

Possible Cause of the Problem: People Affected by the Problem:

Step 2: State the need or problem as an improvement goal. Desired Achievement:

Timeline(s) for Achievement: How Success Will Be Measured:

Step 3: Write the improvement goal. Improvement Goal:





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