1. EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT CONTINUING LESSONS FROM INDONESIA Marilou Hyson, Ph.D. ECED Consultant, The World Bank Senior Consultant, National Association for the Education of Young Children Affiliate Faculty, George Mason University

2. WHY DOES PROFESSIONAL DEVELOPMENT MATTER ? ECED services must be good quality to produce positive child outcomes. Teachers and other personnel are the key to ECED quality. Professional development can improve teachers’ ability to influence young children’s positive development and learning. (Winton, McCollum, & Catlett, 2007; Zaslow & Martinez- Beck, 2005)

3. DEFINING PROFESSIONAL DEVELOPMENT FOR EARLY CHILDHOOD “Professional development is structured teaching and learning experiences that are formalized and designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice.” Draft for Review, National Professional Development Center on Inclusion, December 2006

4. ELEMENTS OF A PROFESSIONAL DEVELOPMENT SYSTEM Core competencies for teachers (what should everyone know and be able to do?) Levels and ladders (what knowledge and skills are essential for different roles; how might one progress professionally?) Credentials and credit ultimately linked to higher education Provision of quality training at all levels (National Child Care Information Center, 2005)

5. TEN FEATURES OF HIGH QUALITY TRAINING AND PROFESSIONAL DEVELOPMENT EXPERIENCES 1. Results-oriented 2. Evidence-based 3. Responsive to culture and community 4. Built on participants’ needs 5. Team-oriented 6. Active and job-embedded

6. MORE FEATURES 7. Ongoing 8. Well-mentored and supervised 9. Linked to meaningful progression and rewards 10. Continuously evaluated and improved (Bransford, Brown & Cocking, 1999; Hyson & Biggar, 2005; NAEYC, 2003; National Staff Development Council, 2001; Ramey & Ramey, 2005)

7. THE CONTEXT FOR ECED PROFESSIONAL DEVELOPMENT IN INDONESIA Southeast Asia’s largest country; 200M people A growing economy, yet poverty reduction a continuing challenge Government commitment to education as poverty reduction strategy Continuing rich/poor gaps in education enrollment, health, nutrition Highly decentralized delivery of public services (World Bank, 2006a)

8. ECED IN INDONESIA ECED programs and services (e.g., kindergarten; playgroup; daycare; health; parent education) delivered under diverse, disconnected auspices Only 8% of all young children enrolled in preprimary ECED programs (other than health services and parent education) 99% of ECED programs are privately run Almost no access to ECED for poor children Only minimal training available for ECED staff; only one university with baccalaureate ECED Relatively new ECED Directorate in Ministry of Education, with commitment to holistic approach. (World Bank, 2006a,b)

9. THE WORLD BANK AND ECED IN INDONESIA 3 components: 1. Increasing integrated ECED service delivery through community-driven mechanisms in targeted poor communities (to reach more than 700,000 children 0-6 and their families in 3000 villages in 50 poor, mostly rural districts) 2. Developing a sustainable system for ECED quality 3. Establishing effective program management, monitoring, and evaluation (World Bank, 2006b)

10. PROFESSIONAL DEVELOPMENT ASPECTS OF THE PROJECT Training project personnel to deliver ECED integrated services within a wide range of roles (facilitators, teachers, child development workers, district trainers/supervisors, national master trainers) Assisting the Government with development of national ECED standards, including standards for ECED personnel Strengthening ECED knowledge and commitment on the part of district officials Plans to develop standards and accreditation for higher education programs preparing ECED personnel

11. REVISITING SOME FEATURES OF EFFECTIVE PROFESSIONAL DEVELOPMENT SYSTEMS WITH INDONESIA IN MIND Core competencies Differentiation of training content and methods according to desired results Job-embedded professional development Training of trainers and supervisors Continuous evaluation and improvement

12. BUILDING CAPACITY IN THE SYSTEM: WHAT IS NEEDED? Expanding higher education access and quality (including pipeline and professional development for faculty) Moving beyond divided, non-collaborative agency responsibility for professional development system and its components Strengthening local commitment to reduce staff turnover and create sustainability Linking project activities to broader scale-up Tying ECED professional development needs to other national priorities

13. WHAT IS AT STAKE