1. A Professional Development Model for Teachers in Child- Care Centers CEC National Conference April 2, 2009 Seattle, WA Madelyn James UIC PhD student in Special Education

2. Acknowledgements Pilot project funded by the Illinois State Board of Education, Early Childhood Division. Research design and external evaluators Rob Corso, Vanderbilt University Susan Maude, Iowa State University

3. Abstract A presentation on the challenges and lessons learned from a professional development model that used three delivery methods to prepare early childhood educators in center- based programs in Chicago. The focus of the professional development was to facilitate the teacher’s ability to participate in ongoing professional development.

4. Problem Early childhood programs have several challenges in releasing teachers for professional development opportunities. Two of the most frequently stated challenges are the difficulty in finding substitute teachers and the resources to pay for substitutes These two challenges contribute to the limited number of professional development opportunities available to teachers

5. Focus What types of professional development (p.d.) delivery methods are effective in creating ongoing teacher learning? The intensive professional development was delivered using a combination of three delivery methods and was supported with classroom coaching ► Traditional – participants are trained on site with the trainer ► Audio conferencing –participants are on the phone and download the handouts ► Web conferencing-participants are able to access an online website and/or call in

6. Design The Illinois State Board of Education chose The Center for Social Emotional Foundations of Early Learning training (CSEFEL) modules for the professional development topic. The criteria for the choice of a trainer: an individual who had strong observation and coaching skills, who had been trained on CSEFEL content who had substantial professional development experience.

7. Recruitment Plan Criteria for selection of early childhood programs: programs within the city limits of Chicago five or more classrooms multiple sites were encouraged accreditation from the National Association for the Education of Young Children 50 programs were invited to an introductory session to discuss the program. Twenty Chicago Early childhood program administrators attended the introductory session. Individual visits were scheduled to clarify the scope of the pilot. Two early childhood programs signed the training agreement

8. Participants: One program with three sites One program with one site 12 Classrooms Total of 50 Chicago Head Start and/or IL Pre-K Early Childhood Teachers, teacher assistants and program staff (administrators, EC coordinators, and social workers)

9. Training Format Module content was reviewed to assess whether traditional or teleconference p.d. was most appropriate and how much classroom coaching was necessary Training occurred over a six month period Participants were encouraged to attend the real time web based training. However they could log on at a more convenient time and complete the training and review.

10. Delivery Format 1st Training 6 hour traditional training on Module 1 A. Use of the Inventory of Practices as a pre and post assessment B. Participants created an “action plan” C. TA follows the workshop and consisted of coaching and mentoring (up to 12 hours per month)

11. Delivery Format 2nd Training 3 teleconferences on Module 2 (each 2.5 hours scheduled during nap time) A. Use of the Designing Supportive Environments Inventory of Practices as Pre and Post Assessment B. TA will be provided with coaching and mentoring. Programs must show evidence when observed of how they are implementing ideas from the teleconferences in their settings (up to 15 hours per month for each program)

12. Delivery Format 3rd Training One day traditional six hour workshop Social and Emotional Teaching Strategies 2 Teleconferences (each 2.5 hours in length) Inventory of Practices as a pre and post assessment TA will be provided with coaching and mentoring. Programs must show evidence when observed of how they are implementing visual strategies, social stories and observation techniques, including functional assessment strategies (up to 15 hours per month for each program)

13. Delivery Format 4th Training One day (6 hour) traditional training on Individualized Intensive Strategies A Use the Inventory of Practices as a pre and post assessment B. Creation of Behavior and Crisis Plans C. TA will be provided with coaching and mentoring. Programs must show evidence when observed of how they are using strategies for intensive situations (up to 15 hours per month for each program) 5th Training Final 3 hour workshop Wrap up TA (up to 15 hours per month for each program)

14. Challenges Recruitment – many of the programs were not able to commit to the intense training Attrition – both programs faced Head Start eligibility and funding issues. Both programs abruptly laid off staff, transferred and realigned classroom teachers Initial technology glitches with audio and web conferencing Teachers lack of computer technical savvy Lack of buy-in from key staff Time management of the trainer

15. Lessons Learned Ensure sufficient planning and discussion with key stakeholders occurs before implementation Require that key administrator attend an administrative training before program staff are trained Ensure administrators provide teachers with adequate equipment, professional support and Review computer technical specifications for conducting web based training Provide ongoing support for the trainer and opportunities for reflection Develop a process with program administrators for ongoing support and opportunities for reflection

16. Conclusions Teachers were able to be released during nap time to participate in training Web based training models were archived and staff could access the training at their convenience or to review materials and strategies The combination of three different delivery methods allowed resources to be reallocated to classroom coaching The components of the delivery model provided flexibility for programs and staff to receive training on site. Research is needed to consider additional delivery methods and the most effective combination of traditional, web based and coaching pieces