Building a Confident and Competent Workforce: How Evidence-Based Practices are Changing the Landscape for Personnel Dev

1. Building a Confident and Competent Workforce: How Evidence-Based Practices are Changing the Landscape for Personnel Development Susan P. Maude Iowa State University smaude@iastate.edu 2013 Early On Faculty Colloquium Early On Center for Higher Education June 3, 2013

2. Agenda • 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?

3. Objectives • 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.

4. DEFINITION OF PROFESSIONAL DEVELOPMENT National Professional Development Center on Inclusion (NPDCI, 2008)

5. Definition of Professional Development “Professional development is facilitated teaching and learning experiences that are transactionaland designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice …

6. Definition(continued) The key components of professional development include: • characteristics and contexts of the learners (i.e.,the “who” ); • content (i.e., the “what” of professional development); and • organization and facilitation of learning experiences (i.e., the “how”).” NPDCI, 2008

7. Contextualizing Professional Development http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI_ProfessionalDevelopmentInEC_03-04-08_0.pdf

8. WHO Is here today……

9. PD Initiatives in Early Intervention (EI) have usually focused on …. • 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

10. Think/Pair/Share Activity (5-10 minutes) • 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?

11. DEBRIEF • 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?

12. WHAT

13. What – Early Intervention Personnel • 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.

14. Two Key Studies on PD CIPPP FPG Snapshot and in ECTE

15. Study 1What we know EI 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: • EI/ECSE certification and licensure requirements, • Quality of training programs, and • Supply and demand of professionals in all EI/ECSE disciplines.

17. CIPPPP Study Results (cross studies – EI/ECSE/Cross Disciplines) • 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

19. Study 2 – Synthesis on PD research focusing on three domains: • 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.

20. http://www.fpg.unc.edu/sites/default/files/resources/snapshots/FPG_Snapshot68_2013.pdfhttp://www.fpg.unc.edu/sites/default/files/resources/snapshots/FPG_Snapshot68_2013.pdf

21. Common Themes • 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.

22. NCATE findings are disappointing • 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.

23. http://www.edutopia.org/blog/project-happiness-empathy-randy-taranhttp://www.edutopia.org/blog/project-happiness-empathy-randy-taran

24. Empathy • 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: • 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

25. Dispositions - Empathy, Kindness, and Connections; Instructional Strategies at Early On Colloquium • 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

26. Edutopia - Nine videos on kindness, compassion, and empathy • http://www.edutopia.org/blog/film-festival-kindness-empathy-connection?utm_source=SilverpopMailing&utm_medium=email&utm_campaign=enews%20051513%20remainder&utm_content=&spMailingID=6150212&spUserID=MjcyOTI0NzE4MjMS1&spJobID=73614048&spReportId=NzM2MTQwNDgS1

27. http://youtu.be/HfHV4-N2LxQ

28. HOW

29. Recent findings 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

30. What do we know about effective PD for EC Population? 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

31. . . . and yet 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

32. Table 1 - PD Types and Definitions in EI/EC/ECSE • 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

33. Table 2 – Follow-up Categories and Definitions • 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

34. INSTRUCTIONAL STRATEGIES USED guided reflection self-analysis clinical supervision role playing field application case studies Attitudes, values guided reflection follow-up plans coaching role playing field application Skill Desired impact (learning outcomes from low to high) demonstration observation interviewing problem solving brainstorming discussion reading lecture Knowledge reading lecture Awareness High Low Complexity of synthesis and application required A model for matching training approach to desired training outcomes and complexity of application. (Adapted from Harris [1980].)

35. Study 1: Research Foundations of PALSa • Research synthesis of 79 studies of accelerated learning, coaching, guided design, and just-in-time-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 a Trivette, C.M. et al. (2009). Characteristics and consequences of adult learning methods and strategies. Winterberry Research Syntheses,Vol. 2, Number 1.

36. Six Characteristics Identified in How People Learna Were Used to Code and Evaluate the Adult Learning Methods a Donovan, M. et al. (Eds.) (1999). How people learn. Washington, DC: National Academy Press.

37. Major Findings from the Research Synthesis

38. Effect Sizes for Introducing Information to Learners

39. Effect Sizes for Illustrating/Demonstrating Learning Topic

40. Effect Sizes for Learner Application

41. Effect Sizes for Learner Evaluation

42. Effect Sizes for Learner Reflection

43. Effect Sizes for Self-Assessment of Learner Mastery

44. Study 2: Promoting Adoption of Family-Systems Intervention Practices • 473 Part C early intervention practitioners • 5 types of training (presentations, day and multi-day workshops, field-based and enhanced field-based) • 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

45. CAPACITY-BUILDING HELPGIVING PRACTICES FAMILY CONCERNS AND PRIORITIES FAMILY MEMBER STRENGTHS SUPPORTS AND RESOURCES Four Major Components of the Family-Systems Intervention Model that Constituted the Focus of In-service Training

46. Characteristics of the Different Types of In-service Training

47. PLAN Introduce and Illustrate RECYCLE APPLICATION Active Learner Involvement Identify Next Steps in the Learning Process Practice and Evaluate INFORMED UNDERSTANDING Reflection and Mastery PALS(Participatory Adult Learning Strategy)

48. Participants’ Judgments of the Benefits of the Five Types of Training

49. Interaction Between Hours and Type of Training for Improved Family Systems Intervention Abilities

50. 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?)?