Changing Practices In Early Childhood Programs
Leaders of early care and education programs expect professional development to introduce new ideas and teach new skills to their staff.
When planning professional development, organizations commonly consider all the aspects of this first goal of professional development including the nature of new strategies and how to support individual staff members as they gain new attitudes and skills and integrate them into their daily routines. However, leaders often neglect the second goal of professional development, which requires that new ways and skills become a part of the vision, systems, policies, and daily life of the organization. If not, many new ideas and innovations fade and are forgotten over time. When leaders strive to accomplish both goals of professional development, children, families, staff members, and organizations reap the benefits.
Shared ownership and active involvement from all levels of the organization
Understanding that a culture of continuous improvement leads to excellence
Significant, reciprocal community collaborations and productive partnerships
Time to plan and implement new skills and strategies, to practice, and follow up
A clear purpose and direction
Excerpted from Knapp-Philo, J., Hindman, J., Stice, K. & Turbiville, V. (2006). Professional development that changes practice and programs: Six successful strategies. Zero to Three (26)3.*
You might also be interested in
Explores the link between supportive supervisory practices and effective staff-parent relationships