From Theory to Practice: Elevating Education through Effective PD
Picture a classroom buzzing with the joyful noise of young children engaged in learning. Now, imagine the teacher at the center of it all, equipped with the skills and knowledge to make every moment a learning opportunity. This is the goal of professional development (PD) for early childhood educators: to transform classrooms into thriving environments where both teachers and children flourish.
What is Professional Development?
The National Professional Development Center on Inclusion (NPDCI) describes professional development as "facilitated teaching and learning experiences that are transactional and designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice" (Buysse, 2009; NPDCI, 2008). In simpler terms, PD is about helping teachers learn new skills and apply them effectively in their classrooms. And PD must consider the who, the what, and the how.
What Makes Professional Development Effective?
1. Tailoring to Learners
Early childhood educators are as diverse as the children they serve. They come from different backgrounds and bring varied experiences to their classrooms. Take, for example, Sarah, a 1st year teacher in a toddler classroom with many emerging multilingual learners, compared to Javier, a 15-year veteran teacher who works with students on the autism spectrum. While there are many aspects of teaching they can both benefit from learning and practicing, their PD needs will be different.
As researcher Rachel Schachter aptly notes, "The classroom environment significantly influences teaching and teaching practice. None of this can really be accounted for in a one-size-fits-all PD" (Schacther, 2015, p. 1076). Effective PD must consider the unique contexts and challenges each educator faces.
2. Continuous Learning
Effective PD isn’t a one-time event; it’s an ongoing journey. Too often, teachers attend a single workshop and then are left to figure out how to apply what they've learned on their own. Imagine attending a workshop on incorporating technology into the classroom, only to return to school and face numerous technical issues with no support. This sporadic approach fails to provide the ongoing learning and support teachers need.
A meta-analysis of professional development for early childhood educators found this to be a broader trend: research is conclusive that one-dose workshops are not enough for teachers to be able to apply their new knowledge and skills in the classroom (Schachter, 2015; Pfeiffer, et. al, 2022). When PD includes follow-up and continuous support, teachers can receive the feedback and assistance they need to succeed.
“The sense of camaraderie and shared purpose can transform PD from a solitary task into a collaborative, worthwhile adventure.”
3. Practical Application
Teachers need opportunities to practice new techniques in their classrooms with real-time feedback. For example, imagine a PD session on interactive storytelling. After the initial training, teachers should have the chance to try out these techniques in their classrooms, reflect on their experiences, and receive feedback from a trusted expert. This hands-on approach ensures that the new skills become a natural part of their teaching repertoire and begin to integrate it into their everyday work (Pfeiffer, et.al, 2022).
3. Social Learning
Learning is often more effective in a social context. Communities of practice, where teachers meet regularly to share experiences and solutions, can be incredibly beneficial. For instance, a group of preschool teachers might gather monthly to discuss how they're integrating new math games into their curriculum. They share successes, troubleshoot challenges, and support each other, creating a rich learning environment.
Research supports this approach, showing that not only is this highly effective, but teachers' perceptions of PD improve significantly when they learn as part of a community (Pfeiffer, et. al, 2022). The sense of camaraderie and shared purpose can transform PD from a solitary task into a collaborative, worthwhile adventure.
4. Encouragement and Support
For PD to be truly effective, school leaders must play an active role. When directors and supervisors actively support their teachers' professional growth, it creates a culture where continuous improvement is the norm. Learning new skills can be challenging, especially in the unpredictable environment of a classroom. Not only does support from school leaders create positive attitudes towards growth, but it has been shown to have a positive effect on a teacher’s ability to continue using newly acquired skills (Pfeiffer, et. al, 2022).
Effective professional development for early childhood educators is a continuous, practical, and collaborative process. By tailoring PD to the unique needs of educators, focusing on real-world applications, and providing ongoing support and encouragement, we can create a vibrant learning environment where both teachers and children thrive. When PD is done right, it unlocks the magic of teaching, transforming classrooms into places of endless possibilities.
Works Cited
Buysse, V., Winton, P. J., & Rous, B. (2009). Reaching Consensus on a Definition of Professional Development for the Early Childhood Field. Topics in Early Childhood Special Education, 28(4), 235-243.
Pfeiffer, Danika PhD, CCC-SLP; Feuerstein, Julie PhD, CCC-SLP; Herman, Dana MS; Landa, Rebecca PhD, CCC-SLP (2022). Early Childhood Providers' Perceptions of Effective Professional Development Components: A Qualitative Study. Infants & Young Children 35(3):p 248-263.
Rachel E. Schachter (2015) An Analytic Study of the Professional Development Research in Early Childhood Education, Early Education and Development, 26:8, 1057-1085.
