Embedding Intervention – A Team Approach



A module is “a set of standardized parts or independent units that can be used to construct a more complex structure” (Google). For these professional development (PD) modules on Effective Teacher Practices Supporting High Quality Supportive Environments and Nurturing & Responsive Relationships, the parts are sets of materials that can be used independently or combined in different ways to construct the more complex PD that you will provide in your district. Seven modules were developed for the 2014 Effective Teacher Practices Train-the-Trainer Summer Institutes:

1. Module 1: Foundations Overview

2. Module 2: Formative Assessment

3. Module 3: Promoting Positive Relationships

4. Module 4: Classroom Design

5. Module 5: Behavior Expectations and Rules

6. Module 6: Schedules and Routines

7. Module 7: Directions and Feedback

Designed according to research-based practices for effective PD, the modules each contain:

1. A pre-learning assignment – an article for participants to read and reflect upon and, for Modules 3-7, a teacher/staff instructional practice self-assessment checklist

2. A 30-minute discussion of the pre-learning assignment – this can take place adjacent to the 90-minute face-to-face session or can be used as part of a Professional Learning Community (PLC) or other meeting of participants that occurs prior to the 90-minute face-to-face session

3. A 90-minute face-to-face session –includes PowerPoint slides, video clips, handouts, and a script with trainer notes and content specific to the topic of the module. For Modules 3-7, handouts include

• Instructional Practices Checklists (the teacher/staff self-assessment checklist is included with the pre-learning activities; the observer checklist is included with handouts) including research-based practices specific to the topic of the module

• iPoints – ‘Instructional Practices Observed IN Teaching Standards,’ to show connections between practices, early learning and development standards, and NC Professional Teaching Standards

• Module-specific resources and activities with answer sheets

4. Supporting Materials – these documents are used across modules and include

• North Carolina Professional Teaching Standards

• Foundations at a Glance

• Foundations-NC Standard Course of Study Crosswalk

5. Post-learning activities – designed to take new knowledge and skills into the classroom, including a discussion of post-learning activities that might occur as part of a Professional Learning Community (PLC) or in other follow-up PD

Research-based practices for effective PD guided the development of the seven modules:

• Provide pre-learning activities to prepare participants for face-to-face professional development activities

• Reflect professional standards

• Are infused with experiential learning

• Active, rather than passive, delivery

• Call on participants to report out randomly

• Build in peer-to-peer interaction

o Participants clarify concepts to one another

o Participants work collaboratively to uncover solutions

• Provide content in writing rather than lecture

• Include role-play in which participants can practice new skills and get feedback

• Link to specific practices, particularly those that address needs identified by participants

• infuse practical applications to participants’ work with diverse children and families

• Incorporate practice checklists that can be used to check fidelity

• Model instructional practices and interpersonal interactions that are being promoted and taught

• Facilitate examination of personal attitudes and beliefs that affect participants’ ability to work sensitively and effectively with diverse children and their families

• Include intentional planning for next steps, incorporating new knowledge and skills

• Build on collaborative structures (such as Professional Learning Communities, coaching) to help participants sustain positive changes in their practice.

References

Daccord, T. (2014, June 6). Six characteristics of great PD (and great classrooms). Retrieved from

           

Dunst, C. J., & Trivette, C. M. (2009). Let’s be PALS: An evidence-based approach to professional development. Infants and Young Children, 22, 163-175. Free download at

Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2010). Meta-analysis of the effectiveness of four adult learning methods and strategies. International Journal of Continuing Education and Lifelong Learning, 3(1), 91-112. Retrieved from .

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K.; Okoroafor, N., Jordt, H., & Wenderoth M. P. (2013).  Active learning increases student performance in science, engineering, and mathematics.  B. Alberts (Ed.). Proceedings of the National Academy of Sciences of the United States of America. 111(23). pp.  8410-8415.

Kapterev, A. (2011). Presentation secrets. Hoboken, NJ: Wiley.

Reynolds, G. (2008). Presentation zen: Dimple ideas on presentation design and delivery (voices that matter. Gresham, OR: New Riders Publishing

Snow-Renner, R., & Lauer, P. (2005). Professional development analysis. Denver, CO: Mid-Continent Research for Education and Learning.

Trivette, C. M., Dunst, C. J., Hamby, D. W., & O’Herin, C.E. (2009). Characteristics and consequences of adult learning methods and strategies [Winterberry Research Syntheses, Vol. 2, No. 2]. Asheville, NC: Winterberry Press. Free download at

Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.

Winton, P. J. (2010). Professional Development and Quality Initiatives: Two Essential Components of an Early Childhood System. In V. Buysse and P. Wesley (Eds.). Early Childhood Program Quality: Raising the Bar. Baltimore, MD: Brookes Publishing.

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