5.3 Ongoing Professional Development

What Is It?

Professional development is a life-long, dynamic, and evolving process. Professional development activities should incorporate adult learning principles. They should build on each other and repeat central themes and requirements of the HSPPS, the Head Start Early Learning Outcomes Framework, and your program over time and in a variety of ways. Provide an array of activities to meet individual staff members’ varied needs. Each home visitor will bring different experiences and skills to the job and will require different approaches for building and refining their skills.

Head Start Program Performance Standard 1302.92(b) The goal of all professional development activities is to assist staff in acquiring or increasing knowledge and skills needed to provide more effectivehigh-quality, comprehensive services to families with very young children.within the scope of their job responsibilities.

How do you evaluate the impact of your professional development activities on what you do with children and families? Both informal and formal methods—for example, parent surveys, child-level assessment, and attainment of goals in the family partnership agreement—provide useful information. Evaluation is an integral part of training and professional development. Make sure to plan for it when you create individual and program training/professional development plans.

How To

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Some training and technical assistance (T/TA) strategies reflect adult learning principles better than others do, maximizing results. When you adopt approaches to T/TA that incorporate adult learning principles, your staff will be highly engaged and sustained program change is more likely to occur. This document lists 12 common T/TA strategies.

The webisodes in this series offer key messages and helpful resources to get staff started with the youngest children and their families. Managers can use Early Essentials to design orientation experiences or staff can participate on their own. The webisodes cover: components of quality in programs serving the youngest children; the importance of relationships; services to expectant families; the rapid growth and development of the first three years; school readiness for infants and toddlers; self-care; environments; responsive interactions; and language development

Discover ways to support professional development for staff and supervisors around the nine relationship-based competencies. Use these self-assessments to develop required individual professional development plans. They also may be used in preparation for pre-service training, mid-year check-ins, and year-end check-ins.

Explore the importance of positive, nurturing relationships with infants, toddlers and families, even before the baby is born. As they work through the lessons, Early Head Start staff should think about how relationships are built with babies and families in their programs.

This resource is a series of lessons that focus on early development and quality services. The series contains information and opportunities for reflection and includes a Trainer's Companion manual that provides additional information and ideas for training activities.

Professional development is an important part of having an effective early childhood workforce in programs that serve young children and families. This guide will offer Head Start managers and other staff a definition and conceptual framework for early childhood professional development that will serve to ensure a highly qualified and effective staff to assist young children and their families.