The “Toward the Identification of Features of Effective Professional Development for Early Childhood Educators” literature review from the U.S Department of Education analyzes research on best practices in early childhood educators’ professional development to characterize features of effective professional development. The literature review examines findings from research on how to strengthen the following four areas of early childhood professional development: human and/or social capital, practices at institutions or organizations providing professional development, early educator practices related to specific child outcomes, and overall quality in classroom or group settings.
Research show that early childhood educators’ professional development is most effective when:
- There are specific and articulated objectives for professional development.
- Attention is given to linking the focus on early educator knowledge and practice, and practice is an explicit focus of the professional development.
- There is collective participation of teachers from the same classrooms or schools in professional development.
- The intensity/duration of the professional development is matched to the content being conveyed.
- Educators are prepared to conduct child assessments and interpret their results as a tool for ongoing monitoring of the effects of professional development
- Professional development is aligned with standards for practice and appropriate for the organizational context.
