For centuries, I have been a huge advocate for providing professional development to my staff and seeking it for myself. It was not until the past year or so that I learned about looking at the return on the investment to professional development. When I think how do we measure the investment, I think you would agree that we would hope to see consistent and sustained implementation of new skills based off of the training provided.
Let’s be honest how many times have we provided our educators training only to see the same only practices occurring. So why are we not seeing the investment in action?
Research is showing that to achieve full implementation and sustainability of evidence based practices, coaching is essential. Receiving information through discussions, demonstration, or practice and feedback show some gains in knowledge, and skill demonstration, but very low use of the skills in context. When coaching (supporting use of these strategies in real time context) is applied to the outcomes show a 95% use of the skills in context. This is where we are seeing the investment to professional development making the impact we are seeking. Using an assessment instrument such as the The Teaching Pyramid Infant-Toddler Observation Scale helps measure the fidelity of implementation of practices associated with the Pyramid Model in center-based infant and toddler care settings.
The data from the assessment can be used:
1.) identify and make explicit the specific competencies that promote social-emotional development,
2.) provide team and individual teachers feedback to reinforce teacher’s strengths,
3.) guide individual and team targeted goal-setting to strengthen teacher competencies,
4.) monitor growth relevant to teacher competencies or quality- improvement initiatives.
Resource: Adapted from “Student Achievement Through Staff Development,” by B. Joyce and B. Showers, 2002, p.78Copyright 2002 by the American Society for Curriculum and Development.