Session 2: Webinar

Advancing States' Professional Development Policies to Focus on Effective Teaching

Wednesday, May 27th from 2 pm to 3:30 pm ET on-line

Webinar Agenda: 

Session Two Participant Agenda - 2015 State Policy Learning Table

Pre-Session Assignments:

Conduct a brief state policy scan with your team: 

  • What are the policies your state has on professional development?
  • What sectors are impacted?
  • What quality standards or evidence of effectiveness on the impact of teaching quality or child outcomes of professional development are required?
  • Select someone from your team to tell us who is on the line from your state and provide a QUICK REPORT-OUT at the beginning of the webinar (review your state work plan and also consider reflections on the April in-person meeting): [1] Team reflections since the first session. [2] Identify policy gaps or areas that need strengthening in state’s PD policy to improve teaching and learning.

PowerPoint:

Session Two PPT as PDF - 2015 State Policy Learning Table

Resource Materials:

Session Two Resource Materials - 2015 State Policy Learning Table

An Integrated Stage-Based Framework for Implementation of Early Childhood Programs and Systems

EarlyEdU Fact Sheet

LINC Curriculum Module

Professional Learning for the Care and Education Workforce

Presenter Biographies:

Carolyn Brennan (Director of Professional Development, Coaching and Community Support, The Childcare Quality and Early Learning Center for Research and Training at the University of Washington) has been working to improve quality in early learning programs since she began her career as a toddler room teacher. Brennan has worked on numerous aspects of the statewide Quality Rating and Improvement System, including program ratings, system evaluation and coaching. She also works to promote healthy relationships in child care settings and is certified in infant mental health.

Dr. Lisa Hood is a Senior Policy Analyst and Researcher in the Center for the Study of Education Policy at Illinois State University. Currently, she is the project director for the Leadership to Integrate the Learning Continuum (LINC) project. This project brings together stakeholders from the early childhood and K-12 education systems to study the policies and practices of creating a seamless P-12 education system. Currently, staff with the LINC project are conducting a study of the Danielson Framework for Teaching in PreK-3rd grade classrooms. Project staff are working with faculty and their partners in principal preparation programs to integrate content and field experiences in early childhood education, special education, and English Language Learners in redesigned preparation programs. They are also working to build program evaluation capacity for conducting continuous improvement processes. In addition to directing the LINC project, Dr. Hood currently serves on the external grant teams for the Illinois State Personnel Development Grant , Illinois Grow Your Own  and Improving Teacher Quality - grants under contract with the Illinois State Board of Education and Illinois Board of Higher Education. She brings to the Center research and program evaluation experience at all levels of the P-20 education system. She has worked under both State of Illinois and U.S. Department of Education funded grants to evaluate the implementation and impacts of the Illinois Reading First initiative and Illinois Tech Prep programs; identify promising practices in transitioning students with disabilities to college and careers; and evaluate the effects of career and technical education programs and high school to college transition programs in elementary and secondary schools, community colleges, and universities. Lisa Hood received her BA in Psychology and her doctorate in Educational Psychology from the University of Illinois, Urbana-Champaign.

Gail Joseph is an associate professor in the area of Educational Psychology at the University of Washington, and serves as the faculty director of the Early Childhood and Family Studies program. She teaches undergraduate courses, advises graduate students and conducts research on early childhood issues. Currently, her scholarship focuses on the quality of early care and education, social emotional learning, early childhood teacher professional preparation, and translating research to practice. She is the Director and Principal Investigator of the Childcare Quality and Early Learning Center for Research and Professional Development (CQEL), as well as the co-director and Co-Principal Investigator of the National Center for Quality Teaching and Learning.