Bringing Evidence-Based Practice to Professional Development

Transcription

1 Bringing Evidence-Based Practice to Professional Development Presentation at 2009 OSEP National Early Childhood Conference Arlington, VA December 5-9, 2009 Presenters: Pam Winton, Virginia Buysse, & Beth Rous (on behalf of team)

2 The Center to Mobilize Early Childhood Knowledge A partnership between: Funded by:

3 Who are we? Pam Winton, Virginia Buysse, Maggie Connolly, Chih Ing Lim, Jonathan Green, Christine Lindauer, Heidi Hollingsworth Beth Rous & Patti Singleton Ann Turnbull Dawn Ellis Office of Special Education Programs

4 Who Are You? What Brings You to This Session?

5 Goals of Presentation EBP approach to professional development Share information about the modules Answer questions about the modules and project Apply EBP approach to PD to your work

6 Focus on teacher quality and professional development

7 Focus on the quality of higher education programs and PD efforts

8 Faculty & PD providers as knowledge mediators

9 Early childhood teachers are not adequately prepared in preservice for serving children with disabilities. - Chang, Early, & Winton, 2005

10 Graduate students in early childhood teacher preparation programs do not get adequate preparation on how to plan and implement professional development - Maxwell, Lim, & Early, 2006

11 Challenges faced by faculty and PD providers

12 Challenges faced by faculty and PD providers Early Childhood Teacher Preparation Programs All other departments within Institutes of Higher Education (IHEs) 61.2 Students / FT Faculty *source: Early and Winton, students / FT Faculty* Increasing faculty workload Shrinking resources

13 Practitioners, faculty and PD providers are expected to use evidence-based practice

14 What does evidencebased practice (EBP) mean?

15 identifying specific research-based practices that have been validated through a rigorous review process Odom, Brantlinger, Gersten, Horner, Thompson, & Harris, 2005

16 Buysse & Wesley, 2006; Buysse, Wesley, Snyder, & Winton, 2006 A decisionmaking process that integrates the best available research evidence with family & professional wisdom & values

17 Step 1 Dilemma Step 2 Question Step 3 Evidence Step 4 Decision Step 5 Evaluation Researchbased practices Process for Making Evidence-Based Practice Decisions

18 Evidence-based Approach To Professional Development Step 1 Dilemma Step 2 Question Step 3 Evidence Step 4 Decision Step 5 Evaluation 5-step Learning Cycle

19 Our Primary Target Audience Family faculty 4-year faculty 2-year faculty n=12,375 (estimated) Source: Maxwell, Lim, & Early, 2006

20 Secondary Audience Other professional development providers who reach a variety of learners (e.g., consultants, supervisors, etc.)

21 What PD Providers want FREE Flexibility & ease of use 24/7 availability Activities Short video clips that illustrate practice

22 Overview of Modules

23 : An EBP Approach to PD

24 Modules Step 1 Dilemma Step 2 Question Step 3 Evidence Step 4 Decision Step 5 Evaluation 5-step Learning Cycle - Adapted from evidence-based medicine

25 Step 1: Dilemma Luke s Story Teacher s Perspective (Jackie) Step 1: Dilemma > > > > Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation Family s Perspective (Christine)

26 Step 2: Question What interventions are effective in promoting learning in the area of communication development? Step 1: Dilemma > > > > Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation

27 Step 1: Dilemma > > > > Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation

28 Step 3: Evidence Best available research Related laws, policies & consensus statements Families experience-based knowledge Step 1: Dilemma > > > > Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation

29 Video Example of Practice Step 1: Dilemma > > > > Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation

30 Step 1: Dilemma > > > > Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation

31 Step 1: Dilemma > > > > Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation

32 Step 1: Dilemma > > > > Step 2: Question Step 3: Evidence Step 4: Decision Step 5: Evaluation

33 Evidence-Based Practice Decision- Making Tool Evidence Research Consensus statements & policies Experience-based knowledge Unique Perspectives & Contexts of the Dilemma Integrate Decision Step 1: Dilemma > > > > Step 2: Reflection Step 3: Content Step 4: Decision Step 5: Evaluation

34 Step 5: Evaluation What information would you gather to evaluate whether the practice was implemented as designed? What information would you gather to evaluate the results of the intervention? How will that information be used to make adjustments and identify next steps? Step 1: Dilemma > > > > Step 2: Reflection Step 3: Content Step 4: Decision Step 5: Evaluation

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36 Best Available Research on Adult Learning Focus on realistic problems Relevance & quality of content Emphasis on a decision-making process Learner feedback & evaluation (Dunst & Trivette, 2009; Trivette 2005; Wei, Darling-Hammond et al, 2009)

37 Instructors Guide Alignment with national personnel standards (CEC/DEC and NAEYC) Alignment with US Dept of ED OSEP Annual Performance Report Facilitation tips Strategies for assessing learners

38 Design Features: Faculty Lounge

39 Variety of PD Contexts Coursework Practice Seminars Workshops Consultation Supervision otos/barrettelementary/ / elementary/ /

40 Ways Faculty, PD Providers and Learners Might Access the Modules Online Face to face Hybrid

41 Transition Evidence-Based Practice Decision-Making Family-Professional Partnership Diversity Assistive Technology Assessment Socioemotional development Step 1 Dilemma Step 2 Question Step 3 Evidence Step 4 Decision Step 5 Evaluation Challenging behaviors Teacher-child interaction Collaboration Family support

42 Next Modules Family- Professional Partnerships Transition Ann Turnbull Beth Rous Photo Credit:

43 2009 Aug Module Development Timeline Sep Module 1 Usability Test Oct Nov Dec Phased roll-out of Module Module 2: Family-Professional Partnerships Module 3: Transitions Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Module 1 Pilot Study Mod 2-3 Usability Test Revision of Module 1 Release Module 1 ver.1.1 Release Modules 2 & 3 Spanish translation of key Module 1 resources Module 4 : Identify topics for Modules 5-7 & Approval by OSEP Module 5 Module 6 Mod 4-5 Usability Test Release Modules 4-5 Module 7 Ongoing web monitoring and random survey of users

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45 Pilot Study- Spring Semester year and 4-year faculty teaching undergraduate course in Spring 2010 Can embed Module 1 in coursework Preview module & sign up to participate in the pilot:

46 Discussion How could you use the modules? How might you use an EBP approach to PD? How would you use an EBP approach to developing PD curricula?

47 Module Development, Dissemination, and Evaluation Steps Module Development, Dissemination, and Evaluation Steps Identify needs Find, assess & select resources Develop useful, relevant, & high quality modules Make available Evaluate

48 Resources used in Module 1* Colorado Department of Education 4% Head Start 4% IES 4% FPG 15% Carl Dunst / Winterberry Press** 11% Robin McWilliam** 15% ** 35% Penguin Project of McLean County 4% n=26 NPDCI** 8% **OSEP-funded projects: 69% (34% excluding those produced by ) *The above resources include video clips, documents, and research syntheses but not photos.

49 Continuous Improvement and Quality Assurance Rubrics Content Process / Design Evidence-based Practice Mirror OSEP Program Evaluation Guidelines

50 Continuous Improvement and Quality Assurance Rubrics Panels of key stakeholders

51 Continuous Improvement and Quality Assurance Rubrics Panels of key stakeholders Usability Studies

52 Continuous Improvement and Quality Assurance Rubrics Panels of key stakeholders Usability Studies WE NEED YOU: Faculty lounge & other activities

53 Module Enhancement Panel Graduate Faculty : Faculty teaching a graduate level course in Spring 2010 PD Providers: Non-faculty who are providing PD in Spring 2010 Preview module & sign up to be part of the Module Enhancement Panel:

54 Module Development, Dissemination, and Evaluation Steps Identify needs Find, assess & select resources Develop useful, relevant, & high quality modules Make available Refine, share, and build knowledge base Evaluate Implementation Sequence for PD providers Adapt for learning context Monitor and evaluate learner outcomes Implement with fidelity to learning cycle

55 Help Needed Can you help share information about the modules?

56 Q & A Contact us at : connect@unc.edu

57 Thank You from all of us at