EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT幼儿教师专业发展.pptVIP

EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT CONTINUING LESSONS FROM INDONESIA Marilou Hyson, Ph.D. ECED Consultant, The World Bank Senior Consultant, National Association for the Education of Young Children Affiliate Faculty, George Mason University WHY DOES PROFESSIONAL DEVELOPMENT MATTER ? ECED services must be good quality to produce positive child outcomes. Teachers and other personnel are the key to ECED quality. Professional development can improve teachers’ ability to influence young children’s positive development and learning. (Winton, McCollum, Catlett, 2007; Zaslow Martinez-Beck, 2005) DEFINING PROFESSIONAL DEVELOPMENT FOR EARLY CHILDHOOD “Professional development is structured teaching and learning experiences that are formalized and designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice.” Draft for Review, National Professional Development Center on Inclusion, December 2006 ELEMENTS OF A PROFESSIONAL DEVELOPMENT SYSTEM Core competencies for teachers (what should everyone know and be able to do?) Levels and ladders (what knowledge and skills are essential for different roles; how might one progress professionally?) Credentials and credit ultimately linked to higher education Provision of quality training at all levels (National Child Care Information Center, 2005) TEN FEATURES OF HIGH QUALITY TRAINING AND PROFESSIONAL DEVELOPMENT EXPERIENCES Results-oriented Evidence-based Responsive to culture and community Built on participants’ needs Team-oriented Active and job-embedded MORE FEATURES 7. Ongoing 8. Well-mentored and supervised 9. Linked to meaningful progression and rewards 10. Continuously evaluated and improved (Bransford, Brown Cocking, 1999; Hyson Biggar, 2005; NAEYC, 2003; National Staff Development Council, 2001; Ramey Ramey, 2005) THE CONTEXT FOR ECED PROFESSIONAL DEVELOPMENT IN INDONESIA Southeast Asia’s largest country; 200M