Narrowing the Research-to-Practice Gap in Effective Professional Development in a State Preschool Program: Describing the Process and Findings from a Research-Practice Partnership

Abstract

This study describes the implementation and findings from a consultation process designed to enhance the professional development (PD) offered to teachers working in Virginia's state-funded preschool program. A PD Rubric was developed to translate research on effective PD (i.e., PD practices linked to positive changes in teacher practice and/or child outcomes), systematically assess the extent to which “business as usual” PD across 122 school divisions aligns to evidence-based practices, and guide individualized PD consultation calls with preschool leaders. Findings indicated that the area of PD with the greatest room for improvement was providing PD that supports teachers to refine their teaching skills, as opposed to only gain knowledge. Early childhood leaders reported that the PD consultation process was valuable, particularly talking with their consultant. Findings from this study provide insight into how to bridge research and practice around supporting the delivery of effective PD for preschool teachers at scale.