Preparing for Professional Development

Compiled by Julie Yamada

• Create a professional portfolio – Teachers do so much every day for children and their families and often forget to document the things that have happened or the things they have done. Creating a portfolio allows the teacher to see how they have grown and changed as a professional. It is tangible evidence of the teacher’s success. Some things to consider adding to an ECEC portfolio would be:
  • A resume
  • Classroom experience such as lesson plans
  • Professional development plan
  • Records of trainings
  • Philosophy Statement
  • See the newly updated Pacific Union Conference Professional Achievement Recognition Manual for more information.

• Write a statement of teaching philosophy –  Creating a philosophy statement can help teachers clarify their values and practice. Some areas to consider as you prepare to write your philosophy statement would be your views on:
  • Ethical conduct
  • Developmentally appropriate practice
  • Values
  • Family support and involvement
  • See the newly updated Pacific Union Conference Professional Achievement Recognition Manual for more information.
• Plan professional development – To plan for professional development that will be helpful and effective, it is important to first set goals or have a plan to ensure that they can be reached.  Some ways to meet the goals are to take an early childhood class, attend workshops in areas that are specific to a topic that the teacher wants to learn more about, and participate in on-sight or other local trainings.  “Ideally, professional development plans will be living documents that guide school leaders to become fully engaged not only in the individual teacher’s professional growth, but also in the growth of the program.” (MacDonald, 2016)
• Join a professional network – There are several early childhood organizations that are responsible for advocating for change and support best practices in early childhood education and child care. Some of the more recognized organizations are:
  • National Association for the Education of Young Children (look for your local chapter)
  • Zero to Three
  • The Professional Association of Childhood Educators, Inc (PACE)
  • Californians for Quality Early Learning
  • Association of Christian Schools International (ACSI)

Supporting Professional Development

Compiled by Julie Yamada

Early childhood teachers enter an ECEC program with varied levels of experience and education. To encourage them to continue their education and grow professionally it is important to provide support. Using an intentional system to support teachers can reduce stress, increase engagement, and lead to higher quality teaching and improved learning outcomes. (MacDonald, 2016)

Some ways to facilitate the professional development of the teachers in the ECEC program are:

1. Encouraging the teachers to focus not only on the number of hours required for a certificate but help them to see how to link the trainings to their professional growth. This will have the greatest impact for them professionally. A director/mentor can help guide the teacher to find the trainings and workshops that will help to address their specific goals and professional needs.
2. Team teachers in groups of newer teachers with more experienced teachers. Give them time to meet weekly to discuss what is happening in their classrooms such as activities they have provided for the children or challenges they may have. When teachers are given time to network it will help to build their confidence as they work together on classroom ideas and issues. This will give them the opportunity to contribute to the preschool in many ways.
3. Directors need to always be on the lookout for teachers who have the potential to become leaders in the ECEC program. Directors should be encouraging teachers to share their strengths, passions, interests, and skills beyond the classroom. Have teachers help with fundraising, writing the newsletter, plan a training in staff meeting, planning open house, and other parent events, etc. Encouraging teachers to take a leadership role in these types of activities will let them know they are valued and seen as a professional.