HEAD START®

Planning for Transitions

Training Guides for the Head Start Learning Community

Table of Contents | Preface | Introduction | Module 1 | Module 2 | Module 3 |
Module 4 | Continuing Professional Development | Informational Resources Section

CONTINUING PROFESSIONAL DEVELOPMENT

Participants can expand their skills and knowledge by completing coursework, joining local and national organizations, networking with other early childhood professionals, and reading current literature.

Continuing Education

Several universities in the nation offer interprofessional development programs for professionals serving families and children. These university programs provide early childhood staff and community service workers with an opportunity to expand their understanding of how to link services and collaborate. Students in these programs come from fields as diverse as social work, nursing, teaching, law enforcement, and community development. To learn more about coursework, conferences, projects, and publications, contact the Interprofessional Education and Training Network representative:

Rick Brandon
Human Services Policy Center
University of Washington
Box 353060
Seattle, WA 98195-8486
Phone: 1-206-543-8483
Fax: 1-206-616-5769
E-mail: brandon@u.washington.edu

Study Groups

A study group made up of teachers from various grade levels and programs can successfully enhance the skills of its participants. The organizer of a study group should assess the interests of the teachers and promote the exchange of ideas within the group. A simple survey of teacher interests or a one-hour brainstorming session can produce a variety of appropriate study topics. The first study group session might involve a special presentation by an expert or the viewing of a videotape that provides an overview of the chosen topic. Then participants can begin to identify their questions and determine a format for study. Some study groups choose to meet for a limited period of time to discuss or research specific topics such as implementing a new curriculum or developing an integrated curriculum. However, these groups often continue as ongoing support groups where teachers can share ideas and help each other resolve issues as they arise.

Staff Retreats

Retreats offer opportunities for staff to spend time learning about each other and focusing on developing a greater understanding of how to implement promising practices. Representatives from a variety of professions can organize retreats. Ice breakers, team-building exercises, and social activities help participants build trust among partners. Video or speaker presentations can provide an overview of promising practices. Small groups can participate in focused discussions or problem-solving sessions. Staff can present information about their programs and conduct training for others. For example, early intervention specialists can train child care staff on how to use specific techniques that encourage language or motor development.

Resource Organizations

Many foundations and organizations offer a variety of resources for professional development. Participants can obtain publications, newsletters, updates on research and professional networks, conference announcements, training, and technical assistance by contacting these and other organizations.

Bridging Early Services
210 S. Main Street
McPherson, KS 67460
Phone: 1-316-241-7754
Fax: 1-316-241-5153

The Carnegie Foundation for the Advancement of Teaching
5 Ivy Lane
Princeton, NJ 08540
Phone: 1-609-452-1780
Fax: 1-609-520-1712

Family and Child Transitions into Least Restrictive Environments
University of Illinois at Urbana-Champaign
61 Children's Research Center
51 Gerty Drive
Champaign, IL 61820
Phone: 1-217-333-4123
Fax: 1-217-244-7732

Institute for Responsive Education
Northeastern University
50 Nightingale Hall
Boston, MA 02115
Phone: 1-617-373-2595
Fax: 1-617-373-8924

National Community Education Association
3929 Old Lee Highway, Suite 91A
Fairfax, VA 22030-2401
Phone: 1-703-359-8973
Fax: 1-703-359-0972