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Action Research

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Tere Keller-Amaya

on 22 May 2010

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Transcript of Action Research


A lack of a systemic process in Colorado's Early Childhood programs to access training and technical assistance
Who are the providers of EC TTA in Colorado and what TTA is available?
What are TTA priorities for EC Programs? and
How do EC programs access TTA services?
Vision Colorado has a comprehensive EC TTA system that maximizes resources and is easily accessed by all EC programs and practioners
Entities providing TTA support to EC programs are committed to working collaboratively in their approches to to providing TTA, and
Children are attending high quality EC programs that embrace professional development CHILDREN AND FAMILIES
Early Childhood Education and Care Programs
State level TTA providers (i.e.;CDE, DHHS, CDHP&E)
Local Early Education Councils
Resource and Referral Agencies
Colorado Head Start Collaboration Office
Colorado Office of Professional Development

Data A Conceptual Framework for Early Childhood Professional Development, a position statement of NAEYC
The Early Care and Education Teaching Workforce at the Fulcrum (Kagan, Kauerz & Tarrant
Practical Approaches to Early Childhood Professional Development: Evidence, Strategies & Resources (Winton, McCollum & Catlett)
Nebraska Framework for Early Childhood Professional Development, and
National Child Care Information Center (NCCIC)Professional Development Tool Kit

More Data Workforce Designs: A Policy Blueprint for State Early Childhood Professional Development Systems, NAEYC Public Policy Report
La Ristra: New Mexico's Professional Development System in Early Care, Education and Family Suport
Kansas Early Learning Collaborative
North Carolina

Even More . . . Focus Groups Interviews Surveys Results Programs Providers What training and technical
assistance is needed and
available to early childhood
care and education programs in
Colorado? 93 responses 48 responses Strategic Leadership

opportunities for program/organization
growth and service are systemetically
evaluated and pursued through strategic

Reflective Leadership collects, analyzes, and uses
data to make changes that optimize
positive child and family outcomes
CLIMATE: STANDARD 7 the leader builds relationships that
foster true collaboration, leading by
making others powerful Here We Go Critical Issue Question Data More Data “Alice remained looking thoughtfully at the mushroom for a minute, trying to make out which were the two sides of it; and as it was perfectly round, she found this a very difficult question. However, at last she stretched her arms round it as far as they would go, and broke off a bit of the edge with each hand.” (Alice's Adventures in Wonderland ~ Lewis Carroll, 1865)

Focus Groups Interviews Technology, access, fragmentation, coaching,
trainer and training approval, calendar, QRIS,
data driven, credit attached to training,
administrative training, seamless. The Broad
categories that are emerging in my mind are
Technology, Access, Data, Coordination and
Diversification of Training. Themes The final report to be created will
be a report that is useful to TTA
providers and ECE caregivers.
It will contain a the vision of the
project, brief summary of the process,
and an overview of the focus group
findings, synthesis of the survey data,
a matrix depicting TTA providers and
how to access their services, and
recommendations for future thought
and evaluation. Report The activities and steps that are
needed to achieve the objectives
are to participate fully in the May 12 strategic planning
session and imbed the objectives in the long-term strategic
plan. Another activity will be to develop a matrix or map
of TTA services and accessibility that is easily understood
by TTA providers and ECE caregivers. Disseminate or
publish (electronically) the information so that is can be
accessed and useful. Identify a venue(s) to host the
information. Advise the ECE community how to
access the information. ACT
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