Introduction

The ECLKC Professional Development Modules offer flexible options for Head Start and Early Head Start staff to meet their professional development goals. They allow staff to learn from the resources posted on the ECLKC. Each module is divided into three time-specific options to meet different professional development needs.

Overarching Goals of the ECLKC Professional Development Modules

The overarching goals of the Professional Development Modules are:

• To provide foundational resources and material for the professional development provider to address their professional development plans for staff in areas of working with children and parents who are learning more than one language
• To address the individual professional development needs of Head Start staff as associated with SOLAR competencies or other professional development assessments
• To use results of the Program Preparedness Checklist to assist in building program capacity for meeting the needs of dual language learners and their families

Alternative Ways to Complete the Modules

Alternative ways to complete the ECLKC Professional Development Modules include: 

• Self-study
• Tutorial
• Peer-to-peer
• Mentor Coaching
• Online Lessons
• Job Aids
• Instructor-led options

You can adapt the module for peer-to-peer, online lesson, mentor coaching, and instructor-led formats by asking the participants to work together on the teaching strategies, and by using the tasks in the evaluation sections as discussion topics or written assignments. If you decide to use an instructor-led format, you will need to consider adding items such as an agenda, process and script for a trainer, warm-up activities, guided practice exercises, articles, references, handouts, presentation slides, video clips, reflection questions, and student self-assessment (pre/post) measures.

How to Investigate Academic Credit, Certification, or Licensing for These Modules

Many states operate under Quality Rating Systems (QRS) and they may have particular requirements for how they operationally define credit-bearing professional development opportunities. Other institutions of higher education may have their own requirements. It is up to the director or credit-granting body to determine how to document the learning that has occurred, whether via signed statement, collection of the evaluation tasks, or conducting a test or quiz on the material. It will be up to each user to determine how credit will be granted for completion of these modules and assignments. Local and state policies should be considered when deciding how many professional hours can be granted. If these modules are to be considered for college credit, it will be the responsibility of the community or four-year college or university to decide how to count the amount of time taken for completing each option within this module.

Before you begin these modules, do the following:

• If you are a manager, verify with your state agencies or other post-secondary institutions the specific procedures required to ensure that your staff can receive academic credit, certification, or licensing for these modules.
• If you are an individual, discuss credit options with your manager.

Tools to Help You Determine the Need for Professional Development  

Refer to the table below for tools you can use to determine your need for these modules. All of these tools were used in developing these modules. Although you are not required to use any of these tools, they will help you target your specific needs for professional development and assist you in the planning process.

• The Head Start Program Preparedness Checklist helps Head Start and Early Head Start programs assess whether their systems, policies, and procedures meet the needs of children and families who speak languages other than English.
• The six NAEYC Standards provide a national vision for what early childhood educators should know and experience in order to provide high-quality, early education for young children.
• CLASS is an observation instrument used to measure and improve quality of classroom teaching.
• SOLAR lists expected staff competencies and offers process for developing staff skill levels.

Sample Learning Module Documentation Form

Download this sample form and use it as an example for documenting Module learning experiences. Sample Learning Module Documentation Form

See also:
Dialogic Reading that Supports Children Who Are Dual Language Learners and Their Families