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A Spotlight on Professional Development in Head Start: FACES Spring 2017. Research Brief. OPRE Report 2019-75

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Title: A Spotlight on Professional Development in Head Start: FACES Spring 2017. Research Brief. OPRE Report 2019-75
Language: English
Authors: Harding, Jessica F., Moiduddin, Emily, Malone, Lizabeth, Cannon, Judy, Tarullo, Louisa, Aikens, Nikki, Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE), Mathematica
Source: Administration for Children & Families. 2019.
Availability: Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/
Peer Reviewed: N
Page Count: 18
Publication Date: 2019
Contract Number: HHSP23320095642WC
HHSP23337052T
Document Type: Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Faculty Development, Federal Programs, Social Services, Low Income Students, Early Childhood Teachers, Coaching (Performance), Evaluation Methods, Curriculum Implementation, Administrators, School Personnel
Laws, Policies and Program Identifiers: Head Start
Abstract: This research brief describes the professional development (PD) experiences of Head Start staff (program directors, center directors, teachers, and other staff), using nationally representative data from the spring 2017 round of the Head Start Family and Child Experiences Survey 2014-2018 (FACES 2014). First we describe the landscape of PD for a variety of staff in Head Start. Next, we describe two specific types of PD that support classroom quality improvements: (1) coaching; and (2) assessment and curriculum support. We also examine whether selected PD supports vary by program agency type, program size, teacher experience, and teacher education.
Abstractor: As Provided
Entry Date: 2022
Accession Number: ED622900
Database: ERIC
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  Data: This research brief describes the professional development (PD) experiences of Head Start staff (program directors, center directors, teachers, and other staff), using nationally representative data from the spring 2017 round of the Head Start Family and Child Experiences Survey 2014-2018 (FACES 2014). First we describe the landscape of PD for a variety of staff in Head Start. Next, we describe two specific types of PD that support classroom quality improvements: (1) coaching; and (2) assessment and curriculum support. We also examine whether selected PD supports vary by program agency type, program size, teacher experience, and teacher education.
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