Maintaining Best Practices: Preschool Teachers’ Observed and Self-Reported Change After Sustained Professional Development

• In Event: Early Childhood Teacher Preparation and Professional Development

Abstract

This study examined change in preschool teachers' interactions with children and their maintenance of early literacy routines and instructional strategies a full year after direct classroom support and professional development provided through an ERF project ended. Findings include maintained and improved CLASS scores and teacher reports of more intentional teaching, use of curriculum for support, and more assessment-driven instruction.

Authors

• Renee M. Casbergue, Louisiana State University - Baton Rouge

• April Whatley Bedford, The University of New Orleans

• Karen Burstein, University of Louisiana Lafayette

• Alexandra Herques O'Dowd, Louisiana State University