Piloting a Collaborative Approach to Workforce Development in Early Childhood Special Education

• In Event: Supporting the ECE Workforce: Findings from Four System-Level Professional Development Initiatives

Abstract

Purpose
This study presents results from the creation and piloting of the Early Childhood Special Education (ECSE) Program, a pilot training initiative designed to strengthen the knowledge, confidence, and skills of beginning ECSE educators.

Perspective
Evidence suggests that new Early Childhood Special Education (ECSE) teachers lack knowledge about evidence-based practices for supporting young children with disabilities (Kong et al., 2024; Movahedazarhouligh, 2022). A statewide Research-Practice-Partnership (RPP) team considered how to address this gap. Following a comprehensive review of existing K–12 and ECSE professional development and coaching models (e.g., Sandall et al., 2024), the RPP created an evidence-based curriculum framework tailored to the unique needs of beginning ECSE educators. Initial training materials were reviewed with practitioners, and further revisions were integrated into a four-day pilot, delivered through an existing state professional development workshop format.

Methods
The pilot employed a mixed-methods design to examine the development, delivery, and impact of the program. The RPP recruited participants and instructional coaches from across the state, with a focus on provisionally licensed and early-career ECSE teachers. Twenty-five teachers and five instructional coaches participated in the in-person academy in June 2025. Most participants had less than three years of teaching experience (76%), and 56% held provisional licenses. Participants were provided with stipends, materials, and access to an online resource.
Data Sources
Evaluation involved quantitative and qualitative measures. These included daily assessments aligned to session-specific learning goals, pre- and post-training self-assessments on the EI/ECSE Personnel Preparation Standards, a post-academy evaluation, and written feedback.

Results
Findings from the pilot indicated strong effectiveness in meeting its professional development goals. Quantitative data revealed significant gains in self-reported confidence and perceived proficiency across all EI/ECSE standards. For example, the proportion of participants identifying as “Completely Confident” in supporting children with disabilities increased from 20% pre-training to 60.9% post-training, with a concurrent rise in “Proficient” and “Advanced/Leader” ratings across core competency domains. Daily assessments also showed steady improvement in participants’ ability to apply concepts such as individualized instruction, authentic assessment, and systematic curriculum planning. Overall satisfaction was high, with 82.6% of survey respondents indicating they were “Highly Satisfied” and the remaining 17.4% “Satisfied.” In addition, qualitative responses highlighted how the training met their training needs. A participant shared, “I felt that the course was spot on with my professional needs and goals.” Participants perceived the relevance and applicability of the training content, appreciated peer collaboration, and valued practical tools such as instructional matrices and IEP planning frameworks.

Study Significance
The program represents a promising model of collaborative, practice-informed, and research-aligned professional development. Built from the ground up through cross-agency collaboration, stakeholder input, and field-based evaluation, the program successfully addressed immediate professional development needs while laying a strong foundation in early childhood special education teacher preparation. As a replicable and scalable initiative, the program offers a meaningful approach to ensure all young children with disabilities are supported by confident, well-prepared, and effective educators.
 

Authors

• Jackie Robinson Brock, Virginia Commonwealth University

• Jennifer LoCasale-Crouch, University of Virginia

• Nora Bryant, Virginia Commonwealth University

• Yuqi Zhang, Virginia Commonwealth University