Appendix J
Professional Development Planning Guide
Purpose and Philosophy
This guide provides comprehensive tools for planning, implementing, and evaluating professional development for early childhood educators. Effective professional development is:
- Job-embedded: Connected to daily practice and classroom challenges
- Ongoing and sustained: Not one-time workshops, but continuous learning over time
- Collaborative: Involves peer learning, coaching, and professional learning communities
- Data-driven: Responsive to assessment data, observation, and identified needs
- Evidence-based: Grounded in research on effective teaching and adult learning
- Reflective: Promotes thoughtful examination of practice and beliefs
- Equity-focused: Centers culturally sustaining pedagogies and anti-bias approaches
Research Foundation: High-quality professional development is one of the most significant factors in improving teaching quality and child outcomes. Professional development must be intensive, sustained, content-focused, and embedded in practice to be effective (Darling-Hammond et al., 2017).
1. Individual Professional Development Plan Template
Annual Self-Assessment and Goal Setting
Educator Information
Name:
Position/Role:
Years in ECE Field:
Current Credentials/Education:
Planning Period:
Self-Reflection: Current Strengths and Growth Areas
Reflect on your practice across these key competency areas. Rate your current skill level and identify areas for growth.
| Competency Area | Strong | Developing | Emerging | Notes/Examples |
|---|---|---|---|---|
| Child Development Knowledge Understanding of developmental domains, milestones, and individual variation |
☐ | ☐ | ☐ | |
| Curriculum Planning and Implementation Designing and facilitating developmentally appropriate, engaging learning experiences |
☐ | ☐ | ☐ | |
| Assessment and Documentation Observing, documenting, and using assessment data to inform practice |
☐ | ☐ | ☐ | |
| Positive Guidance and Classroom Management Supporting children's self-regulation and prosocial behavior |
☐ | ☐ | ☐ | |
| Family Engagement and Communication Building partnerships with families and communicating effectively |
☐ | ☐ | ☐ | |
| Culturally Sustaining and Anti-Bias Practices Honoring diversity and promoting equity and inclusion |
☐ | ☐ | ☐ | |
| Supporting Children with Diverse Needs Differentiation, accommodation, and inclusive practices |
☐ | ☐ | ☐ | |
| Interaction Quality (CLASS domains) Emotional support, classroom organization, instructional support |
☐ | ☐ | ☐ | |
| Content Knowledge Literacy, math, science, social studies, arts understanding |
☐ | ☐ | ☐ | |
| Reflective Practice Examining beliefs, practices, and making evidence-based changes |
☐ | ☐ | ☐ | |
| Professional Ethics and Professionalism Adhering to NAEYC Code of Ethical Conduct, professional demeanor |
☐ | ☐ | ☐ |
Goal Setting
Based on your self-reflection, identify 2-4 professional development goals for this period. Use the SMART framework: Specific, Measurable, Achievable, Relevant, Time-bound.
Goal 1
Competency Area:
Specific Goal Statement:
Why is this goal important? (Relevance to your practice and children's outcomes)
How will you achieve this goal? (Activities, resources, support needed)
How will you know you've achieved this goal? (Evidence of success)
Target Completion Date:
Goal 2
Competency Area:
Specific Goal Statement:
Why is this goal important? (Relevance to your practice and children's outcomes)
How will you achieve this goal? (Activities, resources, support needed)
How will you know you've achieved this goal? (Evidence of success)
Target Completion Date:
Goal 3 (Optional)
Competency Area:
Specific Goal Statement:
Why is this goal important? (Relevance to your practice and children's outcomes)
How will you achieve this goal? (Activities, resources, support needed)
How will you know you've achieved this goal? (Evidence of success)
Target Completion Date:
Professional Development Activities Plan
Identify specific professional development activities you will engage in to support your goals.
| Activity Type | Specific Activity/Resource | Related Goal | Timeline | Cost/Resources Needed |
|---|---|---|---|---|
| Formal Learning | ||||
| Courses/Credit | ||||
| Workshops/Conferences | ||||
| Webinars/Online Learning | ||||
| Job-Embedded Learning | ||||
| Coaching/Mentoring | ||||
| Peer Observation | ||||
| PLC Participation | ||||
| Independent Learning | ||||
| Professional Reading | ||||
| Action Research | ||||
| Self-Study/Reflection | ||||
Progress Monitoring and Reflection
Review your plan quarterly. Document progress, challenges, and adjustments.
Quarter 1 Review (Date: _____________)
Progress toward goals:
Challenges encountered:
Adjustments needed:
Support or resources needed:
Quarter 2 Review (Date: _____________)
Progress toward goals:
Challenges encountered:
Adjustments needed:
Support or resources needed:
Quarter 3 Review (Date: _____________)
Progress toward goals:
Challenges encountered:
Adjustments needed:
Support or resources needed:
End-of-Year Summary (Date: _____________)
Goals achieved:
Evidence of growth and impact:
Most valuable learning experiences:
Areas for continued growth:
Goals for next year:
2. Program-Wide Professional Development Planning
Needs Assessment Process
Conduct a comprehensive needs assessment to identify program-wide professional development priorities. Use multiple data sources:
Data Sources for Needs Assessment
| Data Source | What It Tells You |
|---|---|
| Teacher Self-Assessment | Individual perceptions of strengths and growth areas; aggregate data shows patterns across staff |
| Classroom Observation Data | Actual practice quality (e.g., CLASS, ECERS, program-specific rubrics); identifies what teachers do vs. what they think they do |
| Child Assessment Data | Where children are excelling or struggling; may indicate curriculum or instruction gaps |
| Teacher Surveys/Input | What teachers want to learn; perceived challenges; preferred learning formats |
| Family Feedback | Family satisfaction, concerns, questions; areas where communication could improve |
| Program Goals | Strategic priorities; accreditation requirements; new initiatives being implemented |
| Turnover/Retention Data | Whether PD addresses teacher satisfaction and retention factors |
| Coaching/Supervision Notes | Patterns in teacher questions, struggles, or requests for support |
Annual Professional Development Plan Template
Program Information
Program Name:
Planning Year:
Number of Teaching Staff:
PD Coordinator/Responsible Party:
Priority Professional Development Topics
Based on needs assessment data, identify 3-5 priority topics for the year.
| Priority Topic | Rationale (Why this is a priority) | Target Audience | Expected Outcomes |
|---|---|---|---|
| 1. | |||
| 2. | |||
| 3. | |||
| 4. | |||
| 5. |
PD Calendar and Activities
Map out the year's professional development activities, including format, facilitator, and expected participation.
| Date/Month | Topic/Focus | Format | Facilitator/Resource | Participants | Follow-up Activities |
|---|---|---|---|---|---|
| September | |||||
| October | |||||
| November | |||||
| December | |||||
| January | |||||
| February | |||||
| March | |||||
| April | |||||
| May | |||||
| June |
Budget and Resources
| Resource/Expense Category | Estimated Cost | Funding Source |
|---|---|---|
| External consultants/trainers | ||
| Conference registrations and travel | ||
| Online courses/subscriptions | ||
| Books and materials | ||
| Substitute coverage for release time | ||
| Coaching program costs | ||
| Technology/platforms | ||
| Stipends for PD outside work hours | ||
| TOTAL |
Evaluation Plan
How will you assess the effectiveness of professional development?
| Evaluation Question | Data Source | Timeline for Data Collection |
|---|---|---|
| Did teachers find PD valuable and relevant? | ||
| Did teachers increase knowledge/skills in target areas? | ||
| Did teaching practices change in classrooms? | ||
| Did child outcomes improve in related areas? | ||
| Was PD accessible and equitable for all staff? | ||
| Did PD contribute to teacher retention/satisfaction? |
3. Coaching and Mentoring Framework
Purpose and Benefits of Coaching
Instructional coaching is one of the most effective professional development strategies for improving teaching practice. Effective coaching:
- Is individualized to each teacher's needs, goals, and context
- Provides ongoing support over time, not one-time assistance
- Involves cycles of observation, feedback, practice, and reflection
- Builds trusting, collaborative relationships between coach and teacher
- Focuses on specific, observable teaching practices
- Supports implementation of new learning from workshops or courses
- Improves teacher effectiveness more than workshops alone
Research Evidence: Joyce and Showers (2002) found that teachers who receive coaching are more likely to implement new practices (95% implementation) compared to those who attend workshops without coaching (5-10% implementation). Coaching bridges the gap between learning and doing.
Coaching Cycle Template
Use this framework for each coaching cycle (typically 2-4 weeks).
1. Goal-Setting Conference
Purpose: Collaboratively identify specific focus for coaching cycle
Teacher Name:
Date:
Coaching Focus Area (What will we work on?):
Specific Goal (What does success look like?):
Why is this important? (Connection to children's learning)
Teacher's Current Practice (What's happening now?):
Resources/Strategies to Try:
2. Pre-Observation Planning
Purpose: Clarify what will happen during observation and what to look for
Observation Date/Time:
Activity/Time of Day to Observe:
Specific Behaviors/Practices to Observe:
Observation Tool/Method:
Teacher's Questions/Concerns About Observation:
3. Observation Notes
Purpose: Collect objective data about teaching practice
Date/Time of Observation:
Setting/Activity Observed:
Objective Observations (What did you see and hear? Be specific and descriptive):
Strengths/Positive Practices Observed:
Areas for Growth/Questions to Explore:
Child Responses/Engagement Observed:
4. Reflection and Feedback Conference
Purpose: Analyze observation data and plan next steps together
Conference Date:
Teacher's Self-Reflection (What went well? What was challenging?):
Coaching Feedback (Specific strengths you observed):
Opportunities for Growth (1-2 specific suggestions):
Action Steps (What will teacher try before next observation?):
Coach Support Provided (Resources, modeling, co-teaching, etc.):
Next Observation/Check-in Date:
Coaching Conversation Strategies
Effective Coaching Questions
Use open-ended questions to promote teacher reflection and problem-solving:
| Question Type | Example Questions |
|---|---|
| Reflecting on Practice |
• How did that activity go from your perspective? • What surprised you about how children responded? • If you taught this again, what might you do differently? |
| Analyzing Student Learning |
• What did you notice about children's engagement? • Which children seemed to really understand? How do you know? • What does this work sample tell you about this child's thinking? |
| Connecting to Goals |
• How does this connect to your coaching goal? • What progress are you seeing toward your objective? • What evidence shows growth in this area? |
| Problem-Solving |
• What have you tried so far to address this challenge? • What might happen if you tried...? • What support would help you feel more confident with this? |
| Planning Next Steps |
• What's one thing you'd like to try this week? • How can I support you with this? • What would you like me to observe next time? |
Feedback Framework
Use this structure for giving constructive feedback:
1. ASK First (Teacher Reflection)
"How do you think that went?" "What stood out to you?"
2. AFFIRM Strengths (Specific, Evidence-Based)
"I noticed you..." "When you said/did _____, the children..."
3. ANALYZE Together (Collaborative Problem-Solving)
"I'm wondering about..." "What if we tried...?" "Have you considered...?"
4. AGREE on Next Steps (Clear, Actionable, Manageable)
"So for next time, you'll..." "I'll support you by..." "We'll check in on..."
"How do you think that went?" "What stood out to you?"
2. AFFIRM Strengths (Specific, Evidence-Based)
"I noticed you..." "When you said/did _____, the children..."
3. ANALYZE Together (Collaborative Problem-Solving)
"I'm wondering about..." "What if we tried...?" "Have you considered...?"
4. AGREE on Next Steps (Clear, Actionable, Manageable)
"So for next time, you'll..." "I'll support you by..." "We'll check in on..."
4. Professional Learning Communities (PLCs)
What is a Professional Learning Community?
A PLC is a group of educators who meet regularly to:
- Collaboratively examine teaching practice and student learning
- Share expertise and learn from each other
- Engage in collective inquiry and action research
- Focus on continuous improvement
- Hold each other accountable to shared goals and values
Key Characteristics of Effective PLCs:
- Shared mission, vision, values, and goals
- Collaborative culture with collective responsibility for learning
- Focus on student learning and results
- Regular meeting time (built into work schedule, not extra)
- Structured protocols for examining practice and data
- Supportive and shared leadership
PLC Meeting Agenda Template
PLC Meeting Plan
Date:
Time:
Participants:
Facilitator:
Note-Taker:
PLC Focus Question/Topic:
Meeting Flow
| Time | Activity | Protocol/Process | Materials Needed |
|---|---|---|---|
| 5 min | Welcome & Norms Review | ||
| Main Activity | |||
| Action Planning | |||
| 5 min | Reflection & Next Steps |
Meeting Notes & Takeaways
Action Items
| Action Item | Responsible Person | Deadline |
|---|---|---|
Next Meeting Date & Focus:
PLC Protocol Examples
Use structured protocols to guide PLC conversations and keep them focused and productive.
Protocol 1: Examining Student Work
Purpose: Collaboratively analyze children's work to understand thinking and inform instruction
Time: 45-60 minutes
Materials: Samples of student work related to a learning objective
Steps:
- Introduction (5 min): Teacher presents context—what was the task, what were you hoping to see?
- Silent Observation (10 min): All participants silently examine work samples, taking notes on what they notice
- Describing (10 min): Group describes what they see in the work, focusing on observations not judgments ("I notice..." not "This is good/bad")
- Interpreting (10 min): What does this tell us about children's understanding? What are they able to do? Where do they struggle?
- Implications (10 min): Based on what we see, what should instruction look like next? What do children need?
- Reflection (5 min): Presenting teacher shares takeaways; group reflects on process
Protocol 2: Lesson Study
Purpose: Collaboratively plan, observe, analyze, and refine a lesson
Time: Multiple sessions over 2-3 weeks
Cycle:
- Session 1—Co-Planning (60 min): Group identifies learning goal, plans lesson together, decides who will teach and who will observe
- Teaching & Observation (30-45 min): One teacher teaches while others observe using agreed-upon focus (e.g., student engagement, questioning quality, specific children's responses)
- Session 2—Debrief (60 min): Group analyzes observation data, discusses what worked/didn't, refines lesson
- Re-teach (optional): Another teacher teaches revised lesson; group observes again
- Final Debrief: What did we learn? How will this inform our practice?
Protocol 3: Data Analysis
Purpose: Examine assessment data to identify patterns and plan instruction
Time: 60 minutes
Materials: Assessment data organized by class or domain
Steps:
- Review Data (10 min): Each teacher silently reviews own data, noting patterns
- Share Observations (15 min): Teachers share what they notice: Where are children succeeding? Struggling? Any surprises?
- Identify Patterns (10 min): Look across classrooms—do we see similar patterns? Differences? Why might that be?
- Generate Hypotheses (10 min): Why might these patterns exist? What instructional factors might be contributing?
- Plan Action (10 min): Based on data, what should we do differently? What strategies should we try?
- Accountability (5 min): Set timeline for trying new strategies and reconvening to review impact
PLC Norms and Agreements
Establish group norms to create a safe, productive PLC culture. Example norms:
- Start and end on time; come prepared
- Assume positive intentions; presume competence
- Listen actively; everyone's voice matters
- Focus on learning, not blame
- Be honest and willing to be vulnerable
- Maintain confidentiality about specific children or teachers
- Challenge ideas respectfully; seek to understand before judging
- Stay focused on our shared goals for children
- Follow through on commitments
5. Professional Development Evaluation
Evaluating PD Effectiveness: Four Levels
Use Guskey's (2000) framework to evaluate professional development at multiple levels:
| Level | What It Measures | How to Measure | When to Measure |
|---|---|---|---|
| Level 1: Participants' Reactions | Did participants find PD valuable, relevant, and well-designed? | Post-PD surveys, feedback forms, exit tickets | Immediately after each PD session |
| Level 2: Participants' Learning | Did participants gain intended knowledge and skills? | Pre/post assessments, concept maps, demonstrations, reflections | Before PD and 1-2 weeks after |
| Level 3: Organizational Support & Change | Did organization support implementation? Did policies/systems change? | Observations, resource allocation review, policy changes documented | 1-3 months after PD |
| Level 4: Participants' Use of New Knowledge & Skills | Did teachers implement new practices in classrooms? | Classroom observations, coaching notes, teacher self-reports, artifacts | 1-6 months after PD, ongoing |
| Level 5: Student Learning Outcomes | Did children's learning improve as a result of changed practices? | Child assessment data, developmental progress, work samples | 3-12 months after PD |
Key Insight: Most programs only evaluate Level 1 (satisfaction). While important, this doesn't tell us if PD actually improved teaching or learning. Effective evaluation measures multiple levels, with ultimate focus on Level 5—impact on children.
PD Session Feedback Form Template
Professional Development Evaluation
Session Title:
Date:
Facilitator:
Please rate the following aspects of today's professional development:
| Item | Strongly Agree | Agree | Neutral | Disagree |
|---|---|---|---|---|
| The content was relevant to my work | ☐ | ☐ | ☐ | ☐ |
| The facilitator was knowledgeable and engaging | ☐ | ☐ | ☐ | ☐ |
| The activities were interactive and participatory | ☐ | ☐ | ☐ | ☐ |
| I learned new information or skills | ☐ | ☐ | ☐ | ☐ |
| I can apply what I learned in my classroom | ☐ | ☐ | ☐ | ☐ |
| I would recommend this PD to colleagues | ☐ | ☐ | ☐ | ☐ |
What was most valuable about today's session?
What could be improved for future sessions?
What is one thing you plan to try in your classroom based on today's learning?
What support or resources would help you implement what you learned?
Topics you'd like to explore in future PD:
6. Professional Development Formats and Approaches
Choosing the Right PD Format
Different professional development formats serve different purposes. Select formats based on your goals, content, and participants' needs.
| Format | Best For | Strengths | Limitations |
|---|---|---|---|
| Workshops (Half-day to multi-day) |
Introducing new content, building foundational knowledge, team building | • Efficient for reaching many people • Good for new topics • Can include hands-on practice |
• Often low implementation without follow-up • Less individualized • Time away from classroom |
| Coaching (Ongoing, individualized) |
Improving specific teaching practices, supporting implementation, differentiated support | • Highly effective for changing practice • Individualized • Job-embedded • Builds relationships |
• Time-intensive • Requires skilled coaches • Can feel evaluative if not positioned well |
| PLCs (Regular team meetings) |
Collaborative problem-solving, examining data, sharing expertise, building culture | • Builds collective capacity • Job-embedded • Sustainable • Promotes teacher leadership |
• Requires facilitation skills • Can drift without structure • Takes time to develop productive culture |
| Peer Observation (Teachers visiting each other) |
Seeing new strategies in action, cross-program learning, building community | • Practical and concrete • Builds trust • Low cost • Inspires new ideas |
• Requires substitutes or release time • Needs structure to be productive • May feel threatening without norms |
| Online/Self-Paced (Courses, webinars, modules) |
Flexible learning, foundational knowledge, reaching geographically dispersed staff | • Convenient and flexible • Can be low-cost • Accessible • Self-paced |
• Isolated learning • Less engaging • No immediate practice support • Variable quality |
| Conferences (1-3 day events) |
Exposure to new ideas, networking, inspiration, awareness of field trends | • Energizing and inspiring • Broad exposure • Networking opportunities • Multiple session choices |
• Expensive • Often low implementation • Surface-level content • Time away from program |
| Action Research (Teacher inquiry projects) |
Deep investigation of practice questions, developing reflective practitioners, building ownership | • Teacher-driven • Highly relevant • Develops inquiry skills • Produces local knowledge |
• Time-intensive • Requires research skills • Needs support structure • Variable quality |
| Study Groups/Book Clubs (Reading and discussing together) |
Deepening knowledge, building shared vocabulary, low-cost learning | • Low cost • Builds community • Flexible format • Accessible |
• Requires reading time • May stay theoretical • Variable engagement • Needs facilitation |
Creating a Balanced PD System
The most effective professional development systems combine multiple approaches:
Example Balanced PD System:
- Foundation: 2-3 multi-session workshops per year on priority topics
- Application & Support: Ongoing coaching for all teachers (2-4 cycles per year)
- Collaboration: Monthly PLCs examining student work and data
- Individual Growth: Each teacher completes online course or conference aligned to their goal
- Peer Learning: Quarterly peer observations with structured debrief protocol
- Leadership: Teacher leaders facilitate PD sessions or lead inquiry groups
This system provides introduction (workshops), application (coaching), collaboration (PLCs), individual choice (courses/conferences), peer learning (observations), and distributed leadership—addressing different learning needs and preferences while building a coherent system.
7. Building Teacher Leadership
Why Teacher Leadership Matters
Teacher leadership improves professional development effectiveness, builds program capacity, and supports retention. When teachers lead:
- Professional development is more relevant to classroom realities
- Teacher expertise is recognized and utilized
- Professional culture becomes more collaborative
- Teachers feel valued and empowered, improving retention
- Programs build internal capacity rather than relying on external experts
- Innovation and continuous improvement become embedded
Building Leadership Capacity
Develop teacher leadership through:
| Strategy | Implementation Ideas |
|---|---|
| Teacher Leader Roles | Create positions such as mentor teacher, PLC facilitator, curriculum coordinator, family engagement lead, new teacher buddy |
| Shared Decision-Making | Include teachers on curriculum, professional development, and policy committees; seek input on major decisions |
| Presenting and Facilitating | Support teachers in leading staff meetings, facilitating PD sessions, presenting at conferences |
| Action Research | Encourage teacher inquiry projects; provide time and support for systematic investigation of practice questions |
| Peer Coaching | Train experienced teachers in coaching skills; create peer coaching partnerships |
| Leadership Development PD | Offer courses, workshops, or coaching focused on developing leadership skills |
Sustaining Professional Development Momentum
Challenges to implementation and strategies to overcome them:
| Common Challenge | Potential Solutions |
|---|---|
| Insufficient time for PD | • Build PD into contracted work time • Use staff meeting time strategically • Provide substitutes for release time • Offer stipends for PD outside work hours • Incorporate job-embedded PD (coaching, PLCs) that happens during the day |
| Limited funding for PD | • Leverage free or low-cost resources (online courses, library materials) • Apply for grants or scholarships • Develop internal expertise and peer learning • Partner with universities or community organizations • Prioritize high-impact PD aligned to greatest needs |
| Teacher resistance or disengagement | • Involve teachers in identifying PD topics and formats • Connect PD explicitly to classroom challenges • Provide choice and differentiation in PD pathways • Celebrate and share successes • Address underlying issues (low morale, burnout, past negative PD experiences) |
| Difficulty transferring learning to practice | • Include application and practice in PD design • Provide ongoing coaching support • Build in accountability through action plans and follow-up • Create peer support structures • Ensure adequate resources and administrative support for implementation |
| High staff turnover disrupting continuity | • Document PD content and make accessible to new staff • Implement robust onboarding for new hires • Address root causes of turnover (compensation, working conditions, support) • Build redundancy with multiple staff trained in key areas • Create mentoring systems to quickly integrate new teachers |
| Lack of follow-through after initial training | • Design PD as series, not one-time events • Build in structured follow-up (coaching, PLCs, action research) • Monitor implementation through observations • Create accountability systems • Provide ongoing resources and support |
8. Recommended Resources
Professional Organizations and Resources
General ECE Professional Development
- NAEYC: National Association for the Education of Young Children (www.naeyc.org)—position statements, publications, conferences, professional development standards
- McCormick Center for Early Childhood Leadership: Leadership and organizational development resources (mccormickcenter.nl.edu)
- National Center on Early Childhood Quality Assurance: Professional development systems and quality improvement (childcareta.acf.hhs.gov)
Coaching and Mentoring
- The Coaches Learning Network: Resources and training for ECE coaches
- Practice-Based Coaching (PBC): Head Start coaching framework and resources (eclkc.ohs.acf.hhs.gov/coaching)
- "The Art of Coaching" by Elena Aguilar: Though focused on K-12, applicable principles
Professional Learning Communities
- National School Reform Faculty: PLC protocols and facilitation resources (nsrfharmony.org)
- "Learning by Doing: A Handbook for Professional Learning Communities at Work" by DuFour, DuFour, Eaker, Many
Leadership Development
- McCormick Center for Early Childhood Leadership: Director and leadership credentials, PD opportunities
- NAEYC Management Division: Resources for administrators
- "Leading Anti-Bias Early Childhood Programs" by Derman-Sparks, LeeKeenan, & Nimmo
Equity-Focused Professional Development
- Teaching for Change: Social justice teaching resources (teachingforchange.org)
- Embrace Race: Resources for talking about race with young children (embracerace.org)
- "So You Want to Talk About Race" by Ijeoma Oluo: Framework for difficult conversations
Online Learning Platforms
- NAEYC Online Professional Development: Courses, webinars, certificate programs
- Child Care Aware Professional Development: State-specific online learning
- Head Start ECLKC: Free webinars, modules, and resources for all ECE educators
- Teaching Strategies: Resources aligned with Creative Curriculum
- HighScope: Online courses in active participatory learning
Essential Reading for ECE Professionals
- NAEYC (2020). Developmentally Appropriate Practice in Early Childhood Programs (4th ed.)
- Derman-Sparks, L., & Edwards, J. O. (2020). Anti-Bias Education for Young Children and Ourselves (2nd ed.)
- Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs (3rd ed.)
- Pianta, R. C., et al. (2008). Classroom Assessment Scoring System (CLASS)
- Galinsky, E. (2010). Mind in the Making: The Seven Essential Life Skills Every Child Needs
- Hammond, Z. (2015). Culturally Responsive Teaching and The Brain
- Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners
- Hyson, M. (2008). Enthusiastic and Engaged Learners: Approaches to Learning in the Early Childhood Classroom
- Copple, C., Bredekamp, S., Koralek, D., & Charner, K. (Eds.). (2013). Developmentally Appropriate Practice: Focus on Infants and Toddlers/Preschoolers/Kindergartners
- Epstein, A. S. (2014). The Intentional Teacher: Choosing the Best Strategies for Young Children's Learning