Go to a teacher training workshop and you will discover early childhood educators are starved for quality professional development opportunities.
Educators attend conventions and seminars to fulfill requirements for state licensing, but also in the hope to learn something “new” to share with their class. There is nothing more exciting to a teacher than a “new” book to read, a “new” song to sing or a “new ditty” to call children to sit on the rug and listen. But all workshops and seminars are not a treasure trove of new and improved ideas. It goes without saying, upon leaving the training; most teachers forget half the ideas by the time they get home or by the next day, it is impossible to remember how to execute the activity. Learning, even for seasoned teachers, is much more effective if it is conducted “on site,” in the comfort of the teacher’s classroom, with the children and available materials.
Long before I was a director of a preschool program in northern Virginia, I realized an exceptional degree in early childhood education from James Madison University and decades of gathering educational methodology afforded me a cache of techniques and skills for successful classroom engagement of children. Co-teachers, aides and administrators often sat in my class to observe or later questioned me about educational rationale of lessons. The director sent teachers into my classroom for weeks on end, to work side by side, until ready to take the lead in classes of their own children. I became a one-man observational training program; my co-teachers improved their methodology and techniques by observing a skilled teacher engaging children from transition to transition. The observational approach to in-servicing teachers, along with self evaluation and reflection made a positive impact on the curriculum and technique repertoire of the entire staff.
When I stepped into the director role, I sought the highest quality professional training opportunities for my staff to fulfill our annual in-service requirements. However, no workshop or guest speaker offered the sheer volume of tangible techniques as the opportunity to witness a master educator weave magic in the classroom. I continued to use the observational approach to professional development by allowing my staff to work together in co-teaching opportunities; teachers observing teachers, followed by staff analysis and feedback. Every teacher found themselves challenged to improve their skills, and in turn, the quality of the learning environment for the children was elevated. We must ensure all teachers are exposed to quality in-service opportunities, rich in proven methodology.
While each teacher enters the classroom with their own “set of tricks” to lead their classroom, master educators create an all-encompassing learning environment rich in opportunities to challenge children across all academic, social, and psycho-motor domains. To observe an exceptional educator at work is to learn. With a mission to improve early childhood education through professional development opportunities, The Literacy League is committed to offering all children an enriched learning environment. Best of all, for that moment in time, while the master educator is offering teachers an opportunity to learn new techniques and skills, the children will be captivated by the wonder of a well taught literacy lesson.