College of Education and Human Development

Center for Early Education and Development

Tip sheets: professional development and equitable practice

This set of tip sheets explores relationship-based professional development and its impact on equitable practice. First, Introducing It: Relationship-Based Professional Development Models explores reflective supervision/consultation, infant and early childhood mental health consultation, technical assistance, and coaching. Next, Promoting Equitable Practice with Professional Development looks at the application of these four models to equitable practice in work with children and families. It describes how the different models go about promoting change.

Many thanks to the following expert interviewees who contributed their knowledge to this project:

  • Denise Perez Binder, M.A.,National Center for Pyramid Model Innovations
  • Evandra Catherine, Ph.D., Children’s Equity Project
  • Virginia Diez, Ph.D., Eliot-Pearson Department of Child Development, Tufts University
  • Mike Finley, J.D., Burns Institute
  • Neal Horen, Ph.D., Center of Excellence for Infant and Early Childhood Mental Health Consultation at Georgetown
  • Micia Mosely, Ph.D., The Black Teacher Project
  • Andrea Penick, LMSW, IMH-E®, Alliance for the Advancement of Infant Mental Health
  • Kamilah Pickett, M.P.H., J.D., Race Matters Institute
  • Trabian Shorters, BMe Community, Trabian Shorters.com    
  • Eva Marie Shivers, J.D., Ph.D., Indigo Cultural Center
  • Liz Snyder, M.S.W., Minnesota Child Welfare Training Academy
  • Erin Tebben, Ph.D., The Virtual Lab School, Department of Human Sciences, College of Education and Human Ecology, The Ohio State University

Introducing It: Relationship-Based Professional Development

References

  1. Davis,  A.E., Perry, D. & Rabinovitz, L. (2020). Expulsion prevention: Framework for the role of infant and early childhood mental health consultation in addressing implicit biases. Infant Mental Health Journal, 41, 327–339. https://doi-org.ezp2.lib.umn.edu/10.1002/imhj.21847
  2. Kahn, L., Hurth, J., Kasprzak, C. M., Diefendorf, M. J., Goode, S. E., & Ringwalt, S. S. (2008). The National Early Childhood Technical Assistance Center Model for Long-Term Systems Change. Topics in Early Childhood Special Education, 29(1), 24-39. https://doi-org.ezp2.lib.umn.edu/10.1177/0271121409334039 (Original work published 2009)
  3. Stoetzel, L. & Taylor-Marshall, S. (2022). Coaching for change: Redefining the concept of change within a practice-based coaching model. International Journal of Mentoring and Coaching in Education, 11(4), 452-466.
  4. Huffhines, L., Herman, R., Silver, R. B., Low, C. M., Newland, R., & Parade, S. H. (2023). Reflective supervision and consultation and its impact within early childhood‐serving programs: A systematic review. Infant Mental Health Journal, 44(6), 803-836.
  5. Meuwissen, A. S., Shea, S., Eaves, T., Parker, A., Barron, C., & Paradis, N. (2024). Reflective supervision and consultation: The state of the field and future directions. In J. Osofsky, H. Fitzgerald, M. Kiren, & Puura, K.(Eds.), World Association for Infant Mental Health Handbook of Infant and Early Childhood Mental Health. New York, NY: Springer Press.
  6. Center of Excellence for Infant and Early Childhood Mental Health Consultation (2022). Status of the Evidence for Infant and Early Childhood Mental Health Consultation (IECMHC). http://www.iecmhc.org/documents/CoE-Evidence-Synthesis.pdf
  7. Silver, H.C., Davis Schoch, A.E., Loomis, A.M., Park, C.E. & Zinsser, K.M. (2023). Updating the evidence: A systematic review of a decade of Infant and Early Childhood Mental Health Consultation (IECMHC) research. Infant Mental Health Journal: Infancy and Early Childhood, 44(1), 5-26. https://doi-org.ezp1.lib.umn.edu/10.1002/imhj.22033
  8. Stoetzel, L. & Taylor-Marshall, S. (2022). Coaching for change: Redefining the concept of change within a practice-based coaching model. International Journal of Mentoring and Coaching in Education, 11(4), 452-466.
  9. Wandersman, A. & Scheier, L.M. (2024). Strengthening the science and practice of implementation support: Evaluating the effectiveness of training and technical assistance centers. Evaluation & the Health Professions, 47(2):143-153. doi:10.1177/01632787241248768
  10. Meuwissen et al., 2024
  11. Center of Excellence for Infant and Early Childhood Mental Health Consultation, 2022
  12. Rush,D.D. & Shelden, M.L. (2011). The Early Childhood Coaching Handbook. Towson, MD: Brooks Publishing.
  13. Trohanis, P.L. (Ed.). (1982). Strategies for Change. Chapel Hill: University of North Carolina at Chapel Hill, Franklin Porter Graham Child Development Center, Technical Assistance Development System.
  14. Kahn et al., 2008
     

Promoting Equitable Practice with Professional Development

References

  1. Matschiner, A. (2023). A systemic review of the literature on inservice professional development explicitly addressing race and racism. Review of Educational Research, 93(4), 594-630. https://doi-org.ezp2.lib.umn.edu/10.3102/00346543221125245
  2. Shivers, E. M., Janssen, J. A., Subramaniam, A., Parker, A. L., Noroña, C. R., Lara, C., Best, D., Yazzie, D. A., Cimino, J., Kohchi, J., Fitzgibbons, S. (2022b). Digging Deeper: De-Colonizing Our Understanding and Practice of Reflective Supervision Through a Racial Equity Lens: First-Wave Findings. Prepared by Indigo Cultural Center for the Alliance for the Advancement of Infant Mental Health. With funding from Perigee Fund.
  3. Irving Harris Foundation (2012). Diversity-Informed Tenets for Work with Infants, Children and Families. https://diversityinformedtenets.org/
  4. Silver, H.C., Davis Schoch, A.E., Loomis, A.M., Park, C.E. & Zinsser, K.M. (2023). Updating the evidence: A systematic review of a decade of Infant and Early Childhood Mental Health Consultation (IECMHC) research. Infant Mental Health Journal: Infancy and Early Childhood, 44(1), 5-26. https://doi-org.ezp1.lib.umn.edu/10.1002/imhj.22033
  5. Shivers, E. M., Faragó, F., & Gal‐Szabo, D. E. (2022a). The role of infant and early childhood mental health consultation in reducing racial and gender relational and discipline disparities between Black and white preschoolers. Psychology in the Schools, 59, 1965–1983. https://doi.org/10.1002/pits.22573
  6. Shivers et al., 2022b
  7. Kohli, R., Picower, B., Martinez, A.N., & Ortiz, N. (2015). Critical professional development: Centering the social justice needs of teachers. The International Journal of Critical Pedagogy, 6(2), 6-24. https://janeway.uncpress.org/ijcp/article/id/730/
  8. Matschiner, 2023
  9. Mosely, M. (2018)The Black Teacher Project: How Racial Affinity Professional Development Sustains Black Teachers. Urban Rev 50, 267–283. https://doi-org.ezp3.lib.umn.edu/10.1007/s11256-018-0450-4
  10. Iruka, I.U., Harper, K., Lloyd, C.M., Boddicker-Young, P., De Marco, A., & Jarvis, B. (2021). Anti-racist policymaking to protect, promote, and preserve Black families and babies. Chapel Hill, NC: Equity Research Action Coalition, Franklin Porter Graham Child Development Institute, The University of North Carolina at Chapel Hill.
  11. Pollock, M., & Matschiner, A. (2022). “Well, what’s wrong with the whites?”: A conversation starter on raising expectations for inservice professional development on race with white teachers. Urban Education, 59(6), 1842-1870. https://doi.org/10.1177/00420859221119109
  12. Osta, K. & Vasquez, H. (2018). Implicit Bias and Structured Racialization. Oakland, CA: National Equity Project. https://www.nationalequityproject.org/frameworks/implicit-bias-structural-racialization
  13. National Council on Family Relations. (2019). Inclusion and Diversity Committee Report: What’s Your Social Location? https://www.ncfr.org/ncfr-report/spring-2019/inclusion-and-diversity-social-location