Researchers at the Human Development Institute at the University of Kentucky conducted a study to assess the impact of the Kentucky Professional Development Framework on classroom quality and child outcomes. The Program Administration Scale (PAS) was one of the instruments used to collect data and inform the researchers and state policymakers about the effectiveness of the professional development system and the organizational factors that support or impede quality practices. The researchers found that a supportive administrator combined with teacher experience and education, the use of Professional Development Plans by the teacher, and the self-selection of training by teachers had the highest impact on classroom quality scores as measured by the ECERS-R and the Early Language and Literacy Classroom Observation (ELLCO). The results of the data analysis surfaced statistically significant relationships between the PAS items, Staff Development and Supervision and Performance Appraisal, and the ELLCO Literacy Environment Checklist, as well as with the average ECERS-R score.
For further information contact:
Beth Rous, Ed.D
University of Kentucky
Education Leadership Studies