Applying Teacher Developmental Stages to Professional Development: An Information Plan for the Wisconsin Child Care Information Center
Date of Award
Master of Arts in Education
Early Childhood Education
early childhood education, training, professional development, distance-learning, urban rural divide
How can the ongoing training needs of a wide variety of workers in the early childhood and child care profession be met in an efficient and reliable way that is fiscally and intellectually accessible? This paper places the information plan for the Wisconsin Child Care Information Center, specifically the editorial plan for its newsletter, within the framework of Lilian Katz's theory of teacher development, and other educational theory, making the plan a model of information dissemination to promote individualized professional development that can be replicated by other states.
Many states struggle with the problem of reaching both the sparse rural and the copious urban populations with technical assistance in a timely fashion. This collection of newsletters from a project that ministers to child care providers on an individual basis, primarily through telephone consultations, shows how the use of the existing library and public delivery systems can be used to connect a workforce, state- and profession-wide, around relevant topics and current issues important to child care and early education, and with materials that meet specific training needs. The Wisconsin Child Care Information Center Newsletter has been successful in doing this.
Recommended CitationHaddal, L. K. (2002). Applying Teacher Developmental Stages to Professional Development: An Information Plan for the Wisconsin Child Care Information Center (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/legacy-capstones_maed/101
Available when logged in with your CSP email address and password.
For users outside of the CSP community, use the "Request Access" button to submit a request for full text.