About NPDCI
Unique Features: Alignment with Standards and Outcomes
The accountability or standards movement is playing a major role in shaping the character of American education and is increasingly influential in the early childhood realm. Teachers face new standards, new assessments and new requirements. As a result how these teachers are prepared for and supported in their professional roles is coming under greater scrutiny.
Parents and policymakers are asking tough questions:
- What constitutes a highly qualified early childhood teacher who can effectively serve all children, especially those with disabilities or special needs?
- What kind of education, training and ongoing support is necessary and effective for creating and sustaining high quality personnel?
- How can effective professional development be delivered effectively across all regions of our country, including those with scant resources?
- What is the value and cost effectiveness of professional development?
- For whom and under what circumstances is the professional development making a difference?
Now, teachers are accountable for what children learn, and professional development must ensure that teachers are prepared and supported in that task. The National Professional Development Center on Inclusion (NPDCI) will align professional development with existing national and state standards, program accreditation processes, teacher competencies and core content and measures of child outcomes. It is important to demonstrate causal links between child outcomes, teacher practices and professional development experiences. It also is important to integrate across in-service and preservice contexts.
