Directors often lament how difficult it is to get teachers to implement teaching practices that are child-centered and developmentally appropriate. The reason for the difficulty is that professional development efforts typically focus on increasing teachers’ knowledge base. Clearly knowledge is important; the workshops and college classes that teachers attend and the books and articles they read are essential for expanding their understanding of child development and early childhood curriculum. But knowledge is only part of the equation when it comes to helping teachers grow in professional competence. Directors must also help teachers become reflective practitioners. And reflection begins with an examination of how one’s values and beliefs shape behavior every day in the classroom. … Download this resource to read the rest of this story.

This resource is part of our archived Director’s Link newsletter series.