PFCE professional development is important for all staff, regardless of their role. Professional development plans can be aligned with both continuous learning and improvement data, as well as family and community feedback. These plans include training, ongoing supports (e.g., coaching, supervision, recognition of challenges and successes), and information about career options.
When staff members come together as a community, they create a mutually supportive environment for continuous learning and improvement. Families, other community members, and staff can co-design and -lead trainings to strengthen family and community partnerships.
Key Resources
- Head Start Relationship-Based Competencies for Staff and Supervisors Who Work with Families
- Credentialing and Degree Programs Databases for Family Services Staff
Research
- Guskey, T.R. (2000). "Does It Make a Difference? Evaluating Professional Development." Thousand Oaks, CA: Corwin Press, Inc.
- The Teacher-Parent Relationship: Using Professional Development to Improve Family and Community Engagement Webinar
- The Unsolved Challenge of System Reform: The Condition of the Frontline Human Services Workforce
- Holochwost, S. J., DeMott, K., Buell, M., Yannetta, K., Amsden, D. (2009). Retention of Staff in the Early Childhood Workforce. Child Youth Care Forum, 38(5), 227–237.
- Jepson, E., Forrest, S. (2006). Individual Contributory Factors in Teacher Stress: The Role of Achievement Striving and Occupational Commitment. British Journal of Educational Psychology, 76(1), 183–197.
Regulations
- Training, 45 CFR § 1301.5
- Determining, verifying, and documenting eligibility, 45 CFR § 1302.12 (m), (m)(1), (m)(1)(i)-(iii), (m)(2)-(4)
- Parent and family engagement in education and child development services, 45 CFR § 1302.34 (b), (b)(1)-(6)
- Child mental health and social and emotional well-being, 45 CFR § 1302.45 (b), (b)(1)-(5)
- Family support services for health, nutrition, and mental health, 45 CFR § 1302.46 (a)-(b), (b)(1), (b)(1)(i)-(v), (b)(2), (b)(2)(i)-(iii)
- Safety practices, 45 CFR § 1302.47 (a)-(b), (b)(1), (b)(1)(i)-(ix), (b)(2), (b)(2)(i)-(v), (b)(3)-(4), (b)(4)(i)(A)-(K), (b)(4)(i)(K)(ii), (b)(5), (b)(5)(i)-(v), (b)(6), (b)(6)(i)-(iii), (b)(7), (b)(7)(i)-(vi), (b)(8), (b)(8)(c)
- Family engagement, 45 CFR § 1302.50 (a)-(b), (b)(1)-(6)
- Parent activities to promote child learning and development, 45 CFR § 1302.51 (a), (a)(1)-(3), (b)
- Family partnership services, 45 CFR § 1302.52 (a)-(c), (c)(1)-(4), (d)
- Community partnerships and coordination with other early childhood and education programs, 45 CFR § 1302.53 (b), (b)(2), (b)(2)(i)-(iii)
- Personnel polzicies, 45 CFR § 1302.90 (a)-(b), (b)(6)
- Staff qualifications and competency requirements, 45 CFR § 1302.91 (a)-(d), (d)(1)-(2), (e), (e)(1)-(2), (e)(2)(i)-(ii), (e)(3)-(4), (e)(4)(i)-(ii), (e)(5)-(6), (e)(6)(i)-(ii), (e)(7)-(8), (e)(8)(i)-(iii), (f)
- Training and professional development, 45 CFR § 1302.92 (a)-(b), (b)(1)-(4), (b)(4)(i)-(iv), (b)(5), (5)(d)
- Purpose, 45 CFR § 1302.100
- Management system, 45 CFR § 1302.101 (a), (a)(1)-(4), (b), (b)(1)-(2), (b)(2)(i)-(iii), (b)(3)-(4)
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Last Updated: February 21, 2025