New Survey Finds Opening Minds Early Care and Education Services as Highly Effective and Transforming
Chicago Metro AEYC Identified as a Leader in the ECE Field for Professional Development
CHICAGO — Most experts agree that high quality early childhood education experiences begin with a teacher who understands how young children learn and develop. What is less clear is how to ensure that all early childhood practitioners have this critical knowledge and understandings. Chicago Metropolitan Association for the Education of Young Children (Chicago Metro AEYC), a leading provider of professional development for early care and education from birth through age eight, released a research study today that identifies one of its professional development service models – The Opening Minds Early Education, Child Care and School-Age Conference, — as highly effective and transforming. The findings evaluated the effectiveness and satisfaction by attendees of its annual conference, the largest early care and education conference in the Midwest. The Opening Minds four-day conference features professionals and presenters from around the world, offers 300 workshops in 15 different content areas and includes opportunities to earn a variety of professional development credits.
According to the recent report conducted by the University of Illinois, Chicago, the findings were derived from a post-conference survey in which the 2012 conference attendees were asked to respond to statements that parallel the intended outcomes of professional development: knowledge, implementation, and change in practice. In addition, the evaluation focused on whether the conference was viewed by attendees as an effective professional development opportunity.
The respondents of the survey were overwhelmingly positive about the effectiveness and impact of ‘Opening Minds’. A broad cross section of the early childhood workforce responded to the survey. comprised of teachers and non-teaching professionals who are part of the early childhood work force such as nurses, librarians, early intervention specialists, parent educators, advocates, outreach coordinators and more.
- Ninety-two (92) percent strongly agreed or agreed ‘Opening Minds’ increased their knowledge
- Seventy-eight (78) percent strongly agreed or agreed ‘Opening Minds’ had a positive impacton their workplace
- Sixty-five (65) percent strongly agreed or agreed ‘Opening Minds’changed their practicemaking them more effective at their job.
Changing practice as a result of professional development is not only essential for a teacher’s development, but reporting that change as improving their practice (making them more effective at their job) has implications for better outcomes for children. In short, the Report concludes that the majority of respondents believe ‘Opening Minds’was not only informative, but also transformative.
Additional Key Findings
- The diverse and problem-based professional development opportunities provided by ‘Opening Minds’ clearly attracts a broad range of practitioners in early childhood education.
- More than one-third of survey respondents described their role with children and families as something other than classroom teacher, classroom assistant or center director.
- A review of professional development opportunities in Illinois reveals that ‘Opening Minds’is likely to be the only Professional Development model that appeals to such a wide range and successfully brings them together for a shared experience.
Background
The accountability movement in education reform has placed improving teacher quality and effectiveness front and center. Providers of professional development are tasked with developing and implementing professional development models that best meet the needs of teachers and others who work with young children and ultimately have the greatest impact on children’s learning and development. There is considerable debate around what this readiness entails and how best to achieve it. The purpose of the evaluation was primarily to examine attendees’ level of satisfaction with the 2012 Opening Minds conference. In addition, the evaluation focused on whether the conference was viewed by attendees as an effective professional development opportunity.
Methods
For purposes of the report, only one data source (participant survey) is examined and analyzed (see Appendix 2). The survey was developed by an advisory group to the Opening Minds conference and emailed directly to a group of conference attendees a week following after the conference. About 600 online surveys were sent. Ninety-seven surveys were returned and analyzed.
The data shows that a broad cross section of the early childhood workforce responded to the survey.
Two additional questions regarding what tracks respondents attended and which days they attended were also included in the survey. The responses from these questions show that all conference days and all content tracks are represented in the survey data.
A complete copy of the Report can be obtained at www.chicagometroaeyc.org/opening-minds-evaluation
Chicago Metro AEYC is the premiere quality care and early childhood education organization for children from birth through eight years old. A proven leader, Chicago Metro AEYC is the BEST option for professional development for its Opening Minds’ programs and services, pioneering new pathways and advocating for policies and practices to advance and prepare the entire early care and education field for a global community. More than 9,000 professionals take advantage of its Opening Minds professional development consultation services, conferences, symposia, institutes, activities, special events and online resources each year. Individuals and organizations have relied on the organization as their go-to resource to influence policy-makers and to build professional competence for 87 years. Chicago Metro AEYC is the local affiliate of the National Association for the Education of Young Children (NAEYC), the largest and most influential advocate in early care and education in the United States, with 80,000 members worldwide.
