A Mixed Methods Study : Investigating the Perceptions of Preschool Early Intervention Intermediate Unit Staff on Professional Development

Research encompassing the characteristics of effective professional development and the influence on supporting educators in delivering high-quality instructional services is more prevalent within the context of school-age and early childhood programs. The Westmoreland Intermediate Unit (WIU), a regional educational service agency that provides preschool Early Intervention (EI) special education services, utilizes professional development as a means by which to support engagement, retention, and development of talent. This non-experimental mixed methods capstone research study investigated the effects of professional development on the perceptions WIU Preschool EI staff as it relates to their job skills. The problem addressed by the research is the ability of the WIU to deliver professional development that satisfies the requirements set forth through state-level initiatives while meeting the needs of Preschool EI staff in a fiscally responsible manner. This supports the WIU’s transition from traditional face-to-face professional development to the increase in asynchronous professional development implemented in part due to the COVID-19 pandemic. This research sought to address the gap in literature specifically focused on key characteristics that positively influence the professional development experiences of the targeted staff. Data was collected through administration of the Early Intervention Professional Development Survey (EIPDS) and semi-structured interviews revealing a satisfactory response to the current professional development offerings. While analysis of survey results did not reveal statistically significant differences when comparing responses by job titles, years of experience, and years employed by the WIU, recommendations are included for the EI program in developing a plan of action along with recommendations for future research.