PERCEPTIONS ON PROFESSIONAL DEVELOPMENT

A MIXED METHODS STUDY:
INVESTIGATING THE PERCEPTIONS OF PRESCHOOL EARLY
INTERVENTION INTERMEDIATE UNIT STAFF ON PROFESSIONAL
DEVELOPMENT

A Doctoral Capstone Project
Submitted to the School of Graduate Studies and Research
Department of Education

In Partial Fulfillment of the
Requirements for the Degree of
Doctor of Education

Brandi Lee Binakonsky
California University of Pennsylvania
July 2022

PERCEPTIONS ON PROFESSIONAL DEVELOPMENT

©Copyright by
Brandi Binakonsky
All Rights Reserved
July 2022

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PERCEPTIONS ON PROFESSIONAL DEVELOPMENT

California University of Pennsylvania
School of Graduate Studies and Research
Department of Education

We hereby approve the capstone of

Brandi Lee Binakonsky

Candidate for the Degree of Doctor of Education

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Dedication
This work is dedicated to my family, who have shown unending support
throughout my journey. I know that each of you have been willing to make sacrifices for
me and provided me with the grace and space I needed to pursue my goal. For this, I am
forever grateful. To my husband Jeremey and my son Elijah, thank you for walking
beside me every step of the way. Your understanding, patience, and love were exactly
what I needed. To my mother and father, thank you for always believing in me, providing
me with a strong foundation, and your unconditional love. To my friend and colleague,
Jennifer Furness, thank you for inspiring me and your gentle prompts when I needed
encouragement. You have always been willing to freely give of your time to help me
remain on track and your words of wisdom have continuously provided me with a list of
reminders of my “why” and the importance of this work. To my father-in-law and
mother-in-law (I know you are looking down from heaven), my brothers, and my friends
who have given me a listening ear and generous advice when I needed to refocus my
attention on what matters the most. God has blessed me with so many wonderful people
and I could not have done it without you all! “I can do all things through Christ, who
strengthens me” (Philippians 4:13, NKJV).

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Acknowledgements
This journey, with the many winding roads, would not be possible without those
wonderful individuals who were willing to give of themselves to support me in
accomplishing my goal. I would like to thank my capstone committee chairperson, Dr.
Kevin Lordon for insight, support, and guidance throughout this process. Thank you to
my external committee member, Dr. Jennifer Furness, for your mentorship, advice,
encouragement, and friendship. To Christy Nau for your assistance in analyzing data.
You are very skilled in making statistics manageable and were a tremendous resource in
helping me with the data analysis portion of my work. Thank you to the Westmoreland
Intermediate Unit (WIU) and the Preschool Early Intervention Program staff for
generously giving of their time and providing me with the resources I needed to conduct
my research. Dr. Matthew Thomas, I appreciate your collaboration and assistance in
helping me to structure the research as well as your friendship. The WIU will always hold
a special place in my heart.

PERCEPTIONS ON PROFESSIONAL DEVELOPMENT

Dedication

Table of Contents

vi

iv

Acknowledgements

v

List of Tables

x

List of Figures

xi

Abstract

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CHAPTER I. Introduction

1

Framework

2

Background

3

Research Outcomes and Questions

4

Fiscal Implications

5

Summary

6

CHAPTER II. Literature Review

8

History of Early Intervention

9

Individuals with Disabilities Education Act

9

Pennsylvania Early Intervention Services System

11

Funding Mechanisms

12

Staffing Composition

14

Principles of Adult Learning

16

Key Components

16

Learning Styles

17

Perceptions of Professionals

18

Professional Development in EI
Definition of Professional Development

20
21

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Characteristics of Professional Development

22

Forms of Professional Development

23

Relevancy to Teacher Effectiveness and Evaluation System

24

Implementation of Professional Development

27

Format

28

Impact on Staff Behaviors

29

Effective Professional Development Characteristics

30

Preschool EI Professional Development Topics

33

National Organizations

33

State Level Assistance

355

Discipline-Specific Topics

366

Summary

422

CHAPTER III. Methodology

43

Purpose

44

Setting

48

Participants

51

Research Plan

55

Fiscal Impact

57

Research Design, Method, and Data Collection

60

Validity

65

Summary

66

CHAPTER IV. Data Analysis and Results

68

Triangulation

71

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viii

Data Analysis

71

Research Question One Results

74

EIPDS Survey Data

74

Semi-Structured Interview Data

79

Research Question Two Results

81

EIPDS Survey Data

82

Semi-Structured Interview Data

84

Research Question Three Results

86

EIPDS Survey Data

86

Semi-Structured Interview Data

90

Discussion

93

Summary

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CHAPTER V. Conclusions and Recommendations

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Conclusions

98

Research Question One

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Research Question Two

100

Professional Development Characteristics

101

Themes Derived from Interviews

101

Research Question Three
Topics Revealed

102
104

Limitations

106

Fiscal Implications

109

Recommendations

112

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Recommendation 1

112

Recommendation 2

113

Recommendation 3

114

Future research

114

Summary

115

References

117

Appendix A. IRB Approval Letter

135

Appendix B. Survey Instrument

136

Appendix C. Semi-Structured Interview Questions

142

Appendix D. Invitation Email

144

Appendix E. Semi-Structured Interview Consent Form

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List of Tables
Table 1. Demographic Characteristics of EIPDS Survey Participants

54

Table 2. Experience Level of EIPDS Survey Participants

55

Table 3. Approaches Used to Analyze Data by Question

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Table 4. Research Questions Relative to EIPDS Item and Semi-Structured Interview

64

Table 5. Perceived Benefit of Online Professional Development

76

Table 6. Key Themes and Illustrative Quotes in Response to Interview Question 1

81

Table 7. Reasons for Not Participating in Online Professional Development

82

Table 8. Characteristics Important in Future Professional Development

84

Table 9. Themes and Key Phrases in Response to Interview Question 2

85

Table 10. Reasons Preventing Application of Content from Online Professional
Development

88

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xi

List of Figures
Figure 1. Flowchart of Convergent Mixed Methods Research Design

65

Figure 2. Percentage of Respondents by Job Title

72

Figure 3. Percentage of Respondents by Years of Experience in EI

73

Figure 4. Percentage of Respondents by Years Employed by WIU EI Program

74

Figure 5. Distribution of Responses to Survey Question 22

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Figure 6. Distribution of Responses to Survey Question 24

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Figure 7. Percentage of Responses to Interview Question 1

79

Figure 8. Percentage of Respondents Able to Apply Online Professional Development
to Job Skills

87

Figure 9. Distribution of Responses to Survey Question 21

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Figure 10. Distribution of Responses to Survey Question 23

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Abstract
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-toface 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.

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CHAPTER I
Introduction
Student achievement is at the forefront of conversations relative to the desired
outcome of education. To accomplish this goal and many others, it is critical to support
the needs of educational staff. This helps to facilitate their ability to meaningfully
contribute to the school’s mission and increase the likelihood that students will
experience success. Professional development is one component that allows educators to
enhance their skills, remain current in research-based practices, and focus priorities on
new local, state, or federal initiatives.
Given the significant impact professional development may contribute to the
retention of high-quality teaching staff and workforce development, it is critical to
investigate staff perception relative to this topic. Studies investigating teacher attrition
specific to special education have identified many factors influential in a teacher’s
decision to remain in their position, including the level of administrative support, school
climate, and professional development (Billingsley, 2004). The National Professional
Development Center on Inclusion (NPDCI) states that “professional development is
facilitated teaching and learning experiences that are transactional and designed to
support the acquisition of professional knowledge, skills, and dispositions as well as the
application of this knowledge in practice” (National Professional Development Center on
Inclusion [NPDCI], 2008, p. 3). In the same framework, research focused on the
collection and analysis of relevant data is inherently valuable in ensuring that the time,
money, and human capital invested in professional development produces the desired
results.

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Framework
The Westmoreland Intermediate Unit 7 (WIU) places a high level of interest and
attention on employee engagement, retention, and talent development. Within the 20192022 WIU Comprehensive Plan, efforts are directed toward this area within the goal
action plans section for the Human and Fiscal Resource Allocation and Stewardship
System (Westmoreland Intermediate Unit [WIU], 2021, p. 2). Therefore, it is essential to
make a concerted effort to improve those areas that can positively affect and enhance the
professional development opportunities offered by the WIU.
The WIU student services division desires to evaluate the effectiveness of
professional development, specifically regarding the transition to a more extensive use of
online professional development platforms that increased slightly over the past few years
and much more extensively as a result of the pandemic. Traditionally, following
professional development, the trainer provides staff with a post-workshop training survey
that uses a 5-point Likert scale to rate the overall program, organization and flow, quality
of materials, and the degree to which the stated objectives were met. In addition,
attendees are provided with open-ended questions that probe into what they found most
valuable, other uncertainty or concerns they may have, and suggestions for improvement.
While this information has been beneficial, the feedback focuses on a specific training. It
is of more value to the trainer as it assists them in developing an understanding of the
areas that may be improved or strengthened when facilitating the same training in the
future. It also does not reflect how the training may impact the job skills of the staff. With
this as one of the areas of interest within the study, a deeper examination can potentially
influence the broader scope of professional development provided by the WIU.

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Background
The student services division of the WIU operates several programs, including the
Early Intervention (EI) preschool program, which serves children ages three to five with
developmental delays and disabilities. During my 18 years employed by the WIU, I was
afforded the opportunity to serve in multiple roles, including special education teacher,
educational consultant, supervisor of special education for both EI and school-age, and
finally administrator of the EI program. These roles allowed me to experience adult
professional development from various lenses, as both a recipient and as one responsible
for the training development, implementation, and presentation. Having transitioned from
the WIU in 2019, I took on the role of an Early Intervention Technical Assistant
Consultant, allowing me to engage with the WIU staff in another capacity, focused
extensively on supporting EI inclusive practices and facilitating collaborative adult
learning experiences. As the WIU staff are afforded opportunities to guide individual and
independent learning, there are many instances in which the desired outcome is
predetermined and does not lend itself to allowing them to self-select topics or formats.
In the past, in-service professional development days were primarily held in a
face-to-face format. During the 2020-2021 school year, all in-services were held online
and included a mix of synchronous and asynchronous options. When considering these
factors and the increase in asynchronous professional development due to the pandemic,
the problem is how can the WIU act in a fiscally responsible manner when delivering
professional development. This concern is coupled with the need to satisfy the state-level
expectations and provide staff with skills required for performance respective of their role
and responsibility in EI. The administration is left with a desire to evaluate the

PERCEPTIONS ON PROFESSIONAL DEVELOPMENT
effectiveness of these changes in online professional development pertaining to
asynchronous versus synchronous activities across the canvas of different presentation
formats (e.g., visual materials, audio/listening, or kinesthetic experience) with options of
altered delivery times.
The administration must strategically focus resources to positively impact staff
understanding and service delivery. After receiving the professional development, it is
intended that EI staff implement the newly acquired or refined knowledge and skills
within their respective roles. As such, this study will explore the relationship between
these areas and support the administration in determining how to utilize the data to
develop a plan of action for effectively providing professional development that satisfies
all areas.
Research Outcomes and Questions
This study will investigate the effects of professional development on the
perceptions of Westmoreland Intermediate Unit (WIU) Early Intervention (EI) staff
regarding their job skills. Quantitative and qualitative data collected from both an
electronic survey and semi-structured interviews will be analyzed to facilitate the
research process. Three overarching questions will guide the research and include:
1. What are the current perceptions of EI staff relative to the Professional
Development (PD) opportunities available to them?
2. What changes do the EI staff recommend to enhance the PD that is currently
offered to them?
3. How do the PD experiences that are provided to the EI staff impact their
perception of their job skill level?

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The projected outcome is to capitalize on the information gleaned from the data
and utilize it to support the WIU student services division in developing an action plan
for future EI professional development. Subsequently, the plan would consider staff
perceptions to build a comprehensive system of professional development that meets
organizational, program, and staff needs, with the intent to positively impact services for
eligible young children in the EI program.
Fiscal Implications
When planning and delivering professional development, the administration must
consider a variety of factors. These aspects include but are not limited to the boardapproved school calendar, the topic to be covered, the most appropriate delivery method,
the location where the training will be provided, and the number of hours of continuing
education the staff will accrue. Each of these elements is influenced by outside factors.
This may involve the WIU collective bargaining agreement (CBA), which defines the
number of ACT 48 and paraeducator training hours the WIU must afford EI staff, the
availability and appropriateness of the training location, as well as any associated costs
that must be incorporated within the budget.
The training topics must be targeted and appropriate for the needs identified by
the administration relative to the EI program or related to EI state-level initiatives. These
can include topics such as the Pennsylvania State Performance Plan Indicators including
indicator 6, preschool environments or least restrictive environment, indicator 7
improvements of learning outcomes for preschoolers with disabilities, and indicator 12
effective transition at age 3 (United States Department of Education, 2019b). Moreover,
there is also a need to consider any discipline-specific training related to staff who hold

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specialized certification such as speech/language pathologists compared to special
education teachers or the incorporation of recommended practices that come from the
Council for Exceptional Children Division for Early Childhood. Ultimately, there are
overlaps, given the potential time, location, cost, and CBA constraints.
The financial implications of professional development include the cost of the
location, training materials, presenter fees, and the time associated with the employee’s
engagement in professional development activities. This translates to the money allocated
towards an employee’s salary, and as appropriate, any benefits provided to the WIU
employees. The EI staff considered within this study include administration, special
education teachers, paraeducators, speech/language pathologists, evaluation team
members, secretarial staff, as well as the contracted occupational therapists/assistants and
physical therapists assigned to the EI program.
The data gathered through this study will be valuable in assessing the
effectiveness of the WIU’s current professional development model in satisfying the need
for training that meets the state-level requirements and provides staff with skills required
for performance respective of their role and responsibility in EI while acting in a fiscally
responsible manner.
Summary
For the WIU to retain high-quality professionals, engage staff in focusing on the
needs of the students they serve, and cultivate a collaborative and dynamic environment
for employees to develop their talent, effective professional development is one area that
is to be prioritized. As professional development has transformed at the WIU over the
past few years, it is necessary to assess the impact on staff. This action research will

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contribute data and information that will facilitate the WIU’s ability to ensure that they
are providing staff with training that supports them in fulfilling their responsibility to the
eligible young children in the EI program and enables them to grow professionally while
considering the impact from a fiscal perspective.
As the first chapter provided an introduction, established the framework, reviewed
the anticipated outcome, identified the questions explored by the study, and discussed the
fiscal implications, the second chapter will review the literature that describes Preschool
EI and the foundational aspects of professional development.

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CHAPTER II
Literature Review
The phrase ‘professional development’ is often used interchangeably with other
terms such as “staff development, in-service, training, professional learning, or
continuing education” (Mizell, 2010, p. 5). As this is a prominent topic in education,
Early Childhood Special Education (ECSE), also known in Pennsylvania as Preschool
Early Intervention (EI), has distinctive characteristics based on the intricate nuances of
the program. This uniqueness lends to question whether current approaches to
professional development can be applied in the same manner to Preschool EI. With an
overarching intent to improve the development and learning of children, this is an area
worth investigating (Diamond et al., 2013).
Likewise, the delivery of effective professional development for Preschool EI
staff is an area of interest to the Westmoreland Intermediate Unit (WIU). It is relevant to
the WIU Preschool EI program due to an increased use of asynchronous professional
development using online platforms. Wherein this modality had been used infrequently in
the past, considering the changes experienced as a result due to the pandemic, it has
become increasingly more common. In turn, the WIU is interested in determining the
staff’s perception of this change and how research in this area can categorically inform
future planning across staff (M. Thomas, personal communication, April 23, 2021). In
considering the broader perspective, the problem the WIU needs to address is how they
can act in the most fiscally responsible way when delivering professional development,
while at the same time satisfying the specific parameters for training. Subsequently, this

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includes fulfilling the state-level training requirements and providing staff with unique
skills relevant to their roles and responsibilities within the organization.
The literature review will discuss the foundational components of Preschool EI
and the underlying premise of professional development concerning the field. The
exploration will begin by providing a background on the history of Preschool EI related
to Pennsylvania, the contributing theoretical framework including adult learning and
characteristics of professional development, the implementation of professional
development, and the components of Preschool EI topics.
History of Early Intervention
Before 1975, young children with disabilities were not afforded the same rights
and opportunities as their same-age peers to access educational programming. This
changed, however, as the education of children with disabilities was propelled forward
federally through the passage of Public Law 94-142, the Education for All Children
Handicapped Act (EHA), at which point children, ages 3 to 21, were afforded the right to
a free and appropriate public education (FAPE). In the years following the EHA, several
changes were made, including the 1986 passage of Public Law 99-457, which mandated
preschool programming for children with disabilities ages 3 through 5 as well as the
inclusion of EI services for infants and toddlers with delays or disabilities, thereby
providing additional rights and protections under the law (Congress.gov, 2021).
Individuals with Disabilities Education Act
In 1990 the EHA was reauthorized, and the Individuals with Disabilities
Education Act (IDEA) was established (United States Department of Education, n.d.-a).
The 2004 reauthorization of IDEA provided states with the ability to also use the term

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developmental delay for children ages 3 through 5 in addition to the disability categories
utilized by school-age programming (Individuals with Disabilities Education Act [IDEA]
Partnership, n.d.). Broken into two parts, IDEA Part B encompasses children ages 3 to
21, and IDEA Part C includes children younger than 3 years old. While the provision of
special education services includes a wide age range, young children ages 3 to 5, are
covered explicitly by the Section 619 federal grant. Section 619 Part B provides the
foundation upon which states apply for funding to provide special education services to
this population. EI programming for children younger than 3, who meet the eligibility
criteria, receive infant and toddler services through Part C. Both section 619 Part B
services and Part C services are intended to support each child in developing the skills
they need to achieve success (Early Childhood Technical Assistance [ECTA], 2020).
Given the broad focus and expectations within the IDEA, the United States (US)
Department of Education’s Office of Special Programs (OSEP) ensures oversight of the
federal guidelines. It provides formula grants to assist states with compliance. States, as
the recipients of the federal grants, are expected to comply with the IDEA to ensure
children ages 3 to 21 receive FAPE in the least restrictive environment (LRE), and
children ages birth to 3 also meet the desired outcomes of the law. While each state is
responsible for providing services to all children with disabilities who meet the eligibility
requirements from ages 3 to 21, children ages 3 to 5 fall specifically under the applicable
guidance found in Section 619 (United States Department of Education, 2021).
OSEP also holds states accountable by establishing a Results-Driven
Accountability System (RDA). This process requires states to develop performance plans
that include measurement criteria relevant to child and family outcomes, enforced at the

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local level. Subsequently, states receive a rating based on their compliance (United States
Department of Education, n.d.-b). The State Performance Plan (SPP) encompasses 17
indicators relative to Part B programming; however, three indicators focus exclusively on
preschool special education. They include indicator 6, which measures the LRE where
preschoolers with disabilities are receiving special education services and whether the
locations include participation with typically developing peers; indicator 7, which focuses
on improvements in learning outcomes for a child across three developmental areas; and
indicator 12, which focuses on eligibility and IEP compliance for children who are
transitioning from Part C to Part B at age 3 (United States Department of Education,
2019a).
Pennsylvania Early Intervention Services System
IDEA is the federal law that serves as the foundation of special education
regulations. In Pennsylvania, Act 212 of 1990, the EI Services System Act, defines EI
services for eligible young children. Act 212 includes both Part C Infant and Toddler
programming and Part B programming for children 3 years old to the age of beginners,
which is the age when a child can attend first grade in a school district (Early Intervention
Services System Act, 1990). In addition to law, the regulations that guide programing for
preschoolers with disabilities in Pennsylvania are contained within Title 22 of the
Pennsylvania School Code, specifically Chapter 14, Special Education Service and
Programs (Early Intervention, 1990).
Pennsylvania differs from many other states in that the Pennsylvania Department
of Education (PDE) and the Pennsylvania Department of Human Services (DHS) united
in partnership to create the Office of Child Development and Early Learning (OCDEL).

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Under mutual direction of both departments, OCDEL is responsible for governing the
Bureau of Early Intervention Services and Family Supports (BEISFS). The BEISFS is
responsible for the management of both Infant/Toddler EI programs and Preschool EI
programs (Early Intervention Technical Assistance, 2020b, p. 7). Under Act 212, a
“mutually agreed-upon written arrangement” or MAWA holder such as “intermediate
units, school districts or other public or private agencies” is responsible for providing
FAPE for preschool children identified with a developmental delay or disability, who are
eligible for EI services (Early Intervention Services System Act, 1990). According to the
Pennsylvania Association of Intermediate Units (PAIU), the majority of MAWA holders
are Intermediate Units (IUs), serving 80% of children receiving EI services. As such,
PAIU works with local IUs to provide support and advocacy, as demonstrated by their
efforts to ensure adequate Preschool EI funding (Pennsylvania Association of
Intermediate Units, 2019). References to the term MAWA are frequently replaced with
“Preschool EI program grantee” to clarify the language. This is further supported through
the annual assurance document that is part of the EI special education plan submission.
Preschool EI programs must sign this to guarantee that they comply with “22 PA Code
Chapter 14, 11 P.S. 875, 34 CFR Part 300 and with the policies and procedures of PDE”
(Office of Child Development and Early Learning, 2021a).
Funding Mechanisms
Funding allocation for Preschool EI programs comes from several sources
including federal and state funds allocated by OCDEL, local funds, and when applicable,
medical assistance reimbursement. Wherein most funding comes from the state, federal
funding, under IDEA Part B, includes both 611 Component 1, which is based on the

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number of children ages 3 to 5 eligible during a December 1 child count, and IDEA Part
B Section 619 supplemental funding based on children who are identified for special
education services (Early Intervention Technical Assistance, 2020b, pp. 18-19). As the
state funding is established through the state EI grant, “total allocation per program is
established by OCDEL minus the federal funds and medical assistance funds” (Early
Intervention Technical Assistance, 2020b, p. 19). The state and federal funding are in
addition to any local revenue that is generated by the program. While IUs do not have the
ability to leverage taxes, local funds can come from other sources, such as services
provided by the EI program to support member school districts (Early Intervention
Technical Assistance, 2020b). Information pertinent to these areas can be found within
the OCDEL fiscal contract guidelines for EI. It states, “when the child has reached the
year of kindergarten eligibility, does not enroll in any kindergarten program, and remains
in Early Intervention until the age of beginners, the funding for Early Intervention
services then becomes the responsibility of the resident school district” (Office of Child
Development and Early Learning, 2021b, p. 5). As a result, this is one of the ways IUs
can generate revenue to support programming. Finally, the School-Based ACCESS
Program also serves as a funding stream. It allows programs to receive reimbursement for
delivering medically related services as part of the provision of a student’s IEP
(Pennsylvania Department of Human Services, 2021b). Preschool EI program grantee
holders must utilize funds generated from medical assistance to support the overall
budget according to the number of children that the Preschool EI program grantee serves
who are eligible for MA reimbursement. Accordingly, the related service providers listed
on the IEP bill SBAP to support the Preschool EI program grantee in recouping a portion

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of the cost for the medically related service (Early Intervention Technical Assistance,
2020b; Pennsylvania Department of Human Services, 2021b).
Staffing Composition
As special education encompasses children with disabilities ages 3 to 21, there are
subtle differences in language regarding the implementation of EI compared to schoolage programming, although the regulatory guidance is the same. The expectation is to
comply with both the federal and state regulations for special education services. This
then moves beyond the fiscal responsibility to include the expectation that Preschool EI
will conduct child find activities, complete evaluations as well as IEPs within established
timelines, and ultimately provide FAPE within the LRE. Therefore, programming and
services are to be based on the individual needs of the child with a plan that provides the
supports required for the child to participate to the greatest extent possible with their
peers and be afforded opportunities that enable them to experience educational success
(Pennsylvania Department of Education, 2009).
The staffing composition of both EI and school-age programs is based on what is
necessary to fulfill the requirements established through the laws and regulations. The
team members required to conduct an evaluation must have the qualifications necessary
to determine eligibility for the child. For example, while a school psychologist is required
when evaluating for specific disability categories per § 14.123 such as “autism, emotional
disturbance…[intellectual disability]…multiple disabilities, other health impairments,
specific learning disability or traumatic brain injury” other team members that may be
included, such as speech-language pathologists, occupational or physical therapists would

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be added according to the reason for the evaluation (Rosa’s Law, 2010; Pennsylvania
Department of Education, 2009, p. 40).
The same concept applies to the individualized education plan (IEP) team in that
§ 300.321 defines the IEP team as not only the parents of the child but also a regular
education teacher, special education provider, and a local education agency (LEA)
representative, as well as any other service providers that would be required based on the
child’s needs and related services (Pennsylvania Department of Education, 2009, pp. 4950). Ultimately, while required team members must be part of the multidisciplinary team
and IEP team for compliance, there are differences between and among programs in the
responsibilities of both direct and in-direct service providers based on local procedures.
Direct service providers for the WIU Preschool EI program are responsible for evaluation
and IEP service implementation. This may include and is not limited to school
psychologists, special education teachers, and related services such as speech-language
pathologists, occupational therapists, physical therapists, and paraprofessionals. Indirect
service providers include secretarial staff and the supervisors or directors responsible for
compliance and other management activities needed to fully operate (M. Thomas,
personal communication, April 23, 2021).
In order to provide EI services in Pennsylvania, Preschool EI grantees are
organized according to the geographic region covered. While there are a few school
districts serving as Preschool EI grantees included, the majority are IUs and are organized
across 29 service regions (Pennsylvania Association of Intermediate Units, 2019). The
WIU provides EI services for eligible young children residing in one of the seventeen
school districts in Westmoreland County (WIU, 2021). Staff are distributed based on a

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geographic area according to the number of children in need of services in that area as
well as their assignment defined by the WIU administration and bargaining unit contracts
respective to the WIU Education Association PSEA/NEA and WIU Classroom Assistants
Education Support Personnel Association PSEA-NEA (M. Thomas, personal
communication, April 23, 2021).
The training requirements are also contained within the fiscal guidelines that state
that “at least 1 percent but not more than 2 percent of the state EI allocation” is to be
attributed to costs associated with the required training (Office of Child Development and
Early Learning, 2021b, p. 7). This demonstrates the fiscal attention that programs are
expected to give to professional development.
Principles of Adult Learning
Training is an expectation for EI programs that is coupled with fiscal
accountability. Seeking to maximize these fiscal resources, programs are best served to
identify the key components surrounding adult learning principles to ensure learning is
geared toward the appropriate audience and the participants are receiving the intended
outcome.
Key Components
Research related to this area can be attributed to the adult learning theory,
andragogy, developed by Malcolm Knowles, which focuses on the variances in
acquisition of knowledge associated with adults in comparison to children (New England
Institute of Technology, 2021). It is essential to understand the characteristics, as they
serve as the foundation for the principles. The first characteristic, self-concept, is related
to the shift that transpires when one is no longer reliant on outside influences to drive

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decisions and instead refers to internal choices that one makes. The second pertains to the
extent to which experiences over time directly influences learning. The final three
correspond to learning from the concept that as adults, there is a shift in one’s desire to
learn associated with a level of maturation, motivation, and understanding of the need to
learn to increase our capacity to handle life (Smith, 2002).
While this theory provides a foundation, the principles derived from the
characteristics imply shifting to support adult needs rather than relying on teaching
methodology geared solely toward children. These include allowing adults to be directly
involved in all aspects of their learning from the onset. In this way, they can determine
what topics are relevant to their needs and be driven to select training experiences that
help them act in a problem-solving capacity pertaining to their unique role (New England
Institute of Technology, 2021).
Learning Styles
The learning process is commonly linked to the way individuals are inclined to
select one style of learning over another. Garavan et al. (2020) defines it as “the
preferential way(s) in which a learner absorbs, processes, comprehends, and retains
knowledge. These styles can focus on what the learner sees, what the learner hears by
listening, and what the learner acquires by touching and doing” (p. 148). Contained
within the work of Fleming and Mills (1992), they are commonly referred to as a
modality centered on visual, auditory, reading/writing, or kinesthetic. Within each of
these styles, the implication is that individuals have an inherent lean towards one, and
with each, the dominant preference is associated with the modality. For example, those
who use kinesthetic methods often need to be directly involved in the activity and use a

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variety of senses to engage. In contrast, those who use auditory methods need to hear the
content (pp.141-143). Similarly, David Kolb developed the experiential learning theory,
which demonstrates the intersection of four stages and four styles of learning. The
convergence of these dimensions seeks to define the preferential nature of an individual
towards a specific style of learning (McLeod, 2017). Despite the volume of models in
existence, there are overlapping areas with implications for use to support the learner in
the acquisition of knowledge (Garavan et al., 2020).
While learning styles prove to be a popular method for which educators develop
instructional lessons, multiple research studies have found results that conflict with the
theories associated with learning styles, and as such, the utilization of these as a primary
method of designing learning outcomes is questionable (Cuevas, 2015; Dekker et al.,
2012; Nancekivell et al., 2020). A contribution from the National Research Council to
this work considered the need to employ similar practices used in the classroom to those
in situations for professional development. These include providing an opportunity for
teachers to contribute to the topic, moving beyond information sharing to implementation
and application of a concept to the classroom coinciding with the ability to evaluate the
effectiveness as well as contribute to the larger audience of learners (Bransford et al.,
1999, p. 27).
Perceptions of Professionals
Another consideration when implementing training intended for educators is their
perception of the following: opportunities available, the effectiveness, and the impact on
their instruction according to the professional development. In 2012, a survey was
conducted by MetLife for school-age principals and teachers. Findings from teachers

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revealed that those who reported lower levels of job satisfaction also were correlated with
responses that showed higher levels of stress and budget decreases, thereby also reducing
the amount of time allocated for professional development and decreased opportunities
for collaboration (Metropolitan Life Insurance & Harris Interactive, 2013, p. 6).
However, research has found that the higher level of understanding a teacher has about
content, the more significant the impact on their instructional techniques that potentially
transcends to impact student achievement positively. Therefore, this impacts their belief
of the positive correlation between professional development and their knowledge as
determined from interviews used to gather qualitative data from elementary teachers
associated with this area (Morewood et al., 2010). Research conducted nationally with
elementary, middle, and high school teachers pertaining to online professional
development found that the majority of teachers had favorable responses to the
opportunity. In the review, it was noted that not only could they complete it according to
a timeframe of their choice, but they also were able to complete it at their preferred
pacing, moving as quickly or slowly as they needed. Teachers who indicated that it was
advantageous were motivated to participate in an online format based on their preference
instead of having it set as an expectation (Parsons et al., 2019).
When considering what professional development format infant/toddler EI staff
believe directly correlates to their desire to alter the way they deliver services, it was
important to have both the time to work together in a collaborative manner and an
extended opportunity to consider how to apply what they learned in their daily work was
of importance (Spence & Santos, 2019).

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As online professional development methods continue to become more
prominent, this is another area for consideration. When early childhood (EC) teachers
were provided with both access to videos showing high-quality teaching with
preschoolers and well-targeted, online guidance and opportunities for reflection regarding
how they worked with preschoolers, the outcomes were favorable (Pianta et al., 2008). In
one study conducted with high school teachers, their views on this delivery approach
were revealing. In it, they found a lack of the substance necessary to be of significant
value. The factors that led to this revelation included that it was not incorporated into
their daily work. Even more concerning was that it lacked relevancy to their duties as it
showcased grade levels for which they were not responsible for educating, once again
reducing the applicability. The implication of this study is the need to become more
focused on the unique needs of the educators who are the recipients of the professional
development and to ensure the carry-over necessary to support their distinct educational
roles is provided (Powell & Bodur, 2019).
Professional Development in Early Intervention
The theoretical framework of professional development is vital to understanding
the field’s characteristics, forms, and relevancy. In 2009, a national survey conducted by
Early Childhood Technical Assistance (ECTA) involving state-level representatives of
Preschool EI was conducted. At that time, only twenty-three out of forty-nine states met
the expectations for all facets of the identified professional development attributes.
Subsequently, the recommendations justified the need to provide professionals with
training that not only considered both aspects linked to the needs of adult learners but
also conducted jointly with EC stakeholders. The focus would be to ensure that the topics

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correlated to those items that would support the OSEP indicator that measured
improvements of learning outcomes for preschoolers with disabilities (Bruder et al.,
2009).
Definition of Professional Development
To fully understand the concept of professional development, it is essential to
have a clear and consistent definition. Many organizations have sought to synthesize the
research or provide a foundational definition. The National Professional Development
Center on Inclusion (2008), a project funded by OSEP, has established that professional
development is “…facilitated teaching and learning experiences that are transactional and
designed to support the acquisition of professional knowledge, skills, and dispositions as
well as the application of this knowledge in practice” (p. 3).
While there are many ways in which it is defined, there is a common theme
identified. Many definitions include the learning gains that children achieve as a
prominent feature of effective professional development. The emphasis is also on the
educator relative to the impact it has on their learning, and subsequently, the changes and
enhancements to instruction that the educator employs as a direct result of the training
(Wei et al., 2009, p. 3). ECTA extends this by including “…effective training and
technical assistance to retool, extend, and update the knowledge, skills, and competencies
of the workforce” (ECTA, 2015, p. 26). Ultimately, even fields outside of education
address the inherent value that is derived from training, and as such, it can be considered
“…an investment in an organization’s human capital,” and failure to adequately address
it is, in essence, detrimental (Salas et al., 2012).

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Characteristics of Professional Development
The characteristics of effective professional development have been studied
extensively. Thus, it is imperative to know that research has revealed what can be
considered ‘effective’ relative to professional development. Effectiveness includes
fundamental factors such as including staff as contributors to the process in a
collaborative manner and includes the delivery of learning to the adults over time instead
of the typical short-term opportunities that take place over a few days. Moreover, there is
a concerted effort to include topics geared toward enhance instruction and increasing
student gains (Wei et al., 2009, pp. 58-59).
As the underlying principle is to enhance quality programming for the inclusion
of young children with disabilities, the National Professional Development Center on
Inclusion (2009) outlined important professional development features related to what is
termed as the who, what, and how. Specifically, these include:
1. Consider the characteristics (the who) of both the learners and the providers of
professional development in the context of the quality improvement movement.
2. Redefine the content (the what) of professional development to reflect what is
currently known about program quality standards, practices, and measures.
3. Employ the most effective professional development methods (the how) to
facilitate experientially-oriented learning that will promote improvements in both
global program quality and quality inclusive programming. (p. 5)
The who, what, and how are features essential to planning and reviewing before
implementing professional development.

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When looking at it from the perspective of providing Preschool EI staff with
training that supports their ability to increase outcomes for children, research has found
that it is beneficial to provide consistent, ongoing training as opposed to limiting it to a
singular event in time (Dunst, 2015). Additionally, it must be set up to provide
engagement by the Preschool EI staff that overtly identifies the targeted strategies and
practices in a way that allows them to go forth and use the skills in their service delivery
and work with fidelity (Snyder et al., 2018). This can be found with other programs in the
EC field that work with young children, specifically Head Start teachers. Findings
revealed that the more frequently a teacher receives assistance through professional
development or mentoring, the higher the teacher’s response related to the pleasure they
associate with their job and the increased likelihood that they will have a more favorable
attitude (Harding et al., 2019). While this was an associational study and had limitations,
the results further reinforce the need to incorporate multiple types of trainings within
professional development plans, moving beyond those that are strictly informational and
occur only once or infrequently to a more comprehensive series (Dunst et al., 2015;
Snyder et al., 2018).
Forms of Professional Development
The forms of professional development vary and include face-to-face, online, and
a hybrid of these and other types. Researchers have sought to investigate the impact of
different formats for future application, such as when comparing the effects of EC
coaching delivered face-to-face versus that provided through the internet. Crawford et al.
(2021) found that while face-to-face offerings yielded higher results, those areas that
were different were negligible. This suggests the need to incorporate coaching within

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professional development to support the ability of the teacher to enhance high-quality
teaching activities within the classroom, thereby positively influencing the gains children
make relative to EC outcomes. Another form, mentoring, can be considered embedded
within the context of professional development. Mentoring is a consideration for novel
teachers, especially when the focus is on the retention of educators. Providing them with
a greater volume of training that is specifically tailored to be of more outstanding quality
is essential. Consequently, a mentor can then support professional development
opportunities (Marshall et al., 2013).
Relevancy to Teacher Effectiveness and Evaluation System
The concept of professional development is found within law at the national level
that directly flows into state expectations for action that outline teacher effectiveness and
evaluation at the local level. The Elementary and Secondary Education Act (ESEA) that
was amended in 2015 through the Every Student Succeeds Act (ESSA), defined
professional development and provided state education agencies with clear and consistent
language surrounding the term (Every Student Succeeds Act, 2015). This impacted
Pennsylvania’s consolidated plan, where it is reiterated that ESSA “…includes activities
that provide educators, including teachers, principals, other school leaders, specialized
instructional support personnel, paraprofessionals, and as applicable, early childhood
educators, with knowledge and skills to help students succeed in a challenging, wellrounded education. This includes strategies that are designed to give teachers and
instructional staff the tools and skills to provide instruction and support to English
Learners, students with disabilities, gifted and talented students, and students with low
literacy levels” (Pennsylvania Department of Education, 2019, p. 78). It is further

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elaborated that Pennsylvania is also working to make the changes necessary to provide
“high-quality” professional development that is designed to not only provide educators
that are equipped to meet the needs of children but also to consider how implementing
changes such as these can support educator retention (Pennsylvania Department of
Education, 2019, p. 82).
The relevance of professional development to teacher effectiveness is central.
Contained within the Pennsylvania School Code, local education agencies (LEA),
including IUs, are required to develop a three-year “professional education plan” that
explicitly contains information about professional education and how the LEA will
support and facilitate professional development opportunities (Continuing Professional
Education, 1985). These plans correspond directly to the educator requirements that come
through Act 48, a law defining professional development established in 1999. Under Act
48 educators must accrue 180 hours of continuing education or six credits worth of
college-level coursework within a five-year timeframe. This can be earned in several
ways, including completing college-level credits or engaging in professional development
activities to maintain “active certification status” (Pennsylvania Department of
Education, 2021).
Included in the amendments to the Pennsylvania School Code, several Acts
conceptually bring professional development and teacher evaluation together. Act 13 of
2020, which revised Act 82 of 2012, provided regulatory mandates for compliance with
the educator effectiveness evaluation system and impacted three different groups. This
includes those with a teaching certificate responsible for instructing students, a nonteaching professional to include those who are not classroom teachers but are responsible

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for providing services, and those with principal certification, including those with
certification as a supervisor of special education. Embedded within the performance
ratings are four domains. These include planning, the classroom environment, student
instruction, with the final domain targeting professional responsibility which institutes an
adherence to professional development (Educator Effectiveness Rating Tool, 2021). Once
again, this is an area that relates to the requirement that educators maintain their
Pennsylvania certification through the fulfillment of Act 48 continuing education hours
as required for those holding the certification in either teaching or administration
capacities (Pennsylvania Department of Education, 2021).
While the educator effectiveness model used in Pennsylvania outlines teacher
evaluations with an underlying premise to enhance the training needed to provide quality
services, some standards support these processes. According to the work from the
Division for Early Childhood (DEC), a division of the Council for Exceptional Children
(CEC), it is critical to have a set of consistent standards that frame the expectations, guide
professional development to ensure that EI staff have a level of understanding, and
possess the ability to develop and refine their technical skills to support all eligible young
children (Cochran et al., 2012). As a result, the DEC has developed professional
standards focused on EI for infant/toddler and ECSE staff. These standards are
differentiated to include those at the onset of their career and those who are advanced. As
defined by the DEC, they contain the “knowledge, skills, and dispositions professionals
need to practice competently” (Division for Early Childhood [DEC], 2020). This is a
complement to the work of the CEC in relation to providing standards for special
educators as well as paraprofessionals. It is a resource to support evaluating individual

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strengths within an area as well as determining what skills are needed to continue the
path of knowledge and growth (Council for Exceptional Children [CEC], 2015).
Despite the fact this information pertains to those working with young children
with disabilities, it is not considered a separate initiative. In 2009, the DEC, along with
the National Association for the Education of Young Children (NAEYC), developed a
joint position statement surrounding EC inclusion. The three components critical to
inclusion, “access, participation, and supports,” must be built upon a framework of
professional development opportunities afforded to a variety of stakeholders including
“…family members, practitioners, specialists, and administrators,” that encompasses an
“integrated system of high-quality” (Division for Early Childhood & National
Association for the Education of Young Children, 2009, pp. 2-4). In addition to the DEC
standards and the joint position statement, NAEYC has set forth practices that are
considered developmentally appropriate for the age range that includes eligible young
children supported by preschool EI programming. The emphasis throughout the
document is the need to provide professional development that prepares educators to
implement practices that support children in multiple ways that are meaningful and
coincide with their developmental level (National Association for the Education of
Young Children, 2020).
Implementation of Professional Development
The implementation of professional development can take on many formats that
range from formal to informal. Regardless of the option, it is critical to consider what is
perceived to be the main aspects. The work of Desimone (2011) suggests that five areas
comprise professional development that is considered of value. These include ensuring a

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“focus on subject matter content and how students learn that content,” as well as
consistency with local and state initiatives, affording staff the chance to directly
participate, providing opportunity for engaging in the topic for longer timeframes, going
beyond the average workday to include upwards of 20 hours, and providing an
opportunity for collaboration between and among those with similar roles (p. 69).
Format
From the state-level perspective, professional development in Pennsylvania is
delivered through various formats as contained within the SPP. These include “statewide
and local workshops; online learning modules and webinars; and materials development
and dissemination. Family members are welcomed participants and trainers in
professional development activities” (United States Department of Education, 2019b, p.
6).
At the local level, educational programs make similar decisions and may utilize
both online and face-to-face formats that are conducted both synchronously and
asynchronously. The depth of literature that exists regarding professional development
for EC programs supports leaders in considering the reason to select one format over
another. The options can include training delivered on one occasion, credit-bearing
courses, coaching, and online training. Within each of these, there are positive and
negative consequences associated with their use, including the cost of training, the depth
of rigor and intensity as it impacts the time commitment an educator can give,
particularly dependent upon the location, the level of proficiency with the format, as well
as the lack of individualization (Schachter et al., 2019).

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While a great deal of research has centered on in-person professional
development, the utilization of training online is showing to be favorable as with research
conducted for Part C EI programming. Staff that participated in the study found that the
use of a 6-week long course in which technical assistance was incorporated and allowed
for the synthesis of the information and feedback in a supportive manner led to positive
ratings and the overall sense that having opportunities that extend over time are of
superior value and benefit (Childress et al., 2021). The utilization of technology is a
viable option; conversely, it is not without drawbacks. In a study involving preschool
teachers, participants were provided with a level of professional development to facilitate
their understanding and utilization of embedded instruction. The study results indicate
that those who had the on-site coaching were able to gain access to consistent coaching
and advice to enhance their use of the practice. Alternatively, those in the web-based
group did not have the same experience, and within the data, things such as
accountability and collaboration were not prominent. In addition, other aspects such as
proficiency with technology and access to technical support to assist when there were
connectivity or other issues must be taken into consideration. This further reiterates the
need to analyze the best modality for professional development according to the needs
and outcomes desired (Shannon et al., 2015).
Impact on Staff Behaviors
The impact professional development has on staff behaviors is one that has been
analyzed from multiple perspectives. In looking at retention concerns, it has been found
that in a study with school-age special education staff, that there may be a reduction in
the likelihood that they would leave their position by adequately preparing them (Berry et

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al., 2011). This means affording them training on topics that relate to the difficulties they
frequently experience such as student behaviors and disability categories that are not
commonly encountered and diving deeper into the expectations of their role. Moreover,
educators desire to have topics that are of interest to them and enhance the depth of their
understanding beyond what they have been trained in based on their certification (Berry
et al., 2011). At a theoretical level, when looking at research that analyzes attrition, the
environmental factors positively associated with the desire for special educators to
remain in their position include ongoing access to professional development. It is
important to afford teachers with experiences that increase their knowledge of their role
such as is found with professional development (Billingsley, 2004). In a study conducted
by Furness (2020), in addition to factors such as workload, the morale of ECSE staff was
impacted by access to professional development. Given the direct association with
morale, it is recommended to offer professional development that is of value and provides
the job-related skills necessary to increase satisfaction within the field of ECSE (Furness,
2020). In addition to teachers, ECSE leaders also need to have the training to affect their
behavior and skill so that they are adequately prepared to provide the guidance and
facilitate the development of a high-quality program, as found through a study in
Colorado (Movahedazarhouligh, 2020).
Effective Professional Development Characteristics
Knowledge of effective professional development characteristics provides the
structure needed to make effective planning and implementation decisions. One way to
act proactively on behalf of staff is to use a differentiated professional development
model. This relates to the variety of EI professionals who provide both direct and indirect

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services, dependent upon their role within the organization. Barton and Smith (2015)
noted variability that exists by those that provide services. Considerations must be given
to the “…backgrounds, education levels, and experiences” (p. 42). Subsequently, it is
incumbent upon the administration to facilitate diversity despite the barriers.
Considering the specialized roles that each team member can play, OSEP
provided funding for the creation of the Early Childhood Personnel Center (ECPC) that
was able to bring together seven national organizations, including the DEC, American
Speech-Language-Hearing Association (ASHA), and NAEYC, all of whom directly
influence the work done in EI. They identified four competencies that could be found
between and among the professionals delivering supports and services through their
collective efforts. These include “collaboration and coordination, family-centered
practice, evidence-based practice, and professionalism” (Bruder et al., 2019, p. 291). It is
without question that these are topics that need to be considered and incorporated within
a comprehensive model of professional development.
The application of professional development as a follow-through activity has been
extensively studied. As it pertains to Preschool EI, Dunst reviewed research models that
provide a structure for replication. In describing the model, Dunst (2015) noted that the
expectation should be that it is an ongoing cycle that moves fluidly, “…from in-service
training to practitioner knowledge and skill acquisition to practitioner adoption and use of
the practice(s) constituting the focus of in-service training and the effects on child and
family outcomes” (p. 216). This model incorporates multiple elements that must be
considered in planning professional development which includes the need to give time for
staff to reflect on the information shared at the training within the context of their job.

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Additionally, they must be afforded the chance to receive other forms of follow-up,
including repetitive trials in which they practice what they have learned and garner
insight from observations made through aspects of coaching or a similar structure. While
the amount of time allocated for the training and the depth and extent to which the
training is continued will vary according to the needs, this necessitates examining the
level of follow-up required (Dunst, 2015).
These findings are additionally reinforced within a meta-synthesis in which it was
expressed that from the onset of professional development creation and reiterated
throughout the process, consideration must be given to the intensity and duration of the
training coupled with the appropriate allotment of time to afford teachers to conduct
activities that allow them to process the information and synthesize it in a way that
facilitates their ability to utilize the new information or skill (Dunst et al., 2015).
Ultimately, as it is a process, many factors contribute to the decisions surrounding
what the professional development will look like in action. For example, elements such
as the feasibility and reasonableness of the topic selected, the format used for delivery,
the fiscal implications, supports needed for execution of the activity, and several
additional items are impactful. This is extended further to include the experience and
level of desire that the educator has in learning the content. Thus, the interconnected
nature of these variables requires engaging staff in decisions related to the selection of the
format and the necessary assessment of the effectiveness to coincide with follow-up
activities (Sancar et al., 2021).
It is essential to ensure that the incorporation of specific professional development
techniques successfully meets the desired outcome. These decisions should reflect the

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need to assess and consider whether elements are being reliably implemented. This
information contributes to making determinations for the next steps and the ways other
variables such as the entry-level for the teacher, the experiences that were gleaned as part
of participation in the professional development, and underlying attitudes and beliefs
influence the process (Downer et al., 2009).
Preschool Early Intervention Professional Development Topics
Preschool EI professional development topics have many driving factors. As part
of the oversight conducted by OCDEL, EI programs receive an annual review that
focuses on the Pennsylvania State Performance Indicators (United States Department of
Education, 2019b). As such, it is expected that staff has an inherent understanding of not
only the elements required for compliance, but that training activities are conducted in
such a way as to support the cohesive understanding of staff relative to the areas. These
include Indicator 6 preschool LRE, Indicator 7 preschool outcomes, and Indicator 12
early childhood transition (United States Department of Education, 2019a).
National Organizations
Supporting staff relative to the research and information that comes from the work
of national organizations that contributes to developing high-quality programming for
children receiving special education services is also important to consider. The
expectation is that those within the field of EI have the skills to comply with the laws and
regulatory language set forth by IDEA and Chapter 14 and remain current within the use
of research and evidence-based practices. To assist with this, OSEP created ECTA to
facilitate the ability of states to put into practice these components (ECTA, 2015, p. 30).

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ECTA has created a framework that assists states in assessing their work relative
to the items deemed critical to the field and supporting their ability to capitalize on
identified strengths while addressing areas of need. Subsequently, one factor is focused
on personnel development as it relates to training and professional development.
References are made to the importance of considering adult learning as well as
incorporating a method that extends this learning of evidence-based practices beyond the
training and is incorporated within the activities of the professionals as they provide
services and supports to children and families (ECTA, 2015, p. 30). The evidence-based
practices referenced by ECTA coincide with the recommended practices created by the
DEC.
The DEC as an organization works collaboratively with ECTA (Division for
Early Childhood, 2021). As referenced directly within the document, the intention behind
the recommended practices “...is to help bridge the gap between research and practice by
highlighting those practices that have been shown to result in better outcomes for young
children with disabilities, their families, and the personnel who serve them” (Division for
Early Childhood, 2014, p. 3). Research connected to the use of the DEC recommended
practices by Preschool EI program staff found that the methodology used for delivering
the professional development provided for EC special education teachers, therapists, and
other professionals such as psychologists is equally or more critical than the number of
times that it is offered. Moreover, the recommendation is to utilize practices such as those
referenced to serve as a basis for the training opportunity (Dunst et al., 2020).

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State Level Assistance
Acting on behalf of the Bureau of Early Intervention Services and Family
Supports (BEISFS), Early Intervention Technical Assistance (EITA) serves as a conduit
in providing training and supports to EI programs in order to facilitate their ability to
provide high-quality services to families and children with developmental delays or
disabilities that reside in the state of Pennsylvania. EITA is the birth-to-five component
of the Pennsylvania Training and Technical Assistance Network (PaTTAN), which is the
broader system (Early Intervention Technical Assistance, 2021).
As detailed within the SPP, PaTTAN covers the grade levels spanning school-age
programming. Alternatively, the structure of training for Preschool EI programs at both
the individual IU and school district level as well as across the state is built upon the
premise that EITA utilizes information gathered from the “analysis of statewide data,
including program verification visits and determination results, state and federal
requirements, relevant research related to evidence-based early intervention practices,
and planning with BEISFS staff” (United States Department of Education, 2019b, p. 5).
The overarching intent is to ensure that Preschool EI staff demonstrate competency in
providing services founded upon evidence-based practices (United States Department of
Education, 2019b, p. 6). Additionally, recommendations generated from the work of the
Pennsylvania Special Education Advisory Panel provide guidance to support school-age
through the Bureau of Special Education and EI through the BEISFS in prioritizing topics
for statewide activities or training, such as family engagement or inclusion (Special
Education Advisory Panel, 2021). EITA facilitates opportunities based on the review of
data and considering the Preschool EI program needs and relevancy to BEISFS program

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verification, policy, research, and initiatives (United States Department of Education,
2019b, p. 6).
Discipline-Specific Topics
When taking into account the discipline-specific topics that are relevant and
desired by staff, investigating the current work within the field can provide insight. A
national organization, the Council of Great City Schools (2021), conducted a review of
research and analyzed strong examples of school districts across the country that presents
information on professional development for a variety of roles within the preschool
through school-age programs (p. 6). Within their guide, they reference the need for
professional development not only for teachers but also those that hold other positions
such as leadership or office-based staff and, as such, are differentiated and focused on
those skills required to be proficient at their job as well as those related to curriculum,
attitudes, and the learning and social-emotional needs of students. As evidenced by the
example of the Newark City Schools EC program, efforts surrounding professional
development not only highlight the development of competency but also are intended to
increase morale and enhance their ability to recruit new staff (Council of Great City
Schools, 2021).
Although Preschool EI programs may operate with a variety of staff who are
dependent upon their organizational structure respective of the IU or school district entity
where they are employed, the PA school code defines EI itinerant teachers, classroom
teachers, and speech therapists for the purposes of IEP caseloads and as such, serve as
examples of team members (Range of Services, 2001). This is in addition to professionals
needed for child find, screening, evaluation, and the provision of special education

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37

services, including related services staff referenced in IDEA § 300.34, including but not
limited to school psychologists, physical and occupational therapists, nursing, and social
workers (Pennsylvania Department of Education, 2009). Other members who may
contribute to the instruction and programming needs include instructional
paraprofessionals and personal care assistants (Personnel, 2008).
In reviewing those team members that have specialized roles, EI Itinerant Special
Educators are defined as those that hold special certification and are expected to travel to
homes and community-based sites to act as “…consultants, coaches, mentors, and
trainers” (Dinnebeil & McInerney, 2011, p. 2). The responsibility based on these
expectations is to act collaboratively; however, given the diversity of their role and in
considering the perspective of both special education and general education teachers in
the EC field, it is not enough to expect that professionals must collaborate, but it is
critical to provide the training that directly supports their ability to act in that capacity
(Alghazo & Alkhazaleh, 2021). Moreover, the number of EI Itinerants is typically lower
than those in traditional EC special education (ECSE) classroom roles, and there are
elements to their job that are not precisely the same as those in ECSE classrooms.
Accordingly, it is important to provide them with professional development that provides
them with support beyond the classroom to include job-alike training relevant to their
work (Dinnebeil & McInerney, 2011, p. 178). Dinnebeil et al. (2009) reviewed the
empirical literature surrounding the aspect of this role that relates to consultation. Within
that review, it was noted that personnel assigned to take on these responsibilities often do
not have the foundational training required and, as such, do not demonstrate the
characteristics exemplified by those who have an inherent understanding of the

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38

expectations to act in the capacity as a consultant. Thus, it would be incumbent upon the
administration to ensure that professional development is provided to support the EI
itinerant (p. 442).
This coincides with the unique needs of other roles, including that of speechlanguage pathologists (SLP), occupational therapists (OT), and physical therapists (PT).
Foundationally, various service options exist for young children with disabilities,
dependent upon their needs. However, additional variables include the location where
they receive services, whether occurring in the home, EC classroom, or other community
setting, as well as the service delivery model used, either directly working with the child
or in-direct services provided through the therapist acting as a consultant to the family or
EC program.
While the selection of the model will be individualized for each child, multiple
models can be incorporated to ensure that services are embedded and support the ability
of the child to receive instruction that increases repetition and practice of the targeted
skills outside the constraints of the allotted therapy time. In working through these
factors, the training needs of SLPs, OTs, and PTs, related to things such as curriculum
and goals for the classroom as articulated by the EC teacher, must be brought to the
forefront, as it is core to the effective consultative services (Case-Smith & Holland,
2009). The expectations regarding the role of SLPs outlined in 2000 by the ASHA have
grown over the years. The scope of practice and guidelines has been revised to
encompass other areas such as evidenced-based practices and telepractices. As such,
“new or expanded roles may require high-quality professional development for SLPs
already in the schools” (American Speech-Language-Hearing Association, 2010).

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39

When taking into account those ancillary supports needed to assist with
educational programming for children, paraprofessionals are often assigned to aid
teachers in supporting learning and in the implementation of activities, routines, and
overall management. Nevertheless, a mixed-method study in elementary schools
identified the specialized training needs for those working in this capacity. This area is
often neglected, with a minimal amount of time devoted to supporting their growth,
particularly as it pertains to children’s behavioral concerns and those skills directly
required of them in their role (Wiggs et al., 2021).
Another group of professionals impacted by the need to demonstrate continued
advancement in their professional journey are those in a supervisory capacity. As
contained within the DEC’s Position Statement on Leadership in EI/ECSE, leadership is
needed to support the growth of a program and facilitate the ability for it to meet the
strategic mission and goals; therefore, the field should “purposefully build and sustain
leadership capital across all domains of practice” (Division for Early Childhood, 2015, p.
1). The information on the ECSE leadership perspective is not as extensive as other
fields; consequently, a group came together through the DEC to make recommendations
based on these limitations and specifically referenced those that involve professional
development for leaders (Bruns et al., 2017).
While this is an important facet of the organizational structure, it is recognized
that there is not a widespread amount of literature that provides clear direction on
leadership practices (Movahedazarhouligh, 2021). In cross-sectional research of Part C
and Part B ECSE leaders, Bruns et al. (2017) recognized those aspects of leadership that
are critical in assuming the responsibilities that naturally occur as a result of the position.

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40

Professional learning, identified as one of the six competencies reviewed, was associated
as essential as it incorporated the demonstration of both personal skill development as
well as expanding the skills of others (Bruns et al., 2017).
Evidently, there is a need for more in-depth research surrounding supports
considered necessary to develop leadership abilities. Moreover, the need exists to deliver
extensive training that provides leaders with the competencies essential to take on their
role that is overwhelmingly complex and multifaceted (Luckner & Movahedazarhouligh,
2019). This can be expanded to consider leaders’ need to understand expectations of their
diverse role and correspondingly, for a leader to put forth the effort to appreciate the
skills and dynamics of the itinerant staff role; thereby affording leaders with the capacity
to make decisions that impact the program and positively influence itinerant staff
(Robertson, 2017).
Although it is incumbent upon those acting as a special education leader to
support staff and provide oversight regarding the practical application of policies, for
those administrators, based upon mixed methods research analysis, the overwhelming
amount of stress they face requires professional development that supports them in
understanding how to navigate the intricacies of their job and how to reduce the stress
and handle the emotional components (Wheeler & LaRocco, 2009). Research that
included a survey to assess burnout revealed that the stress felt by special education
leaders is higher than that felt by teachers. It is necessary for administrators to receive the
training required to handle the situations they face, including those that help them
mitigate conflict and effectively manage their time and ability to deal with their
responsibilities (Carter, 2011). In order to effectively provide the structure and support

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41

the development of the skills of the professionals within EI, administrators must display a
set of competencies as well. A meta-analysis partially funded by the Early Childhood
Personnel Center of OSEP revealed 11 leadership practices that can be used as a tool to
support leaders in understanding the actionable steps they can take to support staff and
meet the desired outcome and goal of the program. While this included a variety of
organizations, including education at a national level, it assists with framing the
conversation around professional development for leaders (Dunst et al., 2018).
Another variable that continues to be of concern is the stress that educators are
faced with in navigating the challenges related to student behaviors and their ability to
create a classroom where they can showcase their management skills and provide the
structure to support the needs of students. As such, providing training for staff on these
topics is critical to ensure they feel competent and motivated (Collie et al., 2012). In a
study of preschool teachers, outcomes were assessed based on implementing an evidencebased classroom-wide behavior support system that included a comprehensive and
systematic method of professional development. Findings suggest that when
incorporating a model associated with high efficacy and developmentally appropriate
practices and supports that is coupled with a rigorous, systematic training series that
transpires throughout the year and incorporates coaching, the results yield an extensive
amount of positive benefits (Hemmeter et al., 2021).
Finally, as previously mentioned, whereas there are discipline-specific topics,
recommendations from the field based on the overarching goal of inclusion include
enhancing awareness and understanding of the “…history, laws, beliefs, attitudes, and
research about inclusion” as well as “targeted skills for teachers and related services

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42

staff” (Barton & Smith, 2015, p. 100). This can be used as a foundation to build when
considering it from a lens of inclusion and the additional skills required to ensure highquality programming for preschoolers with disabilities.
Summary
Conceptually, professional development serves as a catalyst to support all facets
of educational programs in developing the competencies and skills needed by those
working to support children and families. Inherently, the intention is to achieve
organizational goals by assuring staff has the capability to put them into action.
Allocation of resources to ensure this happens moves beyond the fiscal component and
includes tangible and intangible efforts that include time, human capital, and a myriad of
other necessities. In assuring that eligible young children and families are making
meaningful gains and reaching outcomes, Preschool EI professional development
continues to be an avenue worth exploring to develop comprehensive implementation
plans and dedicate the necessary resources to maximizing efforts.
The depth of professional development research from which to draw conclusions
and take actionable steps is much more prevalent in fields adjacent to Preschool EI as
identified by the literature. This imparts an opportunity to proactively conduct research to
augment this area of study through this mixed methods study investigating the
perceptions of EI Preschool IU staff on professional development.

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43

CHAPTER III
Methodology
The extent of research pertaining solely to EI professional development is not as
robust as in other educational fields (Dunst, 2015). Despite gaps identified through a
literature review, connections can be made between EI, school-age, special education,
and early childhood programming in that the underlying premise of professional
development serves as one of the catalysts to facilitate growth in a variety of areas. These
areas include local, state, and federal guidelines as well as the direct application of highquality instructional practices. It is noteworthy to acknowledge the research contributions
to the field on the topic of professional development, yet “…it is it is far from definitive
when it comes to identifying any one program or approach that is guaranteed to work in
all districts or contexts (Council of Great City Schools, 2021, p. 7). Professional
development can empower employees and enhance their use of research-based methods
to assist children and families through their educational journey (Diamond et al., 2013).
The WIU expects that all staff facilitating any portion of the educational process,
whether from the referral procedures, to evaluation, IEP implementation, or transition,
are equipped to navigate each element. This includes a broad subset of employees such as
in-direct and direct special education service providers, secretaries, and administration.
The effective monitoring of this requires the WIU to gather information relevant to their
organization and use feedback on professional development to evaluate and use the
evidence to influence the opportunities offered to all staff. As chapter II connected
previous research to EI professional development, chapter III will explain the purpose of
the study and research methods. This will also align this mixed methods action research

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44

design with data collection procedures and tools. Finally, this chapter will highlight the
three research questions and the interconnection to the quantitative and qualitative data
collection, the validity measures, and the data triangulation approach.
Purpose
This study aims to investigate the effects of professional development on the
perceptions of Westmoreland Intermediate Unit (WIU) Early Intervention (EI) staff as it
relates to their job skills. Despite research that emphasizes recommended characteristics
that are important, the consistent implementation and relative disparities in the literature
lend to the purpose of the current investigation (NPDCI, 2009). Whereas in the past, inservice professional development days were held primarily in a face-to-face format,
during the 2020-2021 school year, all in-services were held online and included a mix of
synchronous and asynchronous options as a direct result of the COVID-19 pandemic.
Traditionally, following professional development, the trainer would provide staff with a
post-workshop training survey that uses a 5-point Likert scale to rate the overall program,
organization and flow, quality of materials, and the degree to which the stated objectives
were met. Additional open-ended questions included inquiries about what was most
valued from the training, additional questions that attendees may have, and suggestions
for improvement. While this information has been meaningful, the feedback is more
focused on one specific training and is of more value to the trainer as it assists them in
developing an understanding of the areas that may be improved or strengthened when
facilitating the same training in the future. It also did not reflect how the training may
impact the job skills of the staff.

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45

Considering these elements and the increase in asynchronous professional
development due to the pandemic, the WIU is challenged to determine the best course of
action for both the staff and the organization. This is in conjunction with the overarching
themes embedded within the WIU comprehensive planning document, as one of the goals
is to promote employee engagement and talent development. The final consideration is
the intersection of these elements coupled with the need to maintain program integrity
and fiscal responsibility. Ultimately, this leaves the administration with a desire to
evaluate the influence of these changes on the effectiveness of the professional
development offerings and identify key characteristics of high-quality professional
development based on the experiences of those directly impacted. This established the
framework for developing this participatory action research project as “...action research
is a process by which current educational practice can be changed for the better”
(Mertler, 2019, p. 147).
The selection of training topics is not only a local decision involving strategic
planning between both the Director of Student Services and the EI program
administrative team (M. Thomas, personal communication, April 23, 2021). It is also
determined by considering the need to fulfill the expectations associated with state-level
mandates that come in the form of announcements to the field, initiatives, such as
inclusion, the reduction of suspension and expulsion, and other IDEA compliance-related
topics. These decisions are in conjunction with providing staff with skills required for
performance respective to their role and responsibility in EI, which is critical to
enhancing the skill set of professionals. Themes may include things that pertain to a

PERCEPTIONS ON PROFESSIONAL DEVELOPMENT

46

speech-language pathologist (SLP) relative to apraxia or early childhood special
education (ECSE) teachers relative to early literacy development.
As topics for professional development can be broad in depth and scope, there are
some parameters that the EI program works within based on direction from the Bureau of
Early Intervention Services and Family Supports (BEISFS). To comply with the U.S.
Department of Education OSEP regulations 34 CFR § 300.602 (Part B), BEISFS
evaluates local programs on an annual basis and reports their findings in a determination
notification letter that identifies the threshold required to meet OSEP outcome area
expectations and the compliance level relative to the EI program performance standards.
Determination levels are calculated by the Office of Child Development and Early
Learning (OCDEL) using data collected from several sources, including data from annual
family surveys, reports from the state management information system, and Pennsylvania
early learning dashboards. Upon receiving this notification, EI programs must take action
if they are below expectations and respond by identifying activities to correct these areas.
These are included in a Quality Enhancement Plan (QEP) that is individualized for their
respective program. OCDEL (2018) put forth Announcement EI-18 #2, Local
Determination Process that identifies the outcome areas that include:
•

Strengthening Partnerships: Family Engagement

•

Strengthening Partnerships: Community Partnerships

•

Shared Leadership: Compliance

•

Shared Leadership: Data Quality

•

Shared Leadership: Program Leadership

•

Systemic Implementation of Evidence Based Practices: Child Progress

PERCEPTIONS ON PROFESSIONAL DEVELOPMENT

47

•

Systemic Implementation of Evidence Based Practices: Support in

•

Early Childhood Programs/Natural Environment (Discussion section, para. 4)

The response by programs is to create the structure that assists staff in meeting the
expectation in the subsequent annual notice and utilize state and local data, orientation
activities for leadership, and technical assistance or professional development
surrounding data quality, compliance issues, policies, and procedures, as well as other
applicable topics as avenues for positive change efforts (Office of Child Development
and Early Learning, 2018). While the first portion of the QEP provides the program with
an opportunity to respond to determination findings and take corrective action in
noncompliance areas, the program also is to address any other statewide and local
priorities and submit this final document for BEISFS approval.
The research study was designed using a mixed methods approach to explore the
relationship between these areas and support the administration in determining how to
utilize the data to develop a plan of action to provide professional development that
satisfies all areas effectively. Of interest is the question, are staff more apt to learn as they
can accrue hours of professional development asynchronously without the need to take an
entire day from their job responsibilities? Nonetheless, this necessitates additional data
collection to determine the impact level or if an alternative course of action is required
(Parsons et al., 2019). The following research questions were developed to dive deeper
into this topic:
1. What are the current perceptions of EI staff relative to the Professional
Development (PD) opportunities available to them?

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48

2. What changes do the EI staff recommend to enhance the PD that is currently
offered to them?
3. How do the PD experiences that are provided to the EI staff impact their
perception of their job skill level?
These questions align with the purpose of the study to facilitate a more comprehensive
understanding of the professional development needs of employees, especially as it
relates to WIU priorities such as staff retention, supporting employees to be highly
engaged, committed to their work, and enabling them to reach their full potential. This
study considers these variables because previous research positively correlates teacher
retention to administrative support, school climate, and professional development
(Billingsley, 2004).
Setting
The research setting for this study, the Westmoreland Intermediate Unit (WIU), is
located in Westmoreland County, 35 miles east of Pittsburgh, Pennsylvania, and has an
overall population of 354,663, which is 10,500 fewer people than in 2010, whose
residents have a median household income of $61,398 (United States Census Bureau,
2021). The WIU is part of the statewide system of twenty-nine regional educational
service agencies designed to support the member school districts within the catchment
area (Pennsylvania Association of Intermediate Units, 2022). The WIU supports all
seventeen school districts that make up the county, with the largest, Hempfield Area
School District, serving 5,333 students to the smallest, Monessen City School District,
serving 751 (National Center for Educational Statistics, 2021). While the poverty level
varies according to the school district of residence, the county average is 9.3% (United

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49

States Census Bureau, 2021). This low need level is considered in the bottom 25% of the
state, framed around socioeconomic status and access to community resources. This
designation means there are opportunities for residents to participate in childcare,
healthcare and that they have lower poverty rates when assessed in comparison to other
counties in Pennsylvania (Pennsylvania Department of Human Services & Children’s
Hospital of Philadelphia, 2020).
The EI program provides services on behalf of the member school districts and
offers a continuum of special education services for eligible young children. The
eligibility process includes a comprehensive evaluation conducted by the EI program to
determine the appropriate disability category. During the 2019-2020 school year, the EI
program provided services for 1,449 children in a variety of settings, including regular
early childhood environments such as Head Start, Pre-K Counts, and community-based
preschools, as well as early childhood special education classrooms, approved private
schools, and home-based services (Penn State Data Center, 2021). The percent of
children listed by disability category includes:
•

56.2% speech and language impairment

•

33.1% developmental delay

•

7% autism

•

1.1% hearing impairment

•

1.2% multiple disabilities

•

less than 1% visual impairment

•

less than 1% other health impairment (Penn State Data Center, 2021).

PERCEPTIONS ON PROFESSIONAL DEVELOPMENT

50

The type of service, frequency of delivery, and duration of the service are
dependent upon the Individual Education Plan (IEP) that is developed for each child and
includes a wide range of service providers, including those that provide direct IEP
services and indirect supports to facilitate the referral, evaluation, IEP development, and
transition process. The WIU EI Preschool Program staff consists of 10 Early Childhood
Special Education (ECSE) classroom teachers, 10 classroom assistants, six itinerant
community/home-based special education teachers, 23 speech therapists, three
occupational therapists, four certified occupational therapy assistants, three physical
therapists, two Early Intervention Evaluation and Service Specialists, two Supervisors of
Special Education, one Early Intervention Administrator, one school psychologist, and
two administrative secretaries. Although unavailable for participation during the timeline
for survey data collection, the EI program recently hired a licensed social worker.
The WIU EI program, operating on behalf of the member school districts, is fully
responsible for all facets of programming beginning with referral and continuing until the
child transitions to kindergarten, at which point service provision becomes the school
district’s responsibility. Indirect service providers such as EI administrative secretaries
collect referral and demographic information to facilitate scheduling for screenings and
evaluations to support eligibility determination by the multidisciplinary team. If the child
demonstrates a delay or disability and is in need of specially designed instruction, the IEP
team, including the family, proceed with the development of an IEP that outlines the
specific services, modifications, and adaptations needed to support the child in their least
restrictive environment (LRE) and to be implemented by the direct service providers such

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51

as special education teachers, therapists, and other related services accordingly
(Pennsylvania Department of Education, 2009).
Based on the IEP team’s recommended placement, children with a need for an
intense level of support may receive special education and related services in one of the
eight ECSE classrooms taught by a special education teacher and classroom assistant or
one of the two autistic support ECSE classrooms, with locations dependent according to
the area where the child resides. While this accounts for approximately 17% of the
children served by the WIU, 11% of children receive educational services and supports
within their home, and 61% in an EC classroom or community-based location by itinerant
special education teachers and related service providers based on the 2020-2021 annual
fiscal year-end educational environments reports provided by OCDEL to the local
program (Pennsylvania Department of Human Services, 2021a).
Participants
A total of seventy WIU EI staff were invited to participate in the study, including
staff members employed by the WIU whose responsibilities are defined contractually
through the collective bargaining agreement (CBA) or the Act 93 administrative
agreement. Also included within the makeup are also the contracted occupational
therapists, certified occupational therapy assistants, and physical therapists from Mission
One Educational Staffing Services, LLC, assigned to the EI program.
All EI staff identified by the WIU Director of Student Services were voluntarily
afforded the opportunity to participate in the research study. As a former special
education supervisor and administrator for the WIU EI program from 2007 to 2019, the
researcher had access to the current EI program through the previous relationship. Prior

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52

to participation, an introductory email was sent to staff on behalf of the researcher by the
WIU Director of Student Services to provide information on the upcoming research
volunteer request and acknowledgement of his support to use time within their workday
to allow them to partake in the research if they were interested. In turn, the researcher
sent an invitational email on December 13, 2021, with a second request on January 10,
2022, and a final request on January 21, 2022. The final email reflected that the survey
window would close on January 28, 2022.
Contained within the recruitment emails were details about the study. It explained
that the intention was to investigate the EI staff’s perception of professional development
offered to them by the WIU and how it influences their job skills. It informed them that if
they elected to participate, they were free to discontinue participation at any time and
provided specifics regarding their contribution to the study. Details of importance
included associated risks, the confidentiality of the information they would submit, and
the contacts if they had additional questions about the study. It also contained the
questionnaire disclosure informed consent form and a link to the Early Intervention
Professional Development Survey (EIPDS) Google Form. The contents specified that by
clicking on the survey link and completing the online questions, they agreed to participate
in the study voluntarily and consented to the use of their data in research. The
Institutional Review Board (IRB) approved the informed consent on August 25, 2021
(Appendix A and D).
The EIPDS was designed to be anonymous for the quantitative data collection;
however, the final question of the EIPDS provided participants the opportunity to submit
their contact information via a hyperlink to demonstrate their willingness to participate in

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53

a semi-structured virtual interview with the researcher that contributed to the qualitative
data collection portion of the study. A follow-up email was sent that included an
additional semi-structured interview consent form for those participants who elected to
provide confidential contact information. The participant signed the consent form which
was obtained by the researcher prior to completing the semi-structured interviews. These
began on January 20, 2022 and concluded on February 1, 2022. The consent explained
that participation in this portion was voluntary. Participants would engage in a zoom
meeting where they would be electronically recorded for transcription and analysis
purposes and the storage of the transcriptions would be secured on a password-protected
computer for privacy purposes. They were afforded an opportunity to request a copy of
the transcription for their review. They were also informed of the procedures to maintain
confidentiality, including removing personally identifying information and assigning a
personal identification number (PIN). The letter reiterated the value of their contribution
and the minimal level of risk associated with participation.
A total of 35 WIU EI staff completed the EIPDS using the online Google Form,
which contributed to the quantitative portion of the data collection and represented a
response rate of 50%. The varied roles and years of experience of the participating staff
members contributed to diversifying perspectives throughout this portion of the data
collection process. For demographic data, refer to Table 1, and for experience data, refer
to Table 2. Of the 35 participants, 10 provided their contact information; however, only
nine submitted the semi-structured consent form (Appendix E), representing a 26%
response rate. Although not all possible roles were characterized by those who
volunteered for this portion of the study, respondents included those representing EI

PERCEPTIONS ON PROFESSIONAL DEVELOPMENT

54

classroom teachers, itinerant teachers, evaluation team members, speech-language
pathologists, certified occupational therapy assistants, and administrator or supervisor
roles.
Table 1
Demographic Characteristics of EIPDS Survey Participants
Job Title
EI Classroom Teacher (more than half of
caseload in ECSE classroom)a
EI Itinerant Teacher (more than half of
caseload in home or community location)b
Speech Language Pathologist
Occupational Therapist
Certified Occupational Therapy Assistant
Physical Therapist
Early Intervention Administrator/Supervisor
Evaluation Team
Paraeducator
Secretary

n

%

8

23

2

6

11

31

1

3

4

11

2

6

1

3

3

9

2

6

1

3

Note. Total participants n = 35. aTeacher role reflective of staff holding special education
teaching certificate. bEvaluation team may include school psychologist and EI Evaluation
and Service Specialist roles.

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55

Table 2
Experience Level of EIPDS Survey Participants
Years of Experience Working in EI

5 or below
6-15
16-29
30 or above

Years Employed by WIU EI Program

n

%

n

%

7

20

11

31

14

40

13

37

13

37

11

31

1

3

0

0

Note. Staff reporting years of experience working in EI may include those whose
experience includes working with children in Part C and Part B Programming. Staff
reporting employment by WIU denotes only years working with children in Part B EI.
Research Plan
The research plan was developed in response to the evidence that many studies
incorporate the professional development needs and characteristics of both early
childhood and school-age professionals. The current study sought to fill the gap in the
area specific to Preschool EI staff through data and descriptive analysis. Pre-service
professionals are provided with a dynamic curriculum and field experiences that support
the acquisition of an educational certificate; however, these experiences should not cease
once they graduate but must be ongoing throughout each phase of their career. As
demonstrated through the work of national organizations such as the Council for
Exceptional Children Division for Early Childhood, each service provider has a unique
skill set necessary to support EI’s work. It is incumbent upon professionals to engage in
reflective practices and seek opportunities to remain relevant and refine their skills

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56

(Council for Exceptional Children, 2015). Assistance with this endeavor requires
professional development opportunities geared to their needs to ensure that all children
receive meaningful educational benefits as is naturally derived from high-quality
services.
The challenges and new situations encountered due to the COVID-19 pandemic
have considerable relevance to the research conducted in this study. In March 2019,
OCDEL responded to guidance put forth by the Center for Disease Control (CDC) and
the Pennsylvania Department of Health to engage in remote delivery of services for all
facets of Preschool EI programming. This required Preschool EI programs to provide
virtual evaluations and tele-intervention for instruction and therapy in place of the
traditional face-to-face services delivered within the context of the child’s everyday
activities in their home or early childhood setting. The guidance set forth by the
Pennsylvania Department of Education that implemented a reopening plan based on
different phases according to county-level transmission data continued to be a driving
factor in determining the best format and safest way to deliver EI services through the
remaining portion of the 2019-2020 (PDE, 2020). In the time following receipt of this
information, EI programs remain diligent in using the guidance to support decisions and
continue to monitor the situation moving from face-to-face to virtual as necessary.
Based on the information put forth by the CDC and guidance from OCDEL, Early
Intervention Technical Assistance (EITA), Pennsylvania’s statewide training and
technical assistance network, devoted a section of their online materials and training
portal to support EI staff in pivoting to teleintervention (Early Intervention Technical
Assistance, 2020a). The relevancy of these capacity-building resources demonstrates the

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57

prioritization placed on this initiative and allocation of state resources to ensure
professionals have both access to the knowledge and training to develop skills required to
navigate these novel situations. Knowing this critical information must be disseminated,
local leaders are then faced with deciding how to move staff forward using these tools
and coupling it with professional development that considers the shifting demands,
accountability, and perspectives. The expectations of the EI professional’s altered role
must be aligned with the training and use a delivery method and materials that enable
staff to employ it within the context of their daily work with fidelity.
Fiscal Impact
The WIU has committed fiscal and human resources to support professional
development across the program. Financially, the WIU applies costs associated with
professional development to the EI budget, particularly IDEA §611 Component 1 and
IDEA §619, as well as to the WIU general operating budget. While the state budget
guidelines allow for no less than 1% and no more than 2% of the budget to be allocated to
training, the EI program uses other sources of revenue to compensate for this variance
(Office of Child Development and Early Learning, 2021b, p. 7). For example, in the past,
the WIU has sought grants that embed professional development within the agreements,
thereby enabling the WIU to secure the services of independent contractors to provide
staff development workshops and training along with the renting of space necessary to
hold the appropriate number of staff. While there has been a transition to more frequent
use of online professional development due to contact mitigation efforts as a result of
COVID-19, there is the consideration of costs attributed to the technology needs when

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shifting to this format, including computers, internet access, and the associated costs with
the platform selected, such as Zoom or Microsoft teams.
Other budgeted items include purchasing a Frontline Education platform by the
WIU as their method for managing all aspects of the professional development, including
requests, approvals, and tracking of annual topics and hours. In addition, the EI program
pays a subscription fee to speechpathology.com for the EI speech-language pathologists
(SLP) and EI supervisors. This membership provides online continuing education options
specifically for SLPs to be accessed throughout the year according to their needs and
during structured in-service days where time is allotted for staff to select online options
independently.
A financial impact is also associated with the time employees spend engaging in
professional development in the form of their salary and benefits. The exact professional
development hours a staff member must fulfill varies according to their professional
contract. Specific details are outlined in the collective bargaining agreements for both the
educational staff, the support personnel, as well as the Mission One Educational Staffing
Services, LLC Agreement for contracted providers (Westmoreland Intermediate Unit
Education Association, 2018; Westmoreland Intermediate Unit Education Support
Personnel Association, 2018). The training expense is compounded when programs
experience leaves of absence and retention difficulties resulting in staff turnover. These
resignations and leaves have to be accounted for, and upon hiring new staff or securing
long term substitutes to replace the vacancies, a series of training is necessary to establish
a baseline level of knowledge pertaining to policies and procedures, in addition to filling

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in any gaps that other staff had received from the time when the school year began and
the time of the new assignment.
The fiscal implications based on the research plan correlate to those items
identified as essential to conduct the study. As the study targeted quantitative and
qualitative data collection through Google Forms and Zoom, no additional costs were
required for the tools as they were already incorporated as part of the EI budget.
Technology-related items were also excluded from the cost, such as computers and
mobile hotspot MiFi devices for internet, as they are provided to staff members to
complete their daily job responsibilities. This study did require the completion of consent
forms by participants, and the subsequent printing and either mailing or scanning of the
forms are of minimal cost as it is attributed to only the nine staff who participated in the
semi-structured interview.
The future financial impact of the study includes analysis of all factors that
contribute to associated training costs, both direct and indirect, to ensure the WIU is
spending money on critically relevant and expected elements of professional
development. The desired outcome will be to leverage and allocate resources driven by
data and conversations based on research. This includes assessing the viability of
continuing with the current professional development trajectory or modifying the plan to
incorporate the characteristics of professional development as identified through the
study and literature review such as increasing the length and duration of training
intervals, mentorship, coaching, and post-training activities that correspond to content
learned, ultimately resulting in improved outcomes for the eligible young children served
through evidenced-based practices (Dunst, 2015; Desimone, 2011; National Professional

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Development Center on Inclusion, 2008; Snyder et al., 2018). By effectively directing
resources and responding to the identified needs of staff, the WIU can proactively address
items from the comprehensive plan, for novice and veteran staff while addressing staff
retention. Billingsley (2004) emphasizes the need for programs to take action:
administrators interested in reducing attrition must facilitate the development of
better work environments for special educators. Issues such as overload and the
need for critical supports (e.g., administrative support, professional development)
must be addressed to ensure that teachers can be effective in their work. (pp. 5354)
The WIU desires staff to feel confident and increase their skill competencies so that it
translates to the work with their students. Gathering this information can assist the WIU
in determining the extent to which information shared during training is being used in the
classroom at the expected implementation level. This converts to a high rate of return for
the fiscal and human resources allocated by the WIU.
Research Design, Method, and Data Collection
A non-experimental, convergent mixed methods research design was used to
investigate the perceptions of WIU Preschool EI staff on professional development and
the potential correlation to the staff’s perception of their job skills (Mertler, 2019). This
method was selected as it did not involve the manipulation of any variables and was
intended to consider the experiences of the selected population of Preschool EI staff
(Mertler, 2019). It involved using an electronic descriptive survey and an interview to
answer the research questions. The surveys were selected as they offered multiple
positive attributes including the ability to be downloaded into an excel spreadsheet file

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for analysis (Hendricks, 2017; Mertler, 2019). Another advantage was the fact that both
surveys were inexpensive to administer. Although they needed technology to complete
them, the population selected had access to the internet as part of their daily job activities.
Therefore, this portion of the study did not require additional money to be allocated.
Also, the average time to participate in the web-based survey was 10 to 15 minutes, and
the interview portion of the research was 17 minutes in duration. Given this transpired
during the typical workday for the EI staff member, the cost associated is encompassed
within their daily salary and did not incur additional supplementary pay.
The California University of Pennsylvania Institutional Review Board (IRB)
provided approval on August 25, 2021. Upon receipt of the IRB approval, the study was
conducted in multiple phases. This began after intentionally identifying the non-random
sample of participants, securing the necessary permissions, and moving into the
concurrent collection of qualitative and quantitative data. To the extent that purposeful
sampling included all WIU EI staff, and the size was less than 100, the entire population
was selected for the study (Mertler, 2019, p. 189).
Upon completion of the data collection portion of the study, the data were
independently analyzed using several approaches, as reflected in Table 3. The analysis
included statistical tests and transcription software to support coding and the
development of themes. For triangulation, the data sets were merged to compare and
contrast the results and enable interpretation to draw conclusions.

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Table 3
Approaches Used to Analyze Data by Question
Research Question

Approach

1. What are the current perceptions
of EI staff relative to the
Professional Development (PD)
opportunities available to them?

Scores compared across disciplines.
Descriptive statistics (measures of
relationships to correlate data). Frequency
analysis to determine patterns, thematic
coding
2. What changes do the EI staff
Descriptive measures to analyze frequency
recommend to enhance the PD that is distributions and measures of dispersion.
currently offered to them?
Comparison conducted across the median
(most frequent of what each discipline
wants more of), thematic coding.
3. How do the PD experiences that
are provided to the EI staff impact
Evaluation of relationship to demographic
their perception of their job skill
survey items, thematic coding
level?
An electronic survey, the EIPDS, was used to collect quantitative data and
contained three demographic multiple-choice questions that gathered information on the
participant's job title, years of experience working in EI, and the years employed by the
WIU EI program. The remaining 24 questions combined a 7-point Likert scale (7 =
strongly agree to 1 = strongly disagree) with additional multiple-choice and one openended question (Appendix B).
The survey instrument was developed by modifying three existing surveys. These
surveys were strategically selected as they were previously used in peer-reviewed
published research and were relevant to the current study (Mertler, 2019). The first
survey, the Online PD Survey, was designed to investigate teachers’ perceptions of their
participation in online professional development, thereby making it an appropriate fit
(Parsons et al., 2019). Permission to adapt the tool required to conduct the research was
received on June 18, 2021 (S. Parsons, personal communication, June 18, 2021). The

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second survey, the Special Educator Survey, was developed through an OSEP grant on
special education teacher retention (Marshall et al., 2013). While it was not available in
the original format, the corresponding authors, Yell and Karvonen, were able to assist in
providing access to information that supported the development of revised questions that
were more fully aligned with the research questions within this study. Permission to adapt
the tools required to conduct the research was received on June 19, 2021 (M. Yell,
personal communication, June 19, 2021) and June 27, 2021 (M. Karvonen, personal
communication, June 27, 2021). The third survey, the Early Childhood Special Education
Job Attitude Survey, was designed to analyze the morale of Preschool EI special
education classroom teachers and Preschool EI administrators to investigate factors that
impact morale (Furness, 2020). Permission to adapt the tools required to conduct the
research was received on June 26, 2021 (Jennifer Furness, personal communication, June
26, 2021).
As part of the planning stage, the surveys for the current study were based on the
work of the previous researchers in conducting pilot studies to confirm their tool was
valid, measuring what it intended to measure. For example, the Early Childhood Special
Education Job Attitude Survey conducted a pilot study that confirmed the survey’s
validity. Following the pilot study, the survey tool followed the guidance of Salkind,
2017, and used statistical procedures such as Cronbach’s alpha research study, to develop
internal consistency and reliability. Moreover, the use of the survey in the formal
research served to confirm reliability (Furness, 2020).
The surveys were modified to include language more appropriate to the targeted
population of Preschool EI staff and align with the research questions. Additionally, Dr.

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Jennifer Furness, the researcher associated with the development of the Early Childhood
Special Education Job Attitude Survey, critically reviewed the modifications, and revised
the scale to offer input that ultimately became the EIPDS. The EIPDS provided
information on the perception of EI staff members (10 items), recommended professional
development changes (9 items), and the correlation between professional development
and job skill (5 items).
A semi-structured interview collected qualitative data and included four openended questions (Appendix C). These questions focused on the participant's preferred
professional development format, characteristics to consider when designing professional
development, professional development they have participated in, and those they desire
that would impact their job skills. The quantitative and qualitative questions aligned with
the research questions, as indicated in Table 4. The overall flow of the research design is
identified in Figure 1.
Table 4
Research Questions Relative to EIPDS Items and Semi-Structured Interview
Research Question
1 Perception of EI staff
2 Recommended changes
3 Impact of professional
development on job skills

EIPDS Item Numbers
1-8, 22, 24
12-20
9-11, 21, 23

Interview Questions
1
2
3-4

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Figure 1
Flowchart of Convergent Mixed Methods Research Design
QUAN
35 WIU EI Staff completed anonomyous
online survey
Descriptive survey approach
Descriptive, inductive analysis
Interpretation
Triangulation method used to study same
variables twice to determine whether both
methods produced equivalent results.
Merged data to determine similarities and
differences.

Interpretation of the
data

QUAL
Participants: 9 WIU EI Staff
Open-ended virtual interview
Transcribed without bias
Interpretation

Note: Phases of WIU EI research study. Adapted from Introduction to Educational
Research (2nd ed., p. 126), by C. A. Mertler, 2019, SAGE Publications, Inc. Copyright
2019 by SAGE Publications, Inc.
Validity
Research systematically conducted with a prioritization on rigor is critical to
establishing validity. This directly connects to the triangulation of data to establish the
study as credible, transferable, dependable, and confirmable, all of which are necessary
for being designated as having trustworthiness (Hendricks, 2017; Mertler, 2019).
In an attempt to increase the study’s validity, there are conditions and criteria that
researchers use to serve as evidence that the study has a solid research foundation. The
current study used inquiry data using two different data collection techniques: a survey
and an interview. The objective was to assist with triangulation and reduce the likelihood
of bias by impartially collecting, analyzing, and interpreting the data throughout the
process with the support of peer debriefing and an external audit to increase credibility,
dependability, and conformability. These efforts coincided with a comprehensive

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description of the setting for the purposes of transferability (Henricks, 2017; Mertler,
2019). To reduce other limitations that the researcher could influence, such as a low rate
of responses, "direct administration" of the survey was conducted (Mertler, 2019, p. 96).
Multiple requests were made for survey completion with follow-up emails from the
Director of Student Services that resulted in a 50% return rate for the quantitative portion
and a 25% return rate for the qualitative portion of the data collection. By anticipating
potential risks to the data, including respondents’ hesitancy to complete a survey
distributed by a former administrator from the program, the researcher incorporated
methods to enhance confidentiality and support anonymity. While threats to validity still
exist, by reducing the likelihood of bias and errors made by the participants or researcher,
the level of validity through the utilization of these methods increases validity and
reliability.
Summary
Chapter III established the purpose of this mixed methods action research: to
provide the methodology design used in the investigation of Preschool EI professional
development. It directly correlated to the current Preschool EI professional development
research reviewed in Chapter II. Information such as this is intended to empower the
WIU by providing data relevant to the current professional development they offer to
staff that satisfies the requirements set forth through state-level initiatives while meeting
the needs of the EI staff in a fiscally responsible manner. A description of the participants
and research design, methods, and data collection provide an understanding of the
complexity and steps taken to increase the validity of the data. Chapter IV serves to
provide the process involved in data analysis and the correlation to the three research

PERCEPTIONS ON PROFESSIONAL DEVELOPMENT
questions posed. The overarching intent is to equip the WIU with the information
necessary to develop an action plan supportive of the needs of the program and
employees, thereby positively impacting those who receive Preschool EI special
education services.

67

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CHAPTER IV
Data Analysis and Results
Professional development success is not related solely to an isolated training
event. Instead, it involves the administration’s ongoing and comprehensive analysis of
data in a formalized manner that incorporates multiple factors associated with
effectiveness (Barton & Smith, 2015). Leaders who engage in reflective activities can
uncover meaningful and relevant answers to questions about their local level programs
that align with organizational goals and values (Hendricks, 2017). This study aimed to
examine the perceptions of Westmoreland Intermediate Unit (WIU) Preschool Early
Intervention (EI) staff on professional development using a non-experimental mixed
methods research approach. The information resulting from the study will be used to
assist the WIU in developing actionable steps to implement professional development
that improves the job skills of staff to improve special education services. The intent is to
ensure professional development opportunities are in easily accessible formats, are
fiscally responsible, offer the desired variety in combining the visual, auditory, and
kinesthetic modalities, and are effective for staff according to their specific job
responsibilities. This chapter will serve to present the results of the quantitative and
qualitative data collection to answer three research questions:
1. What are the current perceptions of EI staff relative to the Professional
Development (PD) opportunities available to them?
2. What changes do the EI staff recommend to enhance the PD that is currently
offered to them?

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3. How do the PD experiences that are provided to the EI staff impact their
perception of their job skill level?
Finally, chapter IV will discuss the systematic processes used to collect the data, the
procedures used to analyze and interpret the data, and the results from the findings.
The data collection methods were completed using a descriptive survey, the Early
Intervention Professional Development Survey (EIPDS), electronically disseminated and
collected between December 2021 and January 2022. Corresponding semi-structured
interviews were completed between mid-January 2022 and early February 2022. The
EIPDS collected demographic information and survey items that included one openended question, multiple-choice attitudinal and behavioral questions, and Likert scale
questions. The survey instrument was developed using three surveys that had been used
in peer-reviewed published research and had undergone analysis through piloting,
reviews, or cognitive inquiry prior to their use to ensure that the survey items were
measuring what they were intended to assess (Furness, 2020; Marshall et al., 2013;
Parsons et al., 2019). Prior to administering the EIPDS to participants, it was reviewed by
Dr. Jennifer Furness. The intent was to seek assistance in identifying “…reading level
problems, ambiguous questions, redundancies, instructions that are unclear, and
unnecessary questions” (Hendricks, 2017, p. 98). Based on the information gathered
through this process and additional input by Dr. Matthew Thomas, WIU Director of
Student Services, the questions were found to be in alignment with the research question,
the instrument was understandable, in a format appropriate to the targeted population,
required minimal effort to complete, and found to be a valid tool for the study.

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The EIPDS was distributed via email to 70 WIU Preschool EI staff with a
response rate of 50% with 35 voluntary respondents. Information to recruit participants
was sent on the evening of Monday, December 13, 2021, so that staff would receive it
early during the following workday upon checking their email. The information provided
them with a description of the study, contact information, and a direct link to the Google
Form containing the survey instrument, allowing them to consent by intentionally
clicking on the link. The survey was anonymous, and while clicking on the link implied
their agreement, they could discontinue at any point if desired. After receiving 12
responses, the researcher sent the same recruitment information two additional times, the
first sent 28 days after the initial request on January 10, 2022, securing 15 additional
responses, and the final sent January 21, 2022, 39 days after the initial request securing
eight additional responses. The result was a cumulative total of 35 responses, with 10
participants volunteering to proceed to the semi-structured interview. The researcher
exported the raw data from the EIPDS Google Form to an excel spreadsheet for analysis.
The WIU Preschool EI staff who volunteered to participate in the semi-structured
interview received a follow-up email that provided them with relevant information about
the next portion of the data collection, which included a description of the study, contact
information, along with a consent form that required their signature before proceeding.
While 10 Preschool EI staff members volunteered, only nine formal interviews were able
to be formally scheduled and conducted. Out of the nine EI staff, four had been employed
by the WIU for 16-29 years, four had been employed by the WIU for 6-15 years, and one
had been employed by the WIU for five years or less. The interviews were arranged
according to a time convenient to the participant and conducted via Zoom. It was

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digitally recorded on a secure platform that allowed for transcription. Although all
interview participants were provided an opportunity to receive a copy of the transcription,
there were not any participants that placed a request to review.
Triangulation
Triangulation is defined as “a method in which multiple forms of data are
collected and compared to enhance the validity and credibility of a research study”
(Hendricks, 2017, p. 71). Statistical analysis was conducted using the quantitative survey
data and qualitative interview data and included both descriptive and inferential statistical
analyses as part of the triangulation process (Mertler, 2019). Several data measures were
collected using the EIPDS that contained an open-ended question, multiple-choice
attitudinal and behavioral questions, Likert scale questions, and semi-structured
interviews. Integration of these components facilitated a deeper understanding and
interpretation of the data. Following each research question, aspects of triangulation will
be discussed.
Data Analysis
In addition to frequency counts for the demographic questions, the data was
entered into the Tableau software platform, where it was analyzed to identify the mean,
median, and mode, and included using the Mann-Whitney U Test and one-way ANOVAs
according to the research questions. The demographic information was examined based
on the number of respondents and a calculation of the percentage represented by the
questions identifying participants by job title, years of experience working in early
intervention, and the number of years employed by the WIU EI program using a nominal
scale of measurement (Mertler, 2019). Findings related to job title demonstrated that the

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majority of the 35 respondents identified as a speech-language pathologist (31%),
followed by EI classroom teacher (23%) as shown in Figure 2.
Figure 2

Job Title

Percentage of Respondents by Job Title
Secretary
Paraeducator
Evaluation Team
EI Administrator/Supervisor
Physical Therapist
Certified Occupational Therapy Assistant
Occupational Therapist
Speech Language Pathologist
EI Itinerant Teacher
EI Classroom Teacher

3%
6%
9%
3%
6%
11%
3%
31%
6%
23%
0%

5%

10% 15% 20% 25% 30% 35%
Percentage of Respondents

The percentage of respondents to the EIPDS survey aligns very closely with the
overall percentages that comprise the 70 direct and in-direct WIU EI preschool program
staff based on role. While this applies to speech-language pathologists, administration,
secretaries, occupational therapists, and physical therapists, the percentage of respondents
for other roles was slightly higher. For example, those who identified as speech-language
pathologists represented 31% of the population out of 35 respondents. In comparison, the
percentage of speech-language pathologists working in the WIU Preschool EI program is
33%. Alternatively, the percentage of respondents who identified as either an itinerant or
classroom special education teacher totaled 29% out of 35 respondents. In comparison,
the percentage of teachers working in the WIU Preschool EI program is 22%. These
statistics are relevant in applying the final survey results to the various populations

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73

represented. In the second question, most respondents reported working in EI for 6-15
years (40%), followed closely by those representing 16-29 years (37%) (Figure 3).
Figure 3
Percentage of Respondents by Years of Experience in Early Intervention
30 years or
above, 3%

5 years or
below, 20%

16-29 years,
37%

5 or
below
6-15
16-29

6-15 years,
40%

The final question sought to differentiate the number of years of experience in EI
versus the time that the WIU had employed the respondent. When looking at the number
of years the respondent was employed by the WIU’s Preschool EI program, the
distribution was relatively even, with 31% employed for five years or less, 37%
employed for 6-15 years, and 31% employed for 16-29 years (Figure 4).

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Figure 4
Percentage of Respondents by Years Employed by WIU Early Intervention Program

Percentage of Respondents

45%
40%
35%
30%

37%
31%

31%

25%
20%
15%
10%
5%
0%

5 or below

6-15
Number of Years

16-29

Research Question One Results
The first research question, “what are the current perceptions of EI staff relative to
the professional development opportunities available to them,” included quantitative data
from the EIPDS survey numbers 1-8, 22, and 24, and qualitative data from question one
of the semi-structured interviews. Data analysis included using descriptive statistics of
mean, median, and mode, frequency analysis to determine patterns, inferential statistics
using the Mann-Whitney U Test, single-factor ANOVA to compare scores across
categories, and thematic coding.
EIPDS Survey Data
When the EI staff were asked if they had participated in any formal professional
development that was at least partially online, 33 of the 35 respondents (94%) selected
yes, they had participated. Within that subset of respondents, using measures of central
tendency revealed that the most frequently occurring response, or mode, to survey

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question 3 (SQ3), the extent to which the online professional development in which they
participated provided them with benefits, was that 14 of the 33 respondents felt it was
very important. The responses ranged from somewhat important, moderately important,
very important, to extremely important, with the average response indicating that the
professional development was moderately important. None of the respondents selected
the response that stated it was not at all important.
Questions 4-8 (SQ4, SQ5, SQ6, SQ7, SQ8) required respondents to select one of
three answers (yes, no, I don’t know). When looking at the survey responses relative to
different benefits the respondents felt they received from the online professional
development in which they participated, the most significant responses included the fact
they felt it provided real-time solutions to problems (77%), it provided ongoing support
for needs in their classroom/role (73%), and they could access the materials/resources at
any time (70%). When looking at the ability to go at their own pace, most respondents
answered that they could not (82%). Table 5 provides a listing of the perceived benefits
of online professional development.

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Table 5
Perceived Benefit of Online Professional Development
Yes

I could go at my own pace
I could access the materials/resources at any time
It provided real-time solutions to problems
It gave me access to resources not available in my area
It provided ongoing support for needs in my
classroom/role

No

n

%

n

%

6

18

27

82

21

70

9

30

23

77

7

23

16

52

15

48

22

73

8

27

When presented with survey question 22 (SQ22), which required respondents to
rate their agreement with the statement “Overall, I am very satisfied with my current
professional development at my intermediate unit,” on a scale where 1 = strongly
disagree to 7 = strongly agree, (M = 4.4, SD = 1.4), ratings showed that respondents were
neutral to somewhat satisfied as presented in Figure 5. However, no significant difference
was found between the means when looking at the respondents by comparing their job
titles, years of experience, and years employed by the WIU as determined by using the
ANOVA to analyze the responses.

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77

Figure 5
Distribution of Responses to Survey Question 22
14
12

12

Number of Responses

10
8
6

6

5

5

4

4

2

2
0

0

1

2

3
4
5
Satisfaction Level Rating

6

7

Alternatively, when asked to rate their agreement with the statement “My direct
supervisor(s) supports me in accessing appropriate professional development for my
role,” for survey question 24 (SQ24) using the same 7-point scale, (M = 5.1, SD = 1.5),
ratings indicated that respondents were somewhat satisfied to satisfied as shown in Figure
6. Again, no significant difference was found between the means when looking at the
respondents by comparing their job titles, years of experience, and years employed by the
WIU as determined using the ANOVA to analyze the responses.

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78

Figure 6
Distribution of Responses to Survey Question 24
10

9

9

8

Number of Responses

8

8

7
6

5

5

4

4
3
2
1
0

1
0
1

2

3
4
5
Supervisory Support for Access Rating

6

7

The Mann-Whitney U test was conducted to determine whether there was a
difference in the satisfaction rates between jobs and explore the possibilities of outliers
that would skew the data by only using the mean. The results indicate acceptance of the
Null Hypothesis, H0, showing no statistical difference [z = 1.96, a = .05]. Using the alpha
(.05), which only has a 5% chance of error, indicative of a 95% accuracy rate, the results
can be confidently reported. Therefore, in comparing the respondent’s overall satisfaction
with current professional development (SQ22) and the respondent’s supervisor support
(SQ24), there is no statistical difference between the ranks of satisfaction and supervisor
satisfaction. Although the Mann-Whitney did not show statistical significance between
the means of the two groups, it is essential to note that when rating professional

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79

development, most respondents rated this item as five, as represented in Figure 5 and
when rating their supervisors, the respondents appear to be split between ratings of four,
six, and seven, as represented in Figure 6.
Semi-Structured Interview Data
During the semi-structured interview, the researcher asked the question, “When
asked to participate in professional development, what is the primary reason you would
select one format over another?” Of the nine Preschool EI staff that participated in this
portion of the data collection, five respondents (56%) selected an online format, three
respondents (33%) selected a face-to-face format, and one respondent (11%) selected a
hybrid (Figure 7).
Figure 7
Percentage of Responses to Interview Question 1

Face-to-Face
33%
Online
Online
56%

Hybrid
Face-to-Face

Hybrid
11%

Of the respondents that selected they would choose an online format, the reasons
they provided for choosing this option included key phrases such as the “ease of
accessibility,” “flexibility,” and the accessibility feature in doing it in a variety of
locations, such as at home, and during different times of the day, such as in the evenings.

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These rationales are in addition to having the chance to do things such as multitasking,
affording the EI staff member to “get other work done” while also having the ability to
review the content at a later time. Of the respondents that answered they would choose a
face-to-face format, the key phrases were centered around the level of engagement it
affords the audience, as it is “more personable,” and “interactive.” It was also noted that
face-to-face professional development allows them to take in more information. One
respondent referenced the difficulty they experienced in their attempts to keep up with
the pacing of the information shared during online professional development, especially
when they are expected to use tools such as the chat box feature found in Zoom. Face-toface is also more appealing for those who are “hands-on” learners. It also provides the
opportunity for questions to be answered more readily between the audience and
presenter, as well as provides them with a chance to consult with other learners in the
session. Finally, the respondent who answered hybrid or mixed option stated that their
selection of this would depend on “their schedule and workload during the time it was
offered.” While they also believe “in-person” training has a greater impact, they would
make their selection based on other considerations. These factors include whether they
had multiple activities occurring during that day, as this often results in a “hectic
schedule” and a need to “be on a computer and decompress.” Table 6 aligns the response
selected with themes that emerged and illustrative quotes.

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Table 6
Key Themes and Illustrative Quotes in Response to Interview Question 1
Themes
Online
Flexibility
Multitask
Self-directed
Face-to-face
Engagement
Interactive
Responsive
Hybrid
Options

Quotes
“gives you more flexibility in your schedule,” “ease of accessibility”
“can get other work done,” “can go back and relisten”
“can do it at my own pace and on my own time,” “access on a time not
on work hours”
“hard to keep up with all of the information in the [zoom] chat box”
“more personable,” “have peers to consult,” “more hands-on”
“respond [to the staff] more appropriately to real life”
“[choice] depends on my workload and schedule during that period of
time”

Triangulation of the data for this research question from the EIPDS questions and
interview data did not indicate contradictions in considering the perceptions of EI staff
relative to the current professional development opportunities available to them. As the
majority of interviewees chose online as their preferred format option, their comments
related to flexibility and accessibility correlated with the EIPDS respondents that noted a
benefit as the ability to access the materials or resources at any time and ongoing support
for their needs.
Research Question Two Results
The second research question, “what changes do the EI staff recommend to
enhance the PD that is currently offered to them,” included quantitative data from the
EIPDS survey numbers 12-20 and qualitative data from question two of the semistructured interview. Data analysis included using descriptive statistics to analyze

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frequency distributions and measures of dispersion as well as comparisons conducted
across the median, inferential statistics using single-factor ANOVA, and thematic coding.
EIPDS Survey Data
When the EI staff were asked the select one of the prepopulated reasons for not
participating in professional development in an online format, the largest group of
respondents, 34%, preferred to participate in face-to-face professional development, as
shown in Table 7. No Preschool EI staff responded that they did not have the technical
skills needed to participate in online professional development or did not have the
required equipment to participate online. Although there were 35 respondents, only 21
selected one of the reasons listed within this section, and the remaining 14 did not
respond.
Table 7
Reasons for Not Participating in Online Professional Development

I am not aware of any online professional development offerings
I prefer to participate in face-to-face professional development
It is too expensive
I do not receive credit from my school or district for online
professional development
I do not feel it would be useful

n

%

2

6

12

34

2

6

3

9

2

6

Note. N = 35; n = number of responses.
In survey questions 13-20 (SQ13-SQ20), respondents were asked to rate the level
of importance they placed on specific characteristics for future professional development

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opportunities by selecting one of the following answers: not at all important, somewhat
important, moderately important, very important, and extremely important. To analyze
these responses using measures of central tendency, they were converted to a scale where
1 = not at all important, 2 = somewhat important, 3 = moderately important, 4 = very
important, and 5 = extremely important.
The data indicated that respondents placed a higher level of importance on aspects
such as training specific to special education, self-selected topics, ongoing support for
needs in their current role, access to resources, and the ability to access materials at any
time. These characteristics had at least two measures of central tendency, mode and
median, at a 4.0 indicating they were of greater importance. Alternatively, characteristics
that were found to be the less important to the respondents included their desire to engage
in informal ongoing professional development and their desire to have an opportunity to
reflect on their job skills and discuss them with other professionals. This was determined
by including those characteristics with two central tendency measures, mode and median,
at a 3.0. In looking at this data, the mean was noted to have extreme outliers that led to
skewed data. Alternatively, the use of mode and the median provided the best
representation (Mertler, 2019). The characteristics and corresponding descriptive
statistics are shown in Table 8.

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Table 8
Characteristics Important in Future Professional Development
Characteristic
Ability to get real-time solutions to problems in
my role

a

Mean

Median

Mode

3.9

4.0

3.0

Ongoing support for needs in my current rolea

3.9

4.0

4.0

Ability to access the materials anytimea
Training specific to special educationa
Access to resourcesa
Self-selected topicsa

3.9
3.8
3.8
3.5

4.0
4.0
4.0
4.0

4.0
4.0
4.0
4.0

Opportunity to reflect on my job skills and discuss
them with other professionals

3.5

3.0

3.0

More informal ongoing professional development

3.3

3.0

3.0

Characteristics with at least two measures of central tendency at 4.0 indicating a higher

level of importance.
Again, there was no significant difference found between the means when looking
at the respondents by comparing their job titles, years of experience, and years employed
by the WIU as determined using the ANOVA to analyze the responses.
Semi-Structured Interview Data
The second semi-structured interview question posed by the researcher was,
“What characteristics are most important to consider when planning future professional
development opportunities?” In analyzing the transcript, four themes emerged, including:
(a) presentation format, (b) speaker attributes, (c) staff preferences, and (d) topic
relevance. The themes, the corresponding number of times the theme was referenced
across the interviews, and key phrases provided by the nine Preschool EI staff are
represented in Table 9. The most common responses provided by the interviewees

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contained across all themes related to factors that promoted engagement, differentiation
according to their level of expertise, relevancy to their role, and consideration to their
individual needs.
Table 9
Themes and Key Phrases in Response to Interview Question 2
Theme

n

Phrases

Presentation Format

7

Speaker Attributes

7

Staff Preference

3

Staff members can choose, what staff feel is important
to their professional growth

Topic Relevance

7

Relevant topic for whole staff, tell me something new,
topic choice, mandatory topics, staff weaknesses

Hands-on, actively engaged, use videos, short articles,
provide time, find ways to present it different
Dynamic speaker, engaging, has real-life experiences
and knows where we are coming from as professionals,
personality, makes you pay attention, fresh ideas

Note. n = number of times theme was referenced across all interviews
Triangulation of the data confirmed the results gathered relative to EI staff
recommendations necessary to enhance current professional development offerings. The
EIPDS respondents and interviewees focused on similar items. For example, ongoing
support for needs in their role, training specific to special education, self-selection of
topics, and access to resources were important characteristics found to have two measures
of central tendency in the EIPDS data results. Similarly, within the interview themes of
topic relevancy and staff preference, these items were referenced with key phrases such
as topics related to staff weaknesses, staff choice, and need for professional growth.

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Research Question Three Results
The third research question, “how do the PD experiences that are provided to the
EI staff impact their perception of their job skill level,” included quantitative data from
the EIPDS survey numbers 9-11, 21, and 23, as well as questions three and four from the
semi-structured interview. Data analysis included an evaluation of the relationship to
demographic survey items and analysis of the transcript through thematic coding.
EIPDS Survey Data
When the Preschool EI staff were asked in survey question 9 (SQ9) to indicate if
the online professional development in which they participated provided specific
benefits, in responding to the prompt, “it gave me the opportunity to reflect on my
teaching/job skills and discuss it with other professionals,” 26 respondents (79%) selected
yes indicating they were afforded the opportunity as opposed to the seven respondents
(21%) who selected no.
Survey question 10 (SQ10) required respondents to select the extent to which they
were able to apply what they learned from the most recent online professional
development to their job skills. While all participants reported that they were able to
apply at least one of their recent professional developments to their job skills to some
extent, the level to which they were able to apply their learning was relatively evenly
distributed, ranging from 10 respondents (30%) reporting to a small extent, 12
respondents (36%) reporting to a moderate extent, and 11 respondents (33%) to a large
extent (Figure 8). None of the respondents selected not at all, not sure, or not applicable.

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Figure 8
Percentage of Respondents Able to Apply Online Professional Development to Job Skills

To a small
extent
30%

To a large
extent
33%

To a small extent
To a moderate extent
To a large extent

To a moderate
extent
37%

Alternatively, survey question 11 (SQ11) asked the Preschool EI staff to select a
reason, if anything, that primarily prevented them from having the ability to apply what
they had learned from the online professional development to their instructional or
technical practices. Respondents were provided with the opportunity to select one of six
prepopulated responses or to select “other” and explain the reason for their selection.
While 20 of the respondents (61%) selected that they were able to apply what they
learned, the 13 remaining respondents (39%) selected one of the prepopulated answers
reflecting that they did not apply what they learned or opted to select “other” and
provided an explanation. This resulted in the following:
•

five respondents (15%) selected “It wasn’t relevant to my teaching.”

•

three respondents (9%) selected “I didn’t have time to plan instruction based
on what I learned.”

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88

two respondents (6 %) selected “I meant to implement what I learned, but
never got around to it.”

•

one respondent (3%) selected “I applied a minimal amount of what I learned.”

•

one respondent (3%) selected “I didn’t have the tools/materials I needed.”

•

one respondent (3%) selected “other” and reported that the training was only
applicable in an “emergency situation.” However, they had internal
discussions with their colleagues regarding how they could apply what they
learned.

As a result of the analysis, it is determined that the main reason preventing staff
was the relevancy to their job responsibilities (Table 10).
Table 10
Reasons Preventing Application of Content from Online Professional Development
n

%

It wasn’t relevant to my teaching.

5

15

I didn’t have time to plan instruction based on what I learned.

3

9

I meant to implement what I learned, but never got around to it.

2

6

I applied a minimal amount of what I learned.

1

3

I didn’t have the tools/materials I needed.

1

3

Other

1

3

Note. N = 33; n = number of responses.
When presented with survey question 21 (SQ21), which required respondents to
rate their agreement with the statement “I receive the right amount of guidance and

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professional development in order to feel competent and confident in my position,” on a
scale where 1 = strongly disagree to 7 = strongly agree, (M = 5, SD = 1.14), the average
rating was 5.0, thereby showing some agreement; however, it was not found to have a
strong level of agreement. Figure 9 represents the most frequently occurring response
which is five.
Figure 9
Distribution of Responses to Survey Question 21
14
12

12
Number of Responses

10

9

8
6

6

4

4

3

2
0

0

0

1

2

3

4
Rating

5

6

7

When presented with survey question 23 (SQ23), which required respondents to
rate their agreement with the statement “The training I received prepared me for my job
responsibilities,” on a scale where 1 = strongly disagree to 7 = strongly agree, (M = 4.8,
SD = 1.24), the average rating was 4.8, indicating that respondent’s level of agreement

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was neutral to some. The most frequently selected number was also five, as shown in
Figure 10.
Figure 10
Distribution of Responses to Survey Question 23
16
14

14

Number of Responses

12
10
8

7

6

5

4

3

0

2

2

2
0
1

2

3

4
Rating

5

6

7

Semi-Structured Interview Data
During the semi-structured interview, the researcher posed the third question,
“What professional development opportunities do you feel would help you to be more
effective in your role that you have not had access to in the past?” While there were many
different topical suggestions for professional development provided by the nine Preschool
EI staff interviewed, including needs related to "adult learning" and "creating and
sustaining long-lasting change," four interviewees referenced that they desired jobspecific training. These topics varied according to the job title of those interviewed but

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were related to assessment tools for the evaluation team, apraxia, or language training for
speech-language pathologists, as well as occupational therapy development skills. Two
topics, time management and behavioral management strategies for children with
different disabilities or a diagnosis other than autism, were referenced by two
interviewees. The rationale provided for time management professional development
opportunities included the ability to learn how to be more efficient and “streamline [the]
process of teaching and paperwork.” The rationale for behavior management included the
desire to become more informed on trauma and mental health to “be confident in the
recommendations” that the EI staff provide to families and the early childhood teachers
with whom they work. One of the interviewees noted that “the hardest thing too is just
the carrying over of the skill you’re learning,” in making “the transition from I have this
information, now how do I make it work in real life?” They desire “clear cut ideas or
ways to incorporate those things that might make it more useful, more friendly.”
The final semi-structured interview question required the EI staff to answer, “What
past professional development activities (coaching, mentoring, support, or other methods
of accountability/skill transfer) were provided that impacted your job skills?” While there
were several options offered as professional development activities, only two of the nine
mentioned practices such as “personal independent, reflective exercises” and “support
[or] mentoring from other staff.” Instead, the majority of respondents referenced a
specific training that impacted their job skills. These included trainings:
•

Offered by a presenter not affiliated with the WIU, such as seminar by Cari
Ebert.

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92

That were on a specific topic such as incorporating sensory training, autism
training, coaching strategies, augmentative and alternative communication
(AAC), training on speech sounds and their visual representations, data
collection, and methods for reporting data.

•

That provided hands-on opportunities or included presenters that demonstrated it
in front of the audience.

•

That directly applies to the treatment they provide children in their daily work.

Within the responses, there was a direct reference to the importance that leadership
plays in being “responsive,” “open-minded,” and providing a “safe space to work,” as
well as the support needed by staff. It was once again reiterated by several Preschool EI
staff that they believed it was important to have an “engaging presenter with good ideas,”
who is “funny” and “easy to listen to,” all of which had been mentioned in some format
across the previous interview questions.
During triangulation for research question 3, contradictions were more evident when
looking at professional development experiences and the impact on job skills. In looking
at EIPDS SQ10, all respondents reported the ability to apply the learning from their most
recent online professional development to their job skills. In SQ11, however, when asked
if anything prevented them from applying what they learned, 39% of respondents
selected a reason indicating that they were not able to apply what they learned. Follow-up
clarification would be of value to determine the reason for this variance.
Data analysis supported findings from the EIPDS SQ9, which revealed that most
respondents believed that the online professional development training provided them
with an opportunity for reflection and the ability to engage in discussion with other

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professionals. Subsequently, the semi-structured interview generated comments related to
practices that impacted the job skills of Preschool EI staff, which included time to reflect
and receive support from colleagues. Although only two interviewees explicitly
mentioned this, it corroborates the responses.
Discussion
Overall, the responses of the Preschool EI staff from the EIPDS indicated that
previous online professional development was moderate or in the middle range in terms
of their perception of the benefits received. This data coincides with questions that rated
their level of satisfaction with the current professional development provided by the
WIU. In addition, across the EIPDS, when conducting a one-way ANOVA, results
revealed no statistically significant difference between the groups by job title, years of
experience in EI, and years employed by the WIU Preschool EI program. Therefore,
these factors did not influence the responses provided by the Preschool EI staff in the
EIPDS.
The data from the semi-structured interview provided important information
about what the staff desired from professional development, including relevant topics that
address their unique job responsibilities within the organization using dynamic speakers
with engaging training formats. The value of this information cannot be understated. It
provides specific information that the WIU can use when developing an action plan for
future professional development initiatives and literature gaps on Preschool EI and
professional development.
There were several factors worth considering during the data collection and data
analysis. During the initial request for the EIPDS, which occurred in mid-December,

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prior to the scheduled winter break, only 12 Preschool EI staff members responded.
Based on the low response rate of 7%, a second request was made; however, this was
approximately one month after the first request due to the timing of the break and return
of staff. The second request generated an additional 15 responses, and the third request,
11 days later, generated eight more responses. If this study were replicated, the timeframe
for distribution of the EIPDS request would be modified to consider the increased volume
of work-related activities in preparation for the school closure for winter break. At that
time, staff was engaged in various activities such as completing paperwork and
modifying their service delivery schedules due to student absences and preschool holiday
parties and events. These factors may be contributors to the variances in the responses.
They may also have influenced the number of staff who volunteered to participate in the
semi-structured interview.
Another issue that developed during the semi-structured interviews was the
confusion with interpreting the term “coaching”. The variance was most significantly
noted during the conversations related to the fourth interview question. Within the
majority of interviewees’ responses, it was clear they perceived it to be related to
coaching as a topic from a previous training designed to assist EI staff in supporting the
early childhood teachers or in their work with families, as opposed to considering
themselves as recipients of coaching. Developing a way to differentiate the concept
would be necessary for future investigation, although the information provided insight
into topics they perceived as beneficial.

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Summary
As previously established, the desired outcome of the research was to gather data
that would provide the WIU with a greater understanding of the program-wide preschool
EI professional development needs. The research provided a structure that enabled the
WIU to “…investigate problems in a systematic and scientific manner,” based on the
analysis of Preschool EI staff perceptions of the current model used by the WIU and the
level of impact on job skills (Mertler, 2019, p. 148). This information is intended to focus
efforts on refining and enhancing professional development practices.
Chapter IV described the collection of quantitative data via an anonymous online
survey and qualitative data by conducting semi-structured interviews, thereby enabling
the researcher to engage in triangulation through integrating qualitative and quantitative
data during the data analysis. As the hypothesis was that staff are more likely to
accumulate professional development hours through online methods without detracting
from their daily job responsibilities, the data served to assess their perceived
effectiveness and determine if there were differences between and among staff based on
job title and years in the EI program.
Chapter V serves to report these findings and discuss the relationships between
and among the data. Additional information related to the interpretation of the data as
well as limitations will be reviewed along with future research recommendations related
to the study.

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CHAPTER V
Conclusions and Recommendations
"To develop a team or organization that can grow and improve, to build anything
for the future, a leader's main responsibility is to develop people…" (Maxwell, 2018, p.
15). Investing in opportunities for staff to learn and enhance their skills is one way this
can be accomplished. This study addressed the problem the Westmoreland Intermediate
Unit (WIU) identified in delivering professional development that effectively addresses
the needs of the Preschool EI staff, coupled with efforts to comply with state and federal
expectations and local accountability. This focus is also in response to the WIU's need to
properly manage fiscal allocations and resources to meet the organizational goals and
align with the strategic plan for operating special education services (Pennsylvania
Department of Education, 2022).
The WIU has committed time, personnel, materials, and funds as an investment in
staff, despite the limited research specifically addressing the most effective methods
appropriate for this diverse group of individuals working in early childhood special
education. This non-experimental mixed methods action research study sought to
investigate the perceptions of the WIU Preschool Early Intervention (EI) staff in relation
to the core professional development structures established by the WIU, especially in
response to the increased use of online training methods, explore the level to which the
current approach aligns with the information contained within the literature, and develop
future recommendations to fulfill the goals contained in the WIU's comprehensive plan
relative to employee engagement, retention, and talent development.

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A review of relevant research unveiled evidence suggesting that while there are
prominent features of professional development applicable to the field of education, the
depth of content pertinent to Preschool EI and educating young learners who receive
special education services are not as abundant. As stated by Dunst (2015), there "…is
clearly a need for more systematic reviews and meta-analyses of in-service studies, with a
focus on identifying which features of professional development are associated with
observed changes and improvements in study outcomes" (p. 216). This chapter discusses
the conclusions and provides recommendations based on the information gathered from
the study conducted through the WIU Preschool EI program. Capitalizing on the data
collection and analyzing Chapter IV results, the researcher was able to draw conclusions
about the effects of professional development on the perceptions of Preschool EI staff
regarding their job skills that align with the research questions.
Using the Early Intervention Professional Development Survey (EIPDS) as the
quantitative component of the data collection, 35 Preschool EI staff out of 70
anonymously responded to various multiple-choice, Likert scale questions and one openended question. This data was coupled with a semi-structured interview that served as the
qualitative portion of the data collection, for which nine Preschool EI staff voluntarily
participated.
Overall, the findings from the triangulation of the data sets and analysis of the
results indicate a mostly positive response to online professional development
opportunities facilitated directly by the WIU and outside entities through which the WIU
contracts. Essential elements that impact the perception of Preschool EI staff include the
level of relevancy to the topic, how the professional development is delivered, including

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a presenter that is engaging and actively involves the audience, and the ability of the staff
to have a choice. While most respondents indicated a tendency to select online
professional development when afforded an option, some employees referenced a desire
for face-to-face training. Also, as there was some agreement, although not strong, with
the Preschool EI staff's perception that they receive the right guidance and professional
development to feel competent and confident, this information may be valuable to
consider and support further investigation.
After examining each research question, Chapter V will provide recommendations
specific to the WIU and review the fiscal implications. Notable limitations will be
discussed in addition to future recommendations for research. This research may include
the potential replication within additional departments of the WIU and other action steps
that can be pursued to support the organization and ultimately benefit the eligible young
children who receive WIU Preschool EI services. These include the best way to
accommodate the desires of staff and incorporate those highly favored features of online
training such as flexibility, accessibility, opportunities for reflection, and ability to
receive support.
Conclusions
Within this chapter, each research question will be individually examined to
provide relevant findings and by what means the data can guide the WIU in future
professional development decisions and practical applications. The need to correlate this
information to current practices is essential to empower staff's professional growth and
ensure that funds are maximized and the Preschool EI program derives the highest
benefits.

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Research Question One
"What are the current perceptions of EI staff relative to the professional
development opportunities available to them," was the first research question posed. The
data collected through the EIPDS and semi-structured interview revealed that the
majority of respondents, 27 out of 33, rate online professional development as either
moderately or very important. This data coincides with the five of nine interviewees who
stated that they would select online over face-to-face and hybrid when allowed to choose.
The preference was due to its convenience as it offers flexibility and increased
accessibility options, such as the variety it provides concerning the location where staff
can view it and the opportunities to participate during different times of the day. This
information aligns with the previous literature that revealed online professional
development was favored by school-age teachers in national research as it provided
alternatives in both the length of time they could take to complete it and the selection of a
time of the day that they preferred (Parsons et al., 2019).
The perceived benefits of online professional development highlighted by the
WIU Preschool EI staff mainly focused on their ability to access real-time solutions to
problems, their receipt of ongoing support relevant to their classroom/role, and the ability
to access the materials/resources at any time. This study further aligns with the work of
Parsons et al. in revealing the importance of the online accessibility and support features
desired by educators (2019). Related concepts from the literature correlated to the
Preschool EI staff responses include ensuring that professional development is valuable
and relevant to the educator's work (Powell & Bodur, 2019). While the results of this
research study apply specifically to the WIU Preschool EI staff, there is value in

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considering the use of this data to support the WIU in accommodating future offerings of
online learning.
In analyzing the responses directly related to the professional development
provided by the WIU, there were no statistically significant differences when comparing
responses by job titles, years of experience, and years employed by the WIU. Overall, the
respondents were neutral to somewhat satisfied with the WIU, with most of them rating
their satisfaction at five out of seven points on the Likert scale. When considering the
supervisory level of support in accessing professional development based on the EI staff
member's role, respondents were more split between the ratings, with four, six, and seven
as the most common responses. The findings suggest that the WIU can take steps to
investigate further the depth to which they can impact the perceptions of staff by
implementing more rigorous levels of online professional development to meet the needs
specific to Preschool EI staff roles. Furthermore, this suggests the need to replicate
similar studies with Preschool EI professionals across other Intermediate Units or School
Districts as "…larger sample sizes improver the likelihood of detecting differences
between groups" (Merler, 2019, p. 199).
Research Question Two
"What changes do the EI staff recommend to enhance the PD that is currently
offered to them," was the second research question posed. Based on the study results,
when the Preschool EI staff were asked to select why they would not participate in online
professional development, 12 of the 35 respondents, or 34%, indicated that they preferred
to participate in face-to-face professional development. While this serves as a majority, it
is worth noting that 14 respondents did not select one of the prepopulated selections,

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thereby limiting the interpretation of this response. This data is similar to the preferences
noted in the current literature and the survey from which the EIPDS was adapted, in that
27% of respondents also preferred face-to-face (Parsons et al., 2019).
Professional Development Characteristics
Characteristics that respondents found to be important in future professional
development focused centrally on the accessibility of the materials and resources, support
relative to their role, training specific to special education, and topics that were of their
selection. These responses parallel the information contained in the literature. As adult
learners, Preschool EI staff need access to relevant, interesting topics that are meaningful
to their work based on their role (Berry et al., 2011; Billingsley, 2004; Furness, 2020;
New England Institute of Technology, 2021).
Themes Derived from Interviews
Four themes emerged within the responses to the semi-structured interview
question about important characteristics for future consideration and included the
presentation format, speaker attributes, topic relevance, and staff preference. Providing
Preschool EI staff with professional development that keeps them connected through
activities and presents information using a variety of modalities, including the
opportunity to watch videos and read articles, is desired. Within the research, similar
positive effects were found in studies incorporating videos for observation and reflection
(Diamond et al., 2013; Pianta et al., 2008; Spence & Santos, 2019). Supporting areas that
facilitate staff growth and needs are keys that the WIU needs to keep at the forefront
when planning. Factors such as these have been found in the literature to contribute to
high-quality professional development (Dunst et al., 2015, Council for Exceptional

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Children, 2015). Coupling these practices with a speaker who has relevancy to the
audience can keep them engaged in a meaningful topic that showcases new information.
It is crucial as the WIU must be cognizant of the learners, the specific content needed,
and the methods that best define how to deliver high-quality professional development
(National Professional Development Center on Inclusion, 2009). The information from
this study provides insight into these areas.
Research Question Three
"How do the PD experiences that are provided to the EI staff impact their
perception of their job skill level," was the third research question posed. Contained
within the EIPDS responses, it was discovered that 26 out of 33 respondents felt the
online professional development they participated in allowed them to reflect on and
discuss their job skills. Within the literature, the ability to participate in activities that
allow for reflection, whether independently or amongst other professionals, is considered
an essential element of professional development and is not regularly included as a
feature (Dunst, 2015). Previous research, specific to Infant/Toddler EI staff, found that
providing opportunities to collaborate and time to engage in self-reflection were areas
desired by participants (Spence & Santos, 2019). This literature compares to the
experiences reported by the Preschool EI staff and serves as a reminder to utilize this
avenue in the future.
While respondents reported that they could apply information from their most
recent professional development to their job skills, they were mixed in reporting the
extent to which it was applicable. Data revealed that 10 respondents reported it was to a
small extent, 12 respondents reported it was to a moderate extent, and 11 respondents

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reported it was to a large extent. The follow-up question allowed the researcher to gain
insight into what may have prevented the EI staff from applying what they learned. The
reasons provided by five respondents indicated it lacked relevance to their teaching. An
additional five respondents selected a response related to time limitations, in that they
either did not have the time or while they had intentions to apply the information, they
did not get around to implementing what they learned. One respondent noted they did not
have the tools or materials to proceed. Finally, one Preschool EI staff member reported
that the applicability of the training was only for emergency situations. Although these
respondents do not represent the majority, the data once again reflects conceptually the
need to provide professional development that is useful to the audience, has applicability
to their work, and provides time for the staff to synthesize what they have learned
(Desimone, 2011; Powell & Bodur, 2019).
The remaining questions of the EIPDS were intended to gather insight related to
the professional development received by the Preschool EI staff and their perception of
the impact on their job skills. In both questions, respondents selected a rating based on a
seven-point scale ranging from strongly disagree to strongly agree. The most frequently
selected response was five out of seven, indicating neutrality or some level of agreement.
The selection pertained to the amount of guidance and professional development
Preschool EI staff feel they receive to feel competent and confident in their role and the
amount of training they feel they receive to feel prepared for their job responsibilities.
The perspective of staff is critical as studies that have investigated attrition, job
satisfaction, and increases in positive outcomes were associated with factors such as the
perceived levels of support staff feel they receive along with the depth and type of

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professional development provided (Billingsley, 2004; Harding et al., 2019). Knowing
that the WIU desires to retain staff and ensure that eligible young children receive highquality special education services that lead to successful results, this area requires regular
attention.
Topics Revealed
Several topical suggestions were revealed when using the semi-structured
interviews to gather additional insight regarding what Preschool EI staff believe are
essential in assisting them to become more effective. The content was diverse according
to the job title of those interviewed, with four respondents suggesting skills that would
support their role. Their desired topics are related to the work of speech-language
pathologists, evaluators, and occupational therapists. Others preferred topics related to
adult learning, increasing efficiency, time management, behavior management,
supporting children with genetic diagnoses or communication barriers, mental health, and
trauma. References to topics by the interviewees are similar to those contained in the
literature, especially in research that links a teacher's feelings of value and effectiveness
to their job performance, including behavior and classroom management (Collie et al.,
2012). One interviewee was quoted as stating that they are "…always open to continued
behavior management because we're seeing a lot of different behaviors and also a lot of
different and new diagnoses that we're seeing."
Further comments from interviewees on desired training were more general and
referenced training on problem-solving techniques, especially given that the "…hardest
thing...is just the carrying over of the skill you're learning or teaching." Additionally,
there was the desire to have "… clear-cut ideas or ways to incorporate those things that

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might make it [the skill] more useful, more friendly." Another interviewee stated that it is
"…always helpful to just to hear what other people are struggling with and kind of
brainstorm to get to the bottom of how we can help the child." These suggestions are
similar to findings that reported teachers are interested in collaborative opportunities that
allow them to extend the learning of skills that have meaning to their work through
practice within the context of their job (Powell & Bodur, 2019).
The final semi-structured interview question served as a catalyst to discover those
previously provided professional development areas that Preschool EI staff felt were
impactful. Interviewees were more inclined to list trainings they had participated in
instead of mentioning other support methods. No direct correlation was found between
the training referenced and the job description of the interviewee. For example, three
interviewees identified with a role other than speech-language pathologist; however, they
mentioned a specific training on communication that they believe had a positive impact
on them. Similar themes to those found in the previous research questions surfaced within
the statements. These include presenters who are "…actively performing it [the skill] in
front of me. So, in other words, she didn't just use words; she would physically show
you." Other interviewees prefer "…ones [presenters] that are upbeat and engaging, and
you know, get into the stuff that make you pay attention versus the ones that are just sort
of reading from slides and you're kind of trying to read with them." Finally, it was
reinforced by several interviewees that a highly desirable feature of professional
development is when the skill taught is functional and able to be replicated within the
daily job responsibilities. Similar suggestions can be derived from the limited Preschool

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106

EI teacher research that focused on strategically selected educational practices that
engaged the educators in an ongoing systematic format (Snyder et al., 2018).
Limitations
There are strengths in mixed methods research, including the ability to capitalize
on the advantages of using both qualitative and quantitative data. However, limitations
and delimitations exist within this research. They are essential to note as they potentially
impact the findings (Mertler, 2019). Studies with the early childhood literature review
reveal a large amount of information that pertains to teachers as opposed to other direct
service providers. Within this research study, most respondents, 31%, identified as
speech-language pathologists, as opposed to 28% of the respondents who identified as
early childhood special education teachers. The remaining respondents included other
related service providers, evaluation team members, and those providing indirect
services. The variances in these EI roles limit the ability to interpret the results and
generalize their perceptions to professionals outside their scope of practice, and the
population served.
This research study effectively gathered in-depth knowledge and facilitated a
more comprehensive understanding of the defined setting; subsequently, the findings of
this study pertain to WIU Preschool EI program staff, and the ability to generalize the
results is limited. The staff that responded represents a unique group of professionals
responsible for facilitating and delivering special education services to eligible young
children ages 3 to 5 residing in one of the 17 Westmoreland County school districts in
southwestern Pennsylvania. The study sought to contribute to the research for this
population of preschool special education professionals as defined within the current

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study, as there are gaps in the literature. Information pertaining to professional
development frequently references school-age programming or early childhood.
An additional consideration that potentially impacted the study was the COVID19 pandemic. Although the WIU had utilized online methods in the past, these were
considered supplementary to the primary use of face-to-face and hybrid models. During
the 2020-2021 school year and the time following the implementation of COVID-19
mitigation strategies, online training has increased as a viable option to fulfill the
contractual obligations of the WIU to provide in-service training using both synchronous
and asynchronous formats. The participants' experiences may have been influenced by
the rapid onset of moving to this professional development model and should be noted
when interpreting the responses.
The topic selection of professional development continues to be driven by the
needs identified by Pennsylvania's state performance plan indicators, the Office of Child
Development and Early Learning (OCDEL) initiatives, and guidance from the EI
administration. Due to COVID-19, the experiences of EI staff were complex, resulting in
novel situations and varied training needs. The pandemic impacted the continuity of
learning, tele-intervention, the type of support Preschool EI staff provided to the children
on their caseload, and the ways of engaging with families and collaborating with early
childhood education providers (Early Intervention Technical Assistance, 2022; United
States Department of Education, 2019a). These factors must be considered as staff
perception may be influenced by the unexpected changes following the coronavirus
pandemic.

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Several variables may impact the fidelity of the research. Although the survey
data was submitted anonymously, given that the researcher previously served as a
consultant, supervisor of special education, and administrator for the WIU Preschool EI
program for approximately twelve years, some respondents may have been either more or
less inclined to participate due to the prior relationship. Also, of the nine participants who
agreed to the interview portion of the study, it is notable that they were Preschool EI staff
members during the time when the researcher was in a leadership role at the WIU. While
specific protocols and measures were implemented to minimize any bias, it is necessary
to consider that factor as participants may have responded in a way that they felt was the
desired response (Mertler, 2019). In addition to these considerations, when relying on
data based on perceptions, "…even though people believe they are being accurate, they
may in fact not be" (Mertler, 2019, p. 101).
In looking at the statistical significance of the findings, it is notable that the
number of respondents was relatively small. While it constituted a 50% return rate, not all
subsets of the respondents were well represented. For example, paraeducators represent
approximately 20% of the total WIU Preschool EI staff; however, only 6% of the
respondents identified with this job title. Correspondingly, the impact on the survey
demonstrated by the low numbers representing a specific job title can skew the
interpretation of the results for a specific category. For example, when the WIU employs
three EI staff within a specific job title, representing 3% of the total EI staff population,
as long as there is one respondent, there is statistical information from which to draw.
These results must be interpreted with caution as other factors may impact their

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perception, including the number of years they have worked within the program and their
prior experiences.
In consideration of the current study, the potential exists that there is a "practical
significance" as opposed to "statistical significance," warranting the need to "…repeat the
research using a larger sample" (Mertler, 2019, p. 255). For the purposes of this research,
no significant differences were found within any of the statistical tests used to analyze the
research questions by comparing job titles, years of experience, and years employed by
the WIU.
Fiscal Implications
The WIU is committed to investing in the professional growth of EI staff as the
WIU desires to engage its employees, contribute to the development of talent, and
proactively focus on retainment, all of which have fiscal implications. The costs
associated with this research were minimal as the technology used in all aspects of the
study, such as the use of a computer to complete the survey through a Google Form and
interviews through Zoom, were already incorporated into the regular job responsibilities
of the Preschool EI staff and did not require additional costs to the budget. Most consent
forms were completed electronically or scanned, further minimizing costs.
While there is money designated as part of their state Preschool EI allocation to
be applied to training and technical assistance, the depth of the costs exceeds that which
is appropriated by the state funds (Office of Child Development and Early Learning,
2021b). Therefore, the WIU's financial accountability expands beyond that which is
dedicated within the budget to professional development and involves the interrelated
resources such as the time, effort, and skills that come from human capital investments.

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The research data from this study supports the continuation of aspects of the
current professional development plan and modifying elements to align more closely with
the recommendations derived from the data collected that is specific to the WIU
Preschool EI program. The effectiveness of this study was revealed in finding that the
characteristics of professional development found to be important to the WIU EI staff
coincided with several characteristics identified within the currently existing research.
Although the literature is minimal specific to Preschool EI, this data derived from this
research supports the WIU in using the information to proactively respond to the
identified needs of the staff.
There is also evidence that the WIU should continue to incorporate subscription
costs to online platforms such as Frontline Education and speechpathology.com, as 56%
of the EI staff that participated in the semi-structured interview prefer to participate in
online professional development. The subscription services referenced help to support
management and access to on-demand continuing education. Investigation into other
reputable sources is also warranted to encompass a wider variety of Preschool EI staff
with varying job responsibilities.
A subset of the Preschool EI staff who participated in the semi-structured
interview, 34%, prefer to participate in face-to-face professional development. Therefore,
it is worthwhile to consider incorporating other opportunities that allow employees to
receive the benefits of in-person training using alternative modalities. These methods
may include coaching or mentoring and exploring ways that time can be provided that
enable staff to incorporate the technical skills in their daily work, resulting in an
expanded reach of training efforts beyond the initial presentation of information (Dunst et

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al., 2015). As two of the nine interviewees mentioned the importance of reflection or
support from other staff as impactful to their job, further inquiry is necessary. The WIU
could consider ways to provide this as another avenue of professional development,
potentially developing a pool of candidates willing to receive training and employ the
identified methods to facilitate the growth of their colleagues if this is found to be a
reasonable endeavor.
Another fiscal implication would be to continue to contract with presenters that
offer specific topics that are relevant to the needs identified by staff and leverage highquality, evidence-based practices as revealed through the literature to impact educational
outcomes for preschoolers receiving special education services (Dunst, 2015; Snyder et
al., 2018). Multiple references were made to previously contracted presenters as they
engaged the audience and had attributes desired by the interviewees. Although this may
be associated with the payment for a presenter not affiliated with the WIU, investigating
grants and partnerships with other departments or outside agencies to share the cost may
prove valuable. Additionally, the WIU should continue capitalizing on support provided
by Early Intervention Technical Assistance (EITA), a division of the Pennsylvania
Training and Technical Assistance Network. The service comes at no cost to the
program, as EITA facilitates training according to the identified needs and associated
statewide initiatives.
Further action to expand upon the current research questions is warranted. The
investigation may include evaluating the typical duration of the training, length of followup activities, and the effectiveness of specific interventions on the job skills of staff.
Assessments such as these can help to ensure that the costs attributed to professional

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development, including the daily staff salary and time associated with engaging in the
events, lead to the intended success for staff and ultimately the positive impact on the
recipients of Preschool EI services.
Recommendations
The research results led to the development of actionable items for consideration
by the WIU and future research directions. The study provided evidence that the
Preschool EI staff are neutral to somewhat satisfied by the current professional
development offered by the WIU, thereby indicating the opportunity for growth within
this area. The Preschool EI staff desire professional development that supports their job
responsibilities in providing real-time solutions to problems they encounter, ongoing
support, and offerings in various formats according to the frequently fluctuating
educational landscape and their changing needs.
Recommendation 1
The WIU administration would benefit from evaluating the guidance identified in
this study's literature review and incorporating data specific to the WIU Preschool EI
staff within their action plan. These measures aim to increase the likelihood that future
professional development activities align with the identified needs expressed by
Preschool EI staff. Efforts to capitalize on this information coincide with the 94% of
survey respondents who reported they had participated in formal professional
development that was at least partially online. The benefits they conveyed from this
opportunity included real-time solutions, ongoing support, and increased accessibility of
resources the online training provides. Adjustments to future professional development
would require examining the current collective bargaining agreement language or Act 93

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administrative agreement to determine what could be adjusted to incorporate these ideas
while maintaining the integrity and intention behind the current professional development
plan. Additional considerations may include analyzing how frequently a topic is
addressed throughout the year and the duration of time for which staff has an opportunity
to examine the content further. The ability to analyze information, make connections, and
receive support related to training over an extended period can be a valuable contribution
to the work (Childress et al., 2021; Harding et al., 2019; Wei et al., 2009).
Recommendation 2
Next, it is proposed that the WIU create a professional development committee to
replicate the findings across the WIU Preschool EI program and investigate similar
questions across the organization. Capitalizing on the insight of Preschool EI staff also
demonstrates responsiveness by the WIU to the survey results. Statements made during
the semi-structured interview that investigated characteristics important to future
planning included a desire for staff to have autonomy and relevant topics. The committee,
comprised of employees that represent diverse job responsibilities as identified within the
study, would be able to assist with making recommendations to integrate the desire to
engage in professional development with flexibility. Also, some respondents noted the
appealing nature that comes from the ability to engage in online professional
development at times other than when they were to be delivering special education
services. Exploration by the committee regarding alternative timeframes may result in
cost-saving measures as there may be a reduced need for staff coverage to attend training.

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Recommendation 3
Finally, the WIU may want to consider incorporating survey items within the
context of the current method of evaluating professional development. A survey that
assesses a singular training event provides information to the trainer and, at some level, to
the administration. Although, by extending the review of the data to include current
information relative to what staff is reporting across training events and over time, the
WIU can continue to be responsive to their needs and further evaluate how training is
impacting job skills. Modifying WIU post-training survey questionnaires can be done by
extrapolating questions from the EIPDS and interview questions the WIU finds to be the
most significant and adjusting them to incorporate these types of assessments into their
work more regularly. Moreover, as the desired outcome is to impact the engagement and
retention of staff, methods such as these can assist them in achieving this objective.
Future research
There are various opportunities to expand upon the data gathered through this
mixed methods research study to account for the limited research on Preschool EI and the
professionals responsible for impacting programming and change efforts. First,
expanding the study to incorporate a larger sample size is recommended. This expansion
may yield information showing a greater statistical significance for some of the
questions. As the results of this study relate to the WIU Preschool EI staff, reproducing
similar studies with Preschool EI programs at a statewide level can provide a more
comprehensive set of data that includes different geographic areas and staff composition.
Next, additional measures can be implemented to more fully define specific terms
contained in the questions. Elaborating on terms may reduce any unintended

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interpretation of terminology by staff. For example, many staff had participated in
training on providing coaching to families. Subsequently, any use of the term within the
semi-structured interview was discussed as the training they had received instead of the
Preschool EI staff identifying themselves as recipients of coaching as a form of
professional development provided on their behalf. While the survey items were created
by incorporating questions from pre-existing surveys and measures were taken to
increase validity, adjustments may reduce any difficulties in this area. Replacement of
several questions to allow the WIU to gather specific information about the impact on job
skills may be necessary. Therefore, if the WIU elects to implement any of the
recommendations discussed, administering an additional survey on an annual basis can
support analyzing potential patterns in responses and trends over time.
Finally, consideration should be given to the timing of the survey to determine if,
during future implementation, there is an impact on the results. While the response rate
was favorable, this required multiple attempts to secure participants and assistance from
the administration to solicit responses. The need to incorporate several prompts to
complete the survey may have been due to the number of activities and paperwork the
staff was responsible for finishing in preparation for the impending break. The utilization
of incentives for completion may also contribute to increases in response rates and may
be implemented in the future.
Summary
Implementing effective professional development can lead to considerable
benefits for students, staff, and organizations by allocating appropriate resources.
Procedures were employed to increase the validity or trustworthiness of this mixed

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methods research, as described in chapter III, to support the WIU leadership in using this
information to lean into the areas that are working cohesively and revising those that need
refinement (Hendricks, 2017). The effectiveness of the study is demonstrated by the
ability of this information to serve as a mechanism by which the WIU can act and
generalize the information within the work of the Preschool EI program.
Overall, the Preschool EI staff noted a satisfactory level related to the efforts of
the current WIU professional development offerings. The research yielded several
limitations accounted for within the study and discussed in this chapter. Investigation of
the data led to developing recommendations to support the WIU in creating a plan of
action that may be used to incorporate the suggestions. The recommendations are
intertwined with the overarching intent to support educational outcomes for children who
receive their special education services and the school district communities the WIU
serves. Conceptually, professional development has layers of complexity; however, when
breaking it down and specifically targeting each element from the planning to
implementation, organizations and school districts can effectively ensure that it is
accomplishing the goal of positively impacting the quality of instruction without leaving
it to chance (National Professional Development Center on Inclusion, 2008).

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APPENDICES

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Appendix A
IRB Approval Letter
Institutional Review Board
California University of Pennsylvania
Morgan Hall, 310
250 University Avenue
California, PA 15419
instreviewboard@calu.edu
Melissa Sovak, Ph.D.
Dear Brandi,
Please consider this email as official notification that your proposal titled “A Mixed
Methods Study: Investigating the Perceptions of Early Intervention Preschool
Intermediate Unit Staff on Professional Development” (Proposal #20-044) has been
approved by the California University of Pennsylvania Institutional Review Board as
submitted.
The effective date of approval is 8/25/21 and the expiration date is 8/24/22. These dates
must appear on the consent form.
Please note that Federal Policy requires that you notify the IRB promptly regarding any
of the following:
(1) Any additions or changes in procedures you might wish for your study (additions or
changes must be approved by the IRB before they are implemented)
(2) Any events that affect the safety or well-being of subjects
(3) Any modifications of your study or other responses that are necessitated by any
events reported in (2).
(4) To continue your research beyond the approval expiration date of 8/12/22 you must
file additional information to be considered for continuing review. Please contact
instreviewboard@calu.edu
Please notify the Board when data collection is complete.
Regards,
Melissa Sovak, PhD.
Chair, Institutional Review Board

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136

Appendix B
Survey Instrument
As an employee of the Westmoreland Intermediate Unit (WIU) working within the
Early Intervention program, you are invited to take part in a research study conducted
by Brandi Binakonsky, a doctoral student at California University of Pennsylvania.
The purpose of this research is to investigate your perception of professional
development offered by the WIU and how it influences your job skills. The process will
potentially assist the administration in developing a more comprehensive understanding
of how EI staff perceive current professional development as well as provide insight
into what changes could enhance future offerings and how they may develop a plan of
action to improve the effectiveness of professional development.
Remember, consent to participate is voluntary. If at any time you no longer wish to
continue, you are not obligate to complete the survey and can stop participating by
exiting out of the Google form without explanation or penalty. By continuing, you are
indicating your agreement to the use of data collected.
The Early Intervention Professional Development Survey (EIPDS) is a brief survey that
consists of 25-items. The survey is expected to take approximately 15 minutes. All
information in this survey is confidential. Please complete the following descriptive
information before continuing to the next page to complete the survey.
Demographic Information
1. Which title matches your job description most?
☐ Early Intervention Classroom Teacher (more than half of caseload in ECSE
classroom)
☐ Early Intervention Itinerant Teacher (more than half of caseload in home or
community location)
☐ Speech Language Pathologist
☐ Occupational Therapist
☐ Certified Occupational Therapy Assistant
☐ Physical Therapist
☐ Early Intervention Administrator/Supervisor
☐ Evaluation Team
☐ Paraeducator
☐ Secretary
2. Which category matches your years of experience working in early intervention?
☐ 5 or below
☐ 6-15

PERCEPTIONS ON PROFESSIONAL DEVELOPMENT

137

☐ 16-29
☐ 30 or above
3. Which category matches the number of years that you have been
employed by yourcurrent intermediate unit’s early intervention program?
☐ 5 or below
☐ 6-15
☐ 16-29
☐ 30 or above
Survey Items
INSTRUCTIONS: The EIPDS uses both a multiple choice and a 7-point Likert
Scale ranging from 1 (strongly disagree) to 7 (strongly agree) for several items in
the survey. Answer the questions based on the past 6 months. Please indicate your
response by choosing the number corresponding to your desired choice.
1. During the last 6 months, have you participated in any formal professional
development opportunities that were at least partially online (completely online,
hybrid format, etc.)? (RQ1)
☐ Yes
☐ No
2. What was the topic (ex. Inclusion, Behavior Management, Apraxia, Early
Childhood Outcomes, etc.) and delivery method of the professional
development? (ex. Course management system such as blackboard, video
conferencing, self-paced course, EITA portal, speechtherapy.com, etc.) (RQ1)
Topic 1: __________________ Delivery method 1: __________________
Topic 2: __________________ Delivery method 2: __________________
Topic 3: __________________ Delivery method 3: __________________
Topic 4: __________________ Delivery method 4: __________________
Topic 5: __________________ Delivery method 5: __________________
3. To what extent was the online professional development beneficial to you?
(RQ1)
☐ Not at all important
☐ Somewhat important
☐ Moderately important
☐ Very important
☐ Extremely important
Please indicate if the online professional development in which you participated provided
the following benefits:

PERCEPTIONS ON PROFESSIONAL DEVELOPMENT
4.
☐
☐
☐

I could go at my own pace (RQ1)
Yes
No
I don’t know

5.
☐
☐
☐

I could access the materials/resources anytime (RQ1)
Yes
No
I don’t know

6.
☐
☐
☐

It provided real-time solutions to problems (RQ1)
Yes
No
I don’t know

7.
☐
☐
☐

It gave me access to resources not available in my local area (RQ1)
Yes
No
I don’t know

8.
☐
☐
☐

It provided ongoing support for needs in my classroom/role (RQ1)
Yes
No
I don’t know

138

9. It gave me the opportunity to reflect on my teaching/job skills and discuss it with
other professionals (RQ3)
☐ Yes
☐ No
☐ I don’t know
10. To what extent were you able to apply what you learned from your most recent
online PD to your job skills (RQ3)
☐ Not at all
☐ Small extent
☐ Moderate extent
☐ Large extent
☐ Not sure/not applicable
11. What, if anything, primarily prevented you from applying what you learned from
the online PD to your instructional or technical practices? (RQ3)
☐ Nothing. I was able to apply what I learned
☐ It wasn’t relevant to my teaching

PERCEPTIONS ON PROFESSIONAL DEVELOPMENT
☐
☐
☐
☐
☐

139

I didn’t have the tools/materials I needed
It was not allowed by my school’s policies/curriculum
I didn’t have time to plan instruction based on what I learned
I meant to implement what I learned, but never got around to it
Other: Please
explain____________________________________________________

12. Which response best describes your reason for not participating in professional
development in an online setting? (RQ2)
☐ I am not aware of any online professional development offerings
☐ I prefer to participate in face-to-face professional development
☐ I don’t think I have the technical skills needed to participate in online
professional development
☐ It is too expensive
☐ I do not have the equipment I need to participate online
☐ I do not receive credit from my school or district for online professional
development
☐ I do not feel it would be useful
How important are the following characteristics to you in future professional
development opportunities?
13. Ability to access the materials anytime (RQ2)
☐ Not at all important
☐ Somewhat important
☐ Moderately important
☐ Very important
☐ Extremely important
14. Ability to get real-time solutions to problems in my role (RQ2)
☐ Not at all important
☐ Somewhat important
☐ Moderately important
☐ Very important
☐ Extremely important
15. Access to resources (RQ2)
☐ Not at all important
☐ Somewhat important
☐ Moderately important
☐ Very important
☐ Extremely important

PERCEPTIONS ON PROFESSIONAL DEVELOPMENT

140

16. Ongoing support for needs in my current role (RQ2)
☐ Not at all important
☐ Somewhat important
☐ Moderately important
☐ Very important
☐ Extremely important
17. Opportunity to reflect on my job skills and discuss them with other professionals
(RQ2)
☐ Not at all important
☐ Somewhat important
☐ Moderately important
☐ Very important
☐ Extremely important
18. Self-selected topics (RQ2)
☐ Not at all important
☐ Somewhat important
☐ Moderately important
☐ Very important
☐ Extremely important
19. Training specific to special education (RQ2)
☐ Not at all important
☐ Somewhat important
☐ Moderately important
☐ Very important
☐ Extremely important
20. More informal on-going professional development (RQ2)
☐ Not at all important
☐ Somewhat important
☐ Moderately important
☐ Very important
☐ Extremely important
21. I receive the right amount of guidance and professional development in
order to feelcompetent and confident in my position. (RQ3)
1
2
(strongly
disagree)

3

4

5

6

7
(strongly
agree)

PERCEPTIONS ON PROFESSIONAL DEVELOPMENT

141

22. Overall, I am very satisfied with my current professional development
at myintermediate unit. (RQ1)
1
2
3
4
5
6
7
(strongly
(strongly
disagree)
agree)

23. The training I received prepared me for my job responsibilities.
(RQ3)
1
2
3
4
5
6
7
(strongly
(strongly
disagree)
agree)
24. My direct supervisor(s) supports me in accessing appropriate
professional development for my role. (RQ1)
1
2
3
4
5
6
7
(strongly
(strongly
disagree)
agree)
25. I am appreciative of your participation in the survey but also recognize the value
in personal communication to enhance the collection of data. Please indicate yes
or no if you are willing to participate in a virtual interview following your
submission of this survey. I sincerely appreciate your consideration.
☐ Yes (please click on hyperlink to submit contact information)
☐ No

PERCEPTIONS ON PROFESSIONAL DEVELOPMENT

142

Appendix C
Semi-Structured Interview Questions
Researcher Note
While the questions listed below as stated, dependent upon the answer of the
participant, the researcher may need to couple these with the request to ask clarifying
questions to support the researcher in gathering more information pertaining to the
answer a participant provided. All clarifying questions will remain within the scope of
this research study.
Researcher opening statement
As we begin, I would like to thank you for your willingness to more fully discuss
your perception of professional development that is offered to you by the WIU and how it
influences your job skills. As a staff member working for the WIU EI program, your
honesty and openness to discuss this topic will be valuable. The process will potentially
assist the administration in developing a more comprehensive understanding of how EI
staff perceive current professional development as well as provide insight into what
changes could enhance future offerings and how they may develop a plan of action to
improve the effectiveness of professional development. Information gathered through this
study will remain confidential, as it is important that your privacy be protected. To
maintain confidentiality and remove personally identifying information, you will be
assigned a personal identification number (PIN). Your privacy is important and I will
handle all information in a confidential manner.
Remember, consent to participate is voluntary. If at any time you no longer wish to
participate, you are not obligated to complete the interview. You can opt out of any

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question(s) you choose and are able to stop participating at any time without explanation
or penalty. This interview will be electronically recorded for my records and transcribed
for analysis. This will take no more than 20-30 minutes of your time. The transcriptions
will be stored on a password protected computer. You will have the option to review the
transcription upon request. At this point, if you are in agreement, I will proceed with the
interview (researcher will confirm the participant has verbally agreed to continue).
1. When asked to participate in professional development what is the primary reason
you would select one format over another (online vs face-to-face vs hybrid)?
(RQ1)
2. What characteristics are most important to consider when planning future
professional development opportunities? (RQ2)
3. What professional development opportunities do you feel would help you to be
more effective in your role that you have not had access to in the past? (RQ3)
4. What past professional development activities (coaching, mentoring, support or
other methods of accountability/skill transfer) were provided that impacted your
job skills? (RQ3)

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Appendix D
Invitation Email
Hello! My name is Brandi Binakonsky and I am currently a doctoral student at
California University of Pennsylvania. I am working with the Westmoreland Intermediate
Unit (WIU) to conduct a research study titled “A Mixed Methods Study: Investigating
the Perceptions of Early Intervention Preschool Intermediate Unit Staff on
Professional Development.” I am interested in investigating your perception of
professional development that is offered to you by the WIU and how it influences your
job skills. The process will potentially assist the administration in developing a more
comprehensive understanding of how EI staff perceive current professional development
as well as provide insight into what changes could enhance future offerings and how they
may develop a plan of action to improve the effectiveness of professional development.
As a staff member working for the WIU within the Early Intervention (EI) program, you
are invited to participate in the study.
Within this study, you will be asked to participate in a survey that is collected via Google
Forms and will take approximately 10 to 15 minutes to complete. You will be asked basic
demographic questions about your position and experience along with several multiple
choice and Likert Scale questions in which you will rate answers along a scale of 1 to 7
related to your perception of professional development.
If you are willing to share your perspective and insight, please follow the link below to
answer the 25 survey questions. Your contribution is a critical part of the data collection.
While you will not benefit directly from participating in the study, information that is
gathered may be of value to the WIU. The risks associated with participating are
minimal. There are no physical or mental risks from participating in this study and every
attempt will be made to protect your privacy. While I may present the results of the
research as a published study and potentially in journals or periodicals, your name and
other identifying information will remain confidential. The study will not cost you
anything to participate and there will not be direct compensation for participating. You
should feel empowered to make an informed decision and are able to discuss and ask the
researcher any questions you may have.
Remember, consent to participate is voluntary. If you do not wish to participate, you are
not obligated to complete the survey and you are able to stop participating at any time
without explanation or penalty.
If you have any questions about this research study, please contact Brandi Binakonsky at
bin0621@calu.edu or724-493-8073 or California University of PA Assistant Professor,
Dr. Lordon at lordon@calu.edu.
This research has been approved by the California University of Pennsylvania
Institutional Review Board. This approval is effective 08/25/21 and expires 08/24/22.

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By clicking on this link, you are indicating your agreement to participate and permit the
use of data collected through the survey.

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Appendix E
Semi-Structured Interview Consent Form
Thank you for your interest in participating in the interview portion of the research
survey titled “A Mixed Methods Study: Investigating the Perceptions of Early
Intervention Preschool Intermediate Unit Staff on Professional Development.” I am
interested in investigating your perception of professional development that is offered to
you by the WIU and how it influences your job skills. The process will potentially assist
the administration in developing a more comprehensive understanding of how EI staff
perceive current professional development as well as provide insight into what changes
could enhance future offerings and how they may develop a plan of action to improve the
effectiveness of professional development. As a staff member working for the WIU
within the EI program, you are invited to participate in the study.
During this portion, you will be asked a series of questions related to the research topic. If
you agree to participate, I will arrange a zoom meeting at your convenience. This
interview will be electronically recorded for my records and transcribed for analysis. This
will take no more than 20-30 minutes of your time. The only participants during the
interview will be you and the researcher. The transcriptions will be stored on a password
protected computer. If you take part in this portion of the research, it is very important for
you to answer in an honest manner. You will have the option to review the transcription
upon request. Your privacy is important and to maintain confidentiality and remove
personally identifying information, you will be assigned a personal identification number
(PIN).
While you will not benefit directly from participating in the study, information that is
gathered may be of value to the WIU. The risks associated with participating are
minimal. There are no physical or mental risks from participating in this study and every
attempt will be made to protect your privacy. While I may present the results of the
research as a published study and potentially in journals or periodicals, your name and
other identifying information will remain confidential. The study will not cost you
anything to participate and there will not be direct compensation for participating. You
should feel empowered to make an informed decision and are able to discuss and ask the
researcher any questions you may have.
Remember, consent to participate is voluntary. If you do not wish to participate, you are
not obligated to complete the interview and you are able to stop participating at any time
without explanation or penalty. If you have any questions about this research study,
please contact Brandi Binakonsky at bin0621@calu.edu or724-493-8073 or California
University of PA Assistant Professor, Dr. Lordon at lordon@calu.edu.
This research has been approved by the California University of Pennsylvania
Institutional Review Board. This approval is effective 08/25/21 and expires 08/24/22.

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By signing below, you agree to participate in this interview for the purpose of this
research study.
________________________________________________________________________
Signature
Printed Name
Date