Engaging kindergarten teachers in professional development (PD) programs can be challenging, yet crucial for improving students' language skills. A recent study, "Exploring Kindergarten Teachers Perception of In-Class Modelling by School-Based Speech-Language Pathologists Through Four Implementation Outcomes," provides valuable insights on the efficacy of in-class modelling by speech-language pathologists (SLPs) as a PD modality. Here, we summarize the findings and suggest ways practitioners can implement these outcomes to enhance their skills and support teachers more effectively.
Key Findings from the Study
- Acceptability: Teachers reported a high level of satisfaction with the in-class modelling, appreciating the hands-on approach and the non-threatening environment.
- Appropriateness: The PD program was seen as highly relevant and impactful, significantly improving teachers' practices and students' language skills.
- Adoption: Most teachers adopted new strategies in their teaching and planned to continue these practices in the future.
- Feasibility: While generally feasible, teachers suggested improvements related to the timing and access to resources.
Practical Applications for SLPs
SLPs looking to improve their support for teachers can consider the following strategies based on the study's outcomes:
- Implement In-Class Modelling: Regularly demonstrate language-enhancing practices in the classroom. This hands-on approach is less intimidating for teachers and allows them to observe effective strategies in action.
- Tailor the PD Program: Ensure the program is context-sensitive and aligns with the specific needs of the teachers and students. This increases the relevance and impact of the training.
- Provide Continuous Support: Offer follow-up sessions and maintain an open line of communication with teachers to address any challenges and reinforce new practices.
- Optimize Resources: Improve access to necessary materials, such as books and planning resources, to facilitate the implementation of new strategies.
Encouraging Further Research
The study highlights the need for more research on in-class modelling as a PD modality. Future studies could explore its long-term effects on both teachers' practices and students' language development, as well as compare its efficacy with other PD approaches like coaching.
To read the original research paper, please follow this link: Exploring Kindergarten Teachers Perception of In-Class Modelling by School-Based Speech-Language Pathologists Through Four Implementation Outcomes.
