Professional development (PD) for those who educate young children has emerged as a key national priority. Several recent research funding opportunities have highlighted a pressing need to study what features and levels of PD are effective and feasible for increasing early childhood educators' use of evidence-based practices, particularly practices associated with improved learning outcomes for young children with disabilities (IES, 2007; 2008).

Professional development is widely viewed as an important vehicle for adequately preparing and improving the practice of personnel working in programs that serve young children and their families. A range of professional development approaches is provided to enhance the skills and knowledge of early childhood practitioners. Approaches gaining recognition as important components of professional development include mentoring, technical assistance, communities of practice, and consultation. However, little research exists to demonstrate which professional development approaches are likely to enhance practice, how these approaches are defined, when they should be delivered, and/or the critical components necessary for changing teachers' practice.

There is a pressing need to study what features and levels of professional development are effective and feasible for increasing preschool teachers' use of evidence-based practices, particularly practices associated with improved learning outcomes for young children with disabilities.