Based on theoretical and empirical literature, this project proposes to develop and validate a professional development intervention, Tools for Teachers (TfT), that has three components (a) a comprehensive tool kit, (b) provision of integrated high-quality workshops, and (c) two variants of coaching that purportedly could lead to practice mastery.

(a) Tools for Teachers tool kit. We will develop and validate high quality, multi-media PD materials (i.e., CD and web-based tool kit), which provide information about embedded instruction practices and help teachers identify and clarify why and how these evidence-based practices should be used.

(b) High quality professional development workshops. In addition to the tool kit, TfT intervention will include the provision of integrated workshop sessions incorporating aspects of PD designed specifically to increase the likelihood of transfer from training sessions to classrooms (Garet et al., 2001; Riley-Tillman, Chafouleas, Eckert, & Kelleher, 2005; Snyder &Wolfe, in press).
The PD workshops will be designed to provide a practical and focused overview of the "big picture" related to embedded instruction, deepen teachers' content knowledge about embedded-instruction practices, and help teachers understand the coherence between embedded-instruction practices and early childhood curricular practices. Active instructional strategies will be used in the PD workshops, including case studies, problem-based learning activities, and repeated opportunities for skill practice with feedback.

(c) Coaching. As part of the TfT PD intervention, we will include two different coaching approaches. We will evaluate their relative effectiveness when combined with the tool kit and workshops. One approach (on-site coaching) will involve expert coaching conducted in the classroom including data-based feedback and web-supports provided to teachers. The other approach (self-coaching) will involve the teacher implementing self-monitoring and self-regulation assisted by the provision of targeted web-based support, self-monitoring materials as part of the TfT tool kit, and occasional check-ins with project staff either via e-mail or over the phone. We are interested in examining these two variants of coaching as part of a development project because of anticipated differences in costs and feasibility of implementing TfT in typical practice settings.

Embedded-instruction practices are the content focus for PD because these practices have an empirical research base and wide theoretical and practical support in Early Childhood Special Education (ECSE). Use of these practices enhances access to the general preschool curriculum for young children with disabilities.