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Email: mailto:info (at) icfi (dot) comPhone: 1.703.934.3603
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For more than 20 years, ICF International has supported government, military, and private organizations in the United States and internationally to enhance the capacity of education professionals to influence positive outcomes for young children and their families.
As many states across America pass legislation that mandates more rigorous standards for educational programs, requirements for professional development are gaining increased importance. These requirements confirm that comprehensive, targeted professional development is fundamental to the effectiveness and success of educational programs for learners of all ages.
ICF is committed to ensuring high-quality care and education for learners by advancing the professional development of those working in the education field. For those in the early education field, we provide training, technical assistance, and a suite of tailored services designed to help programs meet mandated requirements and demonstrate accountability to funding sources.
Our end-to end services are research based and culturally relevant, incorporating the principles of adult learning theory. The ICF Early Education Institute™ offers customized trainings, workshops, tools, and resources that focus on vital program areas. Within the K-12 arena, ICF works with clients to conduct formative and summative evaluations of teacher professional development programs. Our evaluations are tailored to provide practical feedback with the aim of improving professional development programs and teacher performance.
Professional Development to Improve Teacher Impact
Contact Stacey Piper Email: spiper@icfi.com
The Texas Education Agency Best Practices Clearinghouse (TEA BPC) supports schools in improving learning for all students by providing a means for schools to share information about evidence-based best practices. ICF supports this project by developing the framework and evidence standards for assessing best practices, leading webinars, analyzing data on targeted outcomes, and designing and hosting the website.
ICF works with prekindergarten programs in Washington, D.C., to provide classroom training and technical assistance and support program leadership.
In 2008, ICF was selected to revise the Administrators’ Training Manual for the West Virginia Infant/Toddler (WVIT) Professional Development Program for Caregivers. Subsequently, ICF was chosen to design an additional 45 hours of training for caregivers (articulated for college credit) and 6 hours of training for administrators of Infant/Toddler programs.
ICF provides a Child Care Advisor (CCA) to each of the U.S. Department of Transportation's 21 child care centers across the United States to provide customized training and technical assistance for early childhood programs specifically tailored for the program administration, center staff, and board of directors.
ICF developed a comprehensive professional training program for caregivers of infants and toddlers in West Virginia, which standardizes and enhances current state training offerings in early childhood program settings with a goal to improve overall quality of infant and toddler care statewide.
ICF was part of the evaluation team responsible for conducting a formative evaluation of several statewide teacher professional development (PD) academies in Texas. The PD academies focused on improving teachers’ knowledge, awareness, and integration of standards and assessments in their classrooms in order to improve student achievement.
This presentation by ICF’s Julie Shuell and Thomas Horwood explores the importance of professional development and provides insight on how it can improve teacher impact. The presentation includes recent research findings and uses a case study as an example of how to align coaching with the state professional development system.
The purpose of this article is to demonstrate the need for high-quality training and professional development opportunities specifically designed for caregivers of infants and toddlers.
The article by Billie Young discusses how research and theory can impact the way teachers adjust to change within the early childhood education field. It uses the States of Change model to address how dispositions impact teachers’ abilities to change, and cases studies to illustrate how change theories are applied.
This article is a call to action for SECA states to invest in and secure leaders in early care and education who will advocate for children, families, and professional success.
Email:info [at] icfi [dot] com
Phone:1.703.934.3603 or 1.800.532.4783
Address:9300 Lee Highway, Fairfax, VA 22031-1207 USA
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