Creating a Leadership Learning Community: A Blended Approach for Professional Development

Introduction

The quote by Helen Keller represents the richness of coming together. Blended learning is advantageous for professional development because pre-service and in-service professionals can contribute to a positive community where both will eventually be working together in the future. A leadership learning community is strengthened when professionals come together, however many professional development programs segregate pre-service professionals from in-service professionals. Blending professional development is problematic for at least three reasons. Pre-service professionals typically experience professional development in a university setting with some experiences occurring on location in a context specific setting. In-service professionals may experience professional development with other in-service professionals. Blending pre-service and in-service professional development can be challenging because each group might need different things (Lees & Kennedy, 2017; Wang et al., 2016). For example, pre-service professionals might need a grade from a class or course credit to obtain professional credentials. Whereas, in-service professionals might need clock hours or credits to maintain their credentials.

Another area that makes blended professional development challenging is that pre-service and in-service professionals seek different levels of training. The degree to which training is needed might be at the beginner, intermediate, or advanced levels. A one-size-fits-all professional development experience may leave out critical supports pre-service and/or in-service professionals need in order to advance their careers (Towson & Green, 2019; Yoshikawa, & Kabay, 2015).

Timing can be a problem for blending professional development opportunities (Schwartz, Cappella, Aber, Scott, Wolf, & Behrman, 2019; Towson & Green, 2019). In-service and pre-service professionals might have different schedules for when it is optimal to participate in professional development. In-service professionals work during the week and might want professional development in the evenings, weekends, and/or during vacation time from their jobs. Pre-service professionals could have other demands on their time that make it a challenge to engage in professional development in the evenings, weekends, and/or during times when in-service professionals take vacation/holidays.

A blended approach where pre-service and in-service professionals attend the same professional development event has potential to create a leadership learning community. Bidirectional learning opportunities can result from a professional development format where experienced in-service professionals spend time with pre-service professionals. Evidence-based professional development is needed to support the early childhood workforce, both in-service and pre-service, to ensure all young children have a strong foundation to develop and learn (McCrea, 2015; Schachter, 2015; Shore, 2012; Yoshikawa, & Kabay, 2015).

Public schools and universities can play a part in providing valuable resources to the community to promote early childhood leaders and professional development (Kennedy & Heineke, 2014; Maxfield, Ricks-Doneen, Klocko, & Sturges, 2011; Mraz, 2011). Community partnerships are essential, especially in under-resourced areas (Lees & Kennedy, 2017; Schwartz, Cappella, Aber, Scott, Wolf, & Behrman, 2019; Wang et al., 2016). The opportunity to network with other professionals is an outcome of professional development. A blended approach to creating a learning community occurs when in-service and pre-service (college/university students) professionals collaborate to co-produce an experience (Schachter, Gerde, & Hatton-Bowers, 2019).