This study is a research-policy partnership. This study used workforce registry (n=55,768) and professional development attendance data to examine early educator characteristics and patterns of professional development participation in one state.
In the paper, we describe how these new workforce data can inform professional development. We present the concept of density in professional development participation, discuss its potential benefits, and highlight the utility of state-wide digital tracking of early educators’ patterns of professional development for informing policy. We suggest that professional development policy can impact professional development participation density, and can thus be used intentionally to promote investments that have the potential to improve quality. We conclude the paper with implications for research and policy
