Using Documentation in Standards-Focused Inquiry Groups

Abstract

Using documentation in professional development has the potential to enhance professional visibility and credibility and to turn attention squarely to learning and teaching. This article targets providers of professional development and offers clear steps to providing an inquiry-based approach using close observation and documentation of children's learning and aligning these with developmental standards. This approach has been implemented multiple times in Rhode Island and successfully models the balance of mandated curriculum standards with concrete evidence of children's learning.