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CPP Professional Development Ideas

“I have enjoyed the partnership between Thompson School District Preschool Program and Front Range Community College. The vision they have created for the paraprofessionals in their program is one of the most exciting I’ve witnessed in my 31 years in education. It is a pleasure to work with administrators who offer college credit and group leader qualification to classified staff working with children and parents. This partnership will create highly trained paraprofessionals who will have a positive impact on the early childhood program and services for parents and children.”

Richard Wagner, Early Childhood Program Director
Front Range Community College – Larimer Campus

The key factors of building quality professional development for CPP and early childhood staff are diverse collaborations and intentional planning allowing for focus and time. The following examples show what some districts are doing to provide quality professional development for CPP staff by providing time for planning, promoting collaboration between teachers, and encouraging training and educational opportunities.

Providing Time for Training and Planning


  • The staff meets weekly for problem solving, curriculum planning, preparation, and overall program or children concerns. These weekly meetings are also used for staff training and home visits.
  • Each member of the professional staff is scheduled monthly to consult and train the other staff in their area of expertise.

CPP Contact: Jill Fuller,

Durango School District 9-R

  • All Durango School District 9-R teaching staff members are receiving one-and-a-half hours every Friday afternoon to participate in Professional Learning Communities.

CPP Contact: Laurie Koepfler,

Promoting Collaboration between Preschool and Kindergarten Teachers

Pueblo 60

  • Over the past several years, the Pueblo City Schools preschool program has developed the motto of “Teachers Supporting Teachers”. A new and highly effective aspect to “Teachers Supporting Teachers” was implemented within monthly professional development in the way of a Teacher Showcase in which several teachers share focused successful classroom developments and/or strategies with the preschool group as a whole. The Teacher Showcase has proven to provide a strong link between classroom practices and monthly professional development.

CPP Contact: Daryl Gagliano,


  • Each fall and spring, the results of the DIBELS assessment are shared with the preschool directors and teachers so that they can note the progress their former pupils have made in the reading arena.
  • The Kindergarten teachers and the preschool teachers meet each year to ensure that the Head Start curriculum articulates with the Kindergarten curriculum.

CPP Contact: Olivia Bachicha,


  • The teachers have the opportunity to observe kindergarten programs within our district in order to achieve better transition services for children entering elementary school.
  • This past spring, district preschool teachers met with a group of kindergarten teachers in a roundtable discussion regarding kindergarten readiness skills and developmentally appropriate practice.

CPP Contact: Andrea Waltermire,

Encouraging Training and Educational Opportunities

Adams 50

  • This year, the ECC has partnered with the CU BUENO Equity Assistance Center to provide the staff professional development in the area of early literacy for culturally and linguistically diverse learners.

CPP Contact: Tami Brungard,

Adams 14 (Commerce City)

  • Staff development in Adams 14 includes monthly ECE focused in-service and training, weekly district supported walkthroughs, on-going classroom supports, English language acquisition, plus district wide professional development.
  • Additionally, "data talks" are held after each Results Matter Checkpoint to provide teachers and their principals a review of children's progress, determine areas of need and an opportunity to develop action plans. These talks enable teachers to plan their focus for the next checkpoint and grading period; thus meeting our district's goal that data drives instruction. Being able to use our High/Scope COR data has provided teams and principals with a real measure that is useful and relevant to our youngest learners.

CPP Contact: Sue Okerson,

Thompson School District (Loveland)

  • This spring, 12 of our classroom paraprofessionals completed ECE 103 through Front Range Community College. The class was a phenomenal success due to the collaboration between the college, the district, and the early childhood council.

CPP Contact: Theresa Clements


  • This year, the District has implemented a new salary schedule for preschool teachers. It will increase some of their salaries significantly. It also provides incentive to pursue an ECE degree and promotes longevity in the field.

CPP Contact: Angela Fedler,

Boulder Valley

  • One focus this year will be use of Creative Curriculum data to plan for groups of children as well as individual children. Staff will form professional learning communities to examine data, trends, pose questions about groups of children’s learning and plan classroom experiences based on data.

CPP Contact: Donna Arnold,

Colorado Springs D-11

  • CPP classrooms receive monitoring and technical assistance by coordinators or supervisors between one to eight times per month, depending on the needs of the staff and children.
  • The assigned Preschool Coordinator completes an ECERS evaluation on all new teachers. If a classroom, new or existing, does not meet an overall score of “5” on the ECERS, they receive a technical assistance plan. Each year we follow up on the areas where the classroom scored below four in any area. We repeat the ECERS every three years or as needed if a classroom shows signs of not meeting the standards.

CPP Contact: Kathy Howell,

Jefferson County

  • All private and public preschool sites have individualized staff development plans for each staff member. Additionally, each program has a long-term plan for professional development as determined through assessment of staff needs.
  • By utilizing a staggered schedule, all staff have the opportunity to attend trainings throughout the year and receive the same quality information from the instructional coaches.

CPP Contact: Sherri Fast,

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