This study describes the implementation and findings from a consultation process designed to enhance the professional development (PD) offered to teachers working in Virginia's state-funded preschool program. A PD Rubric was developed to translate research on effective PD (i.e., PD practices linked to positive changes in teacher practice and/or child outcomes), systematically assess the extent to which “business as usual” PD across 122 school divisions aligns to evidence-based practices, and guide individualized PD consultation calls with preschool leaders. Findings indicated that the area of PD with the greatest room for improvement was providing PD that supports teachers to refine their teaching skills, as opposed to only gain knowledge. Early childhood leaders reported that the PD consultation process was valuable, particularly talking with their consultant. Findings from this study provide insight into how to bridge research and practice around supporting the delivery of effective PD for preschool teachers at scale.

本研究描述了旨在加强为弗吉尼亚州资助的学前教育项目教师提供的专业发展 (PD) 的咨询过程的实施情况和结果。制定 PD 细则是为了转化对有效 PD 的研究（即，与教师实践和/或儿童成绩的积极变化相关的 PD 实践），系统地评估 122 个学部的“一切照旧”PD 与证据的一致程度。并指导与学前班领导进行个性化的 PD 咨询电话。调查结果表明，PD 改进空间最大的领域是提供支持教师提高教学技能的 PD，而不仅仅是获取知识。幼儿领导者报告说，PD 咨询过程很有价值，特别是与他们的顾问交谈。这项研究的结果提供了关于如何将研究和实践联系起来，支持大规模为学前教师提供有效的专业发展的见解。