The launch of the ECSE BEST (Beginning Educator Support and Training) Program—a dynamic new initiative developed through a powerful partnership between the Virginia Department of Education (VDOE) and Virginia Commonwealth University (VCU)—is already driving dramatic improvements in teacher readiness and confidence.

The pilot ECSE BEST Academy, held in June 2025, was a roaring success, directly addressing the urgent, post-pandemic need to strengthen the skills of provisionally licensed ECSE educators.

The Problem and the Powerful Partnership

Following the COVID-19 pandemic, VDOE recognized that many new ECSE teachers lacked sufficient training in foundational child development and evidence-based practices.

In response, VDOE teamed up with VCU’s Partnership for People with Disabilities (PPD) and faculty from the School of Education (Jennifer Lo-Casale Crouch) and a Graduate Research Assistant (Yuqi Zhang) to create a comprehensive workforce training model. This collaborative approach, grounded in extensive research and crucial feedback from 14 ECSE administrators and coordinators, shaped a curriculum perfectly tailored to beginning educators.

Academy Hits Capacity: High Demand for High-Quality Training

The four-day in-person ECSE BEST Academy was met with overwhelming demand, quickly reaching its registration capacity of 25 participants and generating a waitlist.

The intensive training focused on four pillars of effective ECSE teaching:

1. High-quality teacher-child interactions
2. Developmentally appropriate instruction
3. Authentic assessment practices
4. Implementation of the DEC Recommended Practices

ECSE instructional coaches from across Virginia also participated, serving as key facilitators to enrich peer learning and content integration.

Measurable Results: Confidence Soars 📈

The outcomes of the pilot were nothing short of inspiring, particularly for the large cohort of early-career teachers—76% of whom had zero to three years of experience:

• Sky-High Satisfaction: A phenomenal 82.6% of teachers reported being "Highly Satisfied" with the training, with the remaining 17.4% rating themselves as "Satisfied." Not a single participant reported dissatisfaction.
• Confidence Overhaul: The training dramatically boosted educator self-assurance. Before the academy, only 20%felt "Completely Confident" in supporting children with disabilities; afterward, that number tripled to an impressive 60.9%!
• Skills Advanced: Pre- and post-training self-assessments showed a significant shift across all key ECSE standards. Teachers who initially felt "Novice" or "Developing" moved decisively into the "Proficient" and "Advanced/Leader" categories, demonstrating a strong gain in both conceptual understanding and practical application.

Collaboration is Key

Beyond the skills, participants praised the program’s collaborative design. Over half of those who provided written feedback (53.3%) highlighted the value of group work.

"Working with my group was most impactful. It was so helpful having such an open conversation," shared one teacher. Another noted the immediate practical value: "The most helpful part was the information on using the matrix and putting it all together. This made it feel much more organized and accessible."

The enthusiasm is palpable, with many teachers already requesting a "Part 2" workshop or ongoing professional learning communities to sustain their growth.

 

A Sustainable Model for the Future

The ECSE BEST pilot academy has proven its potential as a replicable and scalable solution to Virginia's ECSE workforce challenges. With strong satisfaction, measurable skill growth, and enthusiastic demand, this initiative promises to be an essential investment in ensuring that all young children with disabilities are supported by confident, well-prepared, and effective educators.