Online Learning Opportunities

Early Childhood Investigations: Webinars

  • Free, engaging webinars that are presented by many of the thought-leaders and experts in the field of early care and education. The presentations explore critical topics that offer new ideas and insights to ECE professionals, especially administrators from early literacy to challenging behavior. All webinars are archived for future use!

The Division for Early Childhood:  Learning DECks

  • One hour webinars addressing key topics in the field of early childhood special education.

Connect: The Center to Mobilize Early Childhood Knowledge Online Modules

  • Current free modules: Embedded Interventions, Transition, Communication for Collaboration, Family-Professional Partnerships, Assistive Technology Interventions, Dialogic Reading Practices, Tiered Instruction. CONNECT Modules are practice-focused instructional resources for faculty and other professional development providers. CONNECT modules are designed using a 5-Step Learning Cycle, an approach for making evidence-based decisions about practice dilemmas, based on the integration of multiple sources of evidence.

Virginia Early Intervention Professional Development Center:  Talks on Tuesdays

  • Talks on Tuesdays are free professional development opportunities that are held the first Tuesday of each month. These one-hour webinars are designed to provide free online training opportunities related to important topics in early intervention. Topics chosen for the Talks on Tuesdays webinar series are based on feedback from EI practitioners about what they need to know more about!

Technical Assistance Center on Social Emotional Intervention Webinars

  • Archived free webinars include:  Prevent-Teach-Reinforce for Young Children: An Intervention Model for the Most Serious Challenging Behaviors, LEAP Preschool: An Inclusive Model of Early Autism Intervention, Moving Right Along Planning Transitions to Prevent Challenging Behavior, and more.

Early Childhood Outcomes Center

  • Free webinars and resources supporting the implementation of high-quality outcome systems (Indicator 7) for early intervention (EI) and early childhood special education (ECSE) programs.

Autism Center for Excellence @ VCU

  • Free, 1 hour, archived webcasts on a variety of topics related to autism spectrum disorder.

T-TAC Created Resources


Improving Early Literacy Instruction

  • Learn ten ways to incorporate literacy instruction into your daily routine.

Improving Early Math Instruction

  • Learn ten ways to incorporate math instruction into your daily routine.

Layers of Literacy

  • Make literacy instruction a top priority by adding a literacy “layer” to your room, routine, and instruction.


IEP Development

Four Tips for Writing Measurable Annual Goals in ECSE

  • Use this quick reference guide to ensure you have developed measurable annual goals that target meaningful skills.  A sample goal template is included.

Writing Measurable Performance Criteria in ECSE

  • Keep this excerpt from the “Four Tips” guide above handy for determining measurable performance criteria for annual goals.

Instructional Resources for Early Childhood

Early Literacy Resources

Center for Early Literacy Learning (CELL)

-Resources and activities including adaptions for children with disabilities

National Association for the Education of Young Children (NAEYC)

-Position Statement: Learning to Read and Write

-Where We Stand Summary:  Learning to Read and Write

Phonological Awareness Literacy Screening (PALS)

-Activities organized by skill

Reading Rockets

-Pre-K Guide: Learning to Read and Write

Zero to Three

-Early literacy and language tips and tools


 Early Math Resources

National Association for the Education of Young Children (NAEYC)

-Position Statement on Early Childhood Mathematics:  Promoting Good Beginnings

-Where We Stand Summary:  Early Childhood Mathematics

National Council of Teachers of Mathematics (NCTM)

-Illuminations:  Lesson plans for teaching math

NRICH: Enriching Mathematics

-Math activities for the early years

U.S. Department of Education:  What Works Clearinghouse

-Teaching Math to Young Children: Practice Guide and Related Resources


Important Early Childhood Announcements

Creating Connections to Shining Stars is back for 2015!

Creating Connections to Shining Stars, Virginia’s collaborative birth to five conference, will take place at the Wyndham Oceanfront Hotel in Virginia Beach from July 8-10, 2015!  Registration will be available this spring.  Click here for more information.

E-News You Can Use for Early Childhood

Intentional Teaching Practices in Preschool

Questions about the best way to teach young children are hardly new.  The current controversy pits extreme interpretations of “child-initiated learning” (passive teacher) against “adult-directed instruction” (scripted lessons).  Given the intensity of the battle, with young children often caught in the middle, finding a  balanced position is in their best interests.  Such a balance is also supported by research, as the Committee on Early Childhood Pedagogy, in its report Eager to Learn, concluded:

Children need opportunities to initiate activities and follow their interests, but teachers are not passive during these [child-] initiated and directed activities.  Similarly, children should be actively engaged and responsive during teacher-initated and -directed activities.  Good teachers help support the child’s learning in both types of activities.

The Intentional Teacher:  Choosing the Best Strategies for Young Children’s Learning

by Ann S. Epstein


What does intentional teaching look like in preschool?

How can educators support learning during child-initiated activities?

Check out The Intentional Teacher from the T-TAC Library

and view the following archived webinar to learn more!

Powerful Interactions In Early Childhood Programs: How Teachers Connect with Children to Extend Their Learning

  • This webinar, presented by Judy Jablon, will focus on the powerful impact teachers can have when they intentionally and respectfully interact with children to extend their learning. Although research has shown that high-quality teacher-child interactions have a significant impact on children’s emotional, social, and cognitive development, many teachers grapple with this important part of teaching young children. Too often classroom management and curricular demands interfere with taking time to use what is learned from observation to have a responsive rather than reactive interaction. Based on the proven strategies outlined in her book, Powerful Interactions: How to Connect with Children to Extend their Learning, Judy will help you become empowered to facilitate learning with lasting impact.


Epstein, A. S. (2007).  The intentional teacher: Choosing the best strategies for young children’s learning.  Washington, D.C.: National Association for the Education of Young Children.