Aki is an early childhood educator in an inclusive preschool classroom located in a rural area. She has a university student, Tim, who is doing his fieldwork experiences in her classroom. In keeping with university policy, Tim will be formally observed by the university supervisor, Lola, three times and meet with the inservice educator weekly. This week, Tim is working on writing an instructional plan for a reading activity. He wants to use a dialogic reading strategy, an evidence-based practice that he learned from an instructional methods course, to promote young children's language development and support the verbal interactions of these children and their families. Although Tim knows about dialogic reading, he lacks practical experience. He seeks Aki's support, but she is unfamiliar with the strategy, which makes her concerned about allowing Tim to use it until she learns more about dialogic reading.

The implementation of evidence-based practices (EBPs) in education is critical for children's improved developmental outcomes. EBPs are instructional strategies that have sufficient evidence from rigorous and reliable research to suggest the positive effectiveness for children's learning associated with the practices (Buysse & Wesley, 2006; see Table 1 for resources for EBPs in early childhood education). For example, a predictable daily schedule leads to more positive social-emotional developmental outcomes (Fox & Hemmeter, 2009), teaching letter-sound relations increases the likelihood of developing phonological awareness and phonics (Foorman et al., 2016), and teaching number and operations using developmental progression leads to acquiring more complex math concepts and skills (Frye et al., 2013). Such selection of practices that have sufficient evidence is important, but it is equally important to ensure appropriate implementation of those practices to expect positive developmental outcomes for children (Farley et al., 2018).

Table 1 Resources for Evidence-Based Practices in Early Childhood Education
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Despite preservice educator training on EBPs during educator preparation programs, these strategies have been infrequently implemented in classrooms (Burns & Ysseldyke, 2009; Coogle et al., 2015). When EBPs are implemented, inservice educators often do so with moderate to low fidelity or low adherence to required steps to result in positive child outcomes (e.g., Hsiao & Petersen, 2019; Kretlow & Helf, 2013). Although teaching the content of EBPs and training to meet high fidelity of implementation in structured settings are frequently addressed throughout the coursework, limited application opportunities are given within fieldwork settings (Kretlow & Bartholomew, 2010), or preservice educators continued to experience challenges in translating knowledge to effective, applied practice (Zaragoza et al., 2023). Effective training procedures need to be implemented during preservice training to support educators' implementation of EBPs rather than just ensuring the acquisition of knowledge about EBPs (DiGennaro Reed et al., 2018). Therefore, educator preparation programs can affect the use of EBPs in early childhood education settings by utilizing effective and efficient tools and practices for preservice educators to understand the need for and importance of using EBPs, learn content knowledge of EBPs, acquire EBP implementation skills, deliver EBP with fidelity, and receive feedback on their implementation (Scheeler et al., 2016).

With structured and consistent support to adopt an EBP, it is more likely that educator practice will be sustained over time (Odom, 2009). Effective learning experiences should include collaborative practice opportunities for preservice and inservice educators to apply EBPs during fieldwork experiences. Providing learning experiences in the context of collaborative practice can increase both preservice and inservice educators' instructional performance (Leko & Brownell, 2011), while also providing multiple opportunities to apply and observe EBPs (Ostrosky et al., 2013). This collaboration among the fieldwork experience team (i.e., inservice educator, preservice educator, and teacher educator) may help preservice educators gain confidence in using EBPs before initiating their careers and strengthen inservice educators' competence in expanding the use of EBPs throughout their careers.

Evidence-Based Training Model: Behavioral Skills Training (BST)

To effectively and efficiently promote educators' skills for implementing EBPs, an evidence-based training model can be incorporated (e.g., Behavioral Skills Training; BST; Miltenberger, 2011; see Table 2). BST is an empirically supported training model that has been used to teach a wide range of strategies proven to be effective in improving learners' outcomes (Kirkpatrick et al., 2019). The components of BST are instruction, modeling, rehearsal, and feedback (Miltenberger, 2011). First, written or oral instructions on the intervention are provided to the trainees, followed by modeling of the introduced intervention. Then, trainees have opportunities to practice or rehearse implementation with ongoing feedback. Trainers have used BST procedures to teach a variety of skills (e.g., assessment, intervention) and strategies for diverse trainees (e.g., parents, teachers, children; Buck, 2014). For example, BST has been used to improve the accuracy of implementing behavioral assessments (Barnes et al., 2014) and selecting appropriate behavioral interventions (Shayne & Miltenberger, 2013). This model has also focused on training preservice educators to implement effective teaching strategies in classroom settings (Morrier et al., 2011). Graduate students also learned to identify the function of the child's behavior using BST model (Parsons et al., 2012). Additionally, inservice educators were able to implement EBPs such as picture exchange communication systems after they received BST on the strategy use (Homlitas et al., 2014). Caregivers also learned how to promote the social skills of their children using BST model (Dogan et al., 2017). Given BST procedures have been effective at equipping preservice educators and developing inservice educators' skills to implement EBPs, engaging in BST procedures collaboratively during fieldwork experiences may provide a catalyst to enhance the practice of both educators.

Table 2 Components of Behavioral Skills Training
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The purpose of this article is to discuss how to support both preservice and inservice early childhood educators' implementation of EBPs by using the BST model during preservice educators' fieldwork experiences. We will describe a new model for collaboration in fieldwork experience and considerations for building collaborative partnerships among fieldwork experience team members. Lastly, we will present steps for using the BST procedure to support educators in improving their skills for implementing EBPs.

Collaboration in Fieldwork Experience

Building collaborative partnerships among fieldwork experience team members is highlighted as a critical component of preservice educator preparation to identify systematic, responsive, and intentional EBPs and use these practices to support individual children's learning and development across all developmental domains (Burroughs et al., 2020). Moreover, without a systematic way to coordinate the collaboration between local preschools and the educator preparation program, the work of preparing preservice educators may become disintegrated (Teitel, 2008; Walsh & Backe, 2013). Figure 1 demonstrates how the collaboration model should change its form to establish an effective collaborative relationship. Primarily, team members need to share the understanding that the role of trainer and trainee can alternate depending on the type of instructional strategies, content knowledge, and context (i.e., Bi-directional Collaboration Model in Fig. 1). For example, in many cases, inservice educators serve as mentors supervising the preservice educators to support their practical experiences in the preschool classroom settings (i.e., Uni-directional Collaboration Model in Fig. 1). However, preservice educators may have acquired sufficient content and pedagogical knowledge related to the EBPs from their coursework, which then allows them to participate as a mediator who can potentially take the role of trainers and share the knowledge with inservice educators. Another possible form of collaboration can be inservice educators having the content knowledge in addition to practical experiences that allow them to participate as trainers in both presenting and applying the instructional steps of an EBP in the preschool classroom setting. On the other hand, if the preservice educator and the inservice educator are both less confident with the content knowledge, then university supervisors in the educator preparation program (e.g., faculty, graduate students) can take the trainer role and provide necessary information about the EBP. Thus, the decisions on who takes the role of the trainer or trainee can be made based on knowledge and/or experience rather than one's social position. Moreover, flexibly exchanging trainer and trainee roles to support both preservice and inservice educators may provide a pathway to bridge the research-to-practice gap to leverage existing collaborative relationships between universities and early childhood education settings.

Fig. 1
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Collaborative Partnership Model of Fieldwork Experience Team

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The BST model can be an effective tool to transfer the expertise or knowledge of one team member to others. For example, when the target goal is to provide preservice educators with opportunities to implement EBPs, the written instruction of the selected intervention can be created by either the university supervisor or the preservice educators. The university supervisor can serve as the person to provide modeling of the intervention. However, if inservice educators have previous experience using the selected EBPs, they can provide instructions and modeling for the preservice educators within the preschool classroom. Then, university supervisors and the inservice educators can both provide feedback while the preservice educator rehearses implementing the intervention. The preservice educator can also self-evaluate their performance, which may contribute to enhancing future practices and providing a structure for collaborative and reflective conversation. During these processes, the inservice educator can bring in the expertise to apply effective interventions to fit in the context of the preschool classroom environment. As such, determining the role of each team member is flexible and may involve a multi-directional transfer of knowledge or skills.

Using the BST Model in Fieldwork

Incorporating the BST model during fieldwork experiences to promote educators' implementation of EBPs should include four components: instruction, modeling, rehearsal, and feedback (Miltenberger, 2011). Descriptions and examples of each step are provided in Table 2 and in the following paragraphs.

Aki, the inservice educator, hadn't used dialogic reading before and lacked professional development opportunities. Aki told Tim she was very interested in learning about dialogic reading and would like to explore the strategy more in their collaborative relationship in the classroom. After the discussions, the team decided to use the BST model to train each other as a collaborative team instead of assigning one person as a trainer and another as a trainee. Tim and Lola would serve as the trainers for delivering the content knowledge of the dialogic reading strategy to the team, and Aki would serve as the trainer for applying the instructional strategy within the context of her classroom setting. The team knew this idea would offer Tim valuable practice in applying EBPs in a preschool classroom setting and also bring benefits to Aki and the children in her classroom through the introduction of an effective new strategy.

Step 1: Instruction

The first component of BST is instruction, which can be an oral or written description of trainees' target skills, behaviors, and expected performance. The written instruction can be used as a reminder or supplementary resource of the oral instruction that is short, concise, and clear. The content of the instruction should include how to select the EBP, specific steps to implement the intervention, how to measure implementation fidelity, and strategies or tips to sustain the practice or adapt the practice for multiple learners. Instruction can also include visual supports such as diagrams to enhance the acquisition of the content.

Lola, Tim's university supervisor, supported Tim in creating a diagram and checklist of the steps of dialogic reading during their weekly meeting. Before the scheduled supervision meeting, Tim looked up the class materials from the instructional methods course from last semester. The materials included the procedural explanation of how to plan and use dialogic reading in the preschool classroom, considerations for implementation, and examples. Lola searched for recent studies on dialogic reading to use in their discussion of the current research literature and adaptations to the practice to support young children with disabilities. In the meeting, Tim and Lola created written instructions on the steps of the dialogic reading strategy, including how to plan, implement, and evaluate effectiveness (Fig. 2). The written instructions were reviewed and edited by the team to tailor them to the fieldwork classroom. As an inservice educator, Aki contributed her ideas on how to consider the environmental factors (e.g., available instructional materials, child characteristics) specific to her classroom. After incorporating every team member's idea, the final document was shared with the team.

Fig. 2
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Example of Written Instruction of Dialogic Reading. Source. What Works Clearinghouse (2007), http://ies.ed.gov/ncee/wwc/

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Step 2: Modeling

The next component of BST is modeling, which can be delivered in vivo or via a virtual platform (e.g., video modeling). It should include clear demonstrations of the target skills (e.g., following the procedural steps for an instructional technique) across different settings, performers, and materials. The modeling can involve assistance from another trainer or trainee but can also be done with volunteers who are willing to take the student role during the demonstration. To support a clear demonstration of implementing the EBP, non-exemplars, or the consequences contingent on the procedural errors, can be incorporated. Trainees can actively participate during modeling by verbally describing what is occurring on each step or asking questions as the target skills are modeled.

Following the instructions, Lola, the university supervisor, wanted to provide modeling for both fieldwork student and the inservice educator. Although Lola demonstrated how to implement a dialogic reading activity as they went through the instructions that they had created, the team thought video modeling would be more beneficial for everyone to have a permanent resource to use continuously. The inservice educator also mentioned that she would like to see how the strategy is implemented in a typical classroom setting. In response to feedback from team members, Lola reached out to her colleague, who is a professor of practice in the educator preparation program, to see if he had a video of dialogic reading being implemented in an actual classroom setting. Luckily, Lola received an applicable video that follows the correct instructional procedure for dialogic reading activity with permission to modify and share it with others. The student teacher and the university supervisor used the following weekly meeting time to modify the video to align with the written instructions by adding captions for brief descriptions or simple tips for each step. The final material was shared within the team to review and add questions or comments. The inservice educator added a comment on how this strategy would fit in her specific classroom and added modifications for her students with support needs.

Steps 3 and 4: Rehearsal and Feedback

The third component of BST is rehearsal or providing opportunities for trainees to practice the target skills. Rehearsal should be combined with feedback to produce an improved outcome of the training (Ward-Horner & Sturmey, 2012). The feedback component of BST, which involves providing information about performance to educators, should be closely aligned with rehearsal. This alignment allows educators to adjust their teaching behaviors in the future based on the feedback they received. One way to provide support when practicing the use of EBPs is to have the trainer start by prompting and giving praise as needed to reach the mastery criteria. Then, the trainer progressively introduces more complex skills while consistently offering guidance and prompts for learning new advanced skills. They also provide praise to strengthen and maintain existing skills that need reinforcement. Once the trainee can implement with a high level of fidelity and meet the mastery criteria, the trainer can plan to fade the prompts and praise. The fidelity can be measured by using a data collection system such as a fidelity checklist (see Fig. 3), rating scale, or interviews (Lane et al., 2004).

Fig. 3
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Fidelity Checklist for Dialogic Reading Activity. Source. CONNECT (2011)

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In early childhood education, various types of modalities can be incorporated to deliver performance feedback. For example, direct observation and feedback (Rakap, 2017), real-time feedback via technology (Sinclair et al., 2020), and email feedback (Barton et al., 2018) are all successful ways to provide feedback in preschool and early childhood settings. Text messaging can also be used to deliver performance feedback, thus providing a time-efficient way to deliver immediate feedback and maintain a useful permanent record of a trainee's progress and performance (Barton et al., 2019). Teams can choose any of the aforementioned appropriate delivery methods for performance feedback that are feasible and effective within the given preschool classroom condition.

The fieldwork student, Tim, and inservice educator, Aki, collaboratively developed a dialogic reading activity plan in a written instruction format (see Fig. 2). Tim wanted to practice and have feedback before he actually delivered instruction. Tim’s university supervisor suggested Tim rehearse during their weekly meeting for immediate feedback. Aki, the inservice educator, couldn't join, so they videotaped the teaching for everyone to review. Lola, the university supervisor, gave him feedback using the fidelity checklist and provided recommendations for future performance. Aki watched the video that was uploaded on an online platform, ©GoReact, and added time-coded feedback to the video. As part of feedback, Aki also posted a video of herself modeling specific skills that she uses in her classroom to motivate children's engagement. Tim finally felt confident after receiving constructive feedback from both university supervisor and the inservice educator and was ready to implement the strategy. The inservice educator filled out a direct observation form with written feedback as Tim implemented the activity and provided Tim with feedback for his reference and reflection. The university supervisor provided text-message performance feedback after observing his teaching through an online live conference platform due to limited visits to the rural preschool. Because the feedback was delivered via text message immediately after the activity was complete, Tim could easily recall his instructional performance and reflect on the feedback in his next meeting with each team member.

Conclusion

Tim opened the text message and took out the written feedback again the next day. Lola and Aki had given him many positive comments and praised his performance with suggestions to improve his practice. It was not just Tim who benefited from this experience of practicing dialogic reading activity—Aki also learned about an unfamiliar EBP for improving children's reading skills and supporting the child-family verbal interactions at home. She noted dialogic reading was an effective approach to engaging all children and their families in her preschool classroom. Moreover, she noticed that collecting data on Tim's fidelity in implementing the strategy was reasonable using a simple checklist form. She is now planning to use the written instruction and the video modeling material to implement the strategy with Tim's feedback. She also wants to collaboratively share the strategy and materials with her colleagues and the families who have expressed concerns about making reading engaging for the children. Lola's fieldwork supervision experience became an opportunity for her to think about how the gap of translating research to practice can be reduced by collaborating within the fieldwork experience team. She was happy that she could be part of this learning process that benefits all.

Within the context of fieldwork experiences in educator preparation programs, the role of preservice educators, inservice educators, and teacher educators can influence the performance of all educators in promoting the implementation of EBPs. Thus, using BST as an evidence-based collaborative training model can improve preservice and inservice educators' levels of competence and confidence in planning and using effective instructional strategies. The fieldwork team can apply this model while establishing collaborative relationships across each member and supporting all team members in enhancing their teaching performance while capitalizing on each individual's strengths and contributions to the team.