The TAKE Action Training Protocol: A Model for Teacher Professional Development

Objective: We examined the effectiveness of an innovative childhood obesity prevention model for professional development of preschool staff to meet agency health promotion goals. Methods: Targeted training based on teachers' individual learning needs was implemented through a nonequivalent group design. Convergent mixed-methods analysis included statistical comparison of teacher and classroom pre- and post-intervention observations and qualitative analysis of a process evaluation. Results: In 3 cohorts of Head Start teachers (N = 35), teacher content knowledge, self-efficacy, and in-class activities improved, baseline to follow-up. Process evaluation of teacher feedback and discussions with agency administrators highlighted content areas meeting goals of teachers, supervisors, and agency administrators. Conclusions: Collaborative efforts and individualized programming can support professional development and increase teacher confidence with efforts to form healthy habits for preschoolers.