ArticleThe National Status of In-Service Professional Development Systems for Early Intervention and Early Childhood Special Education PractitionersBruder, Mary Beth PhD; Mogro-Wilson, Cristina PhD; Stayton, Vicki D. PhD; Dietrich, Sylvia L. PhDAuthor Information University of Connecticut Health Center, Farmington, Connecticut (Drs Bruder and Mogro-Wilson); and Western Kentucky University, Bowling Green, Kentucky (Drs Stayton and Dietrich). Corresponding Author: Mary Beth Bruder, PhD, University of Connecticut A.J. Pappanikou Center for Excellence in Developmental Disabilities Education, Research and Service, 263 Farmington Ave, MC6222, Farmington, CT 06030 (firstname.lastname@example.org). The conduct of the study reported in this article was funded, in part, by the Federal Office of Special Education Programs (grant #H325J020002). Infants & Young Children: January-March 2009 - Volume 22 - Issue 1 - p 13-20 doi: 10.1097/01.IYC.0000343333.49775.f8 Buy Metrics Abstract Early intervention and preschool special education coordinators in the 50 states and territories were interviewed about the current status of professional development in-service systems in their state. A definition consisting of 8 components of an in-service professional development system was used to analyze the state systems. Twenty Part C early intervention systems had professional development in-service training models that met the definition, and 23 preschool special education in-service systems met the definition. Results on selected findings are presented and discussed within the context of developing effective in-service professional development systems for the early intervention and preschool special education workforce. ©2009Lippincott Williams & Wilkins, Inc.