Bringing effective practices to scale across large systems requires attending to how information and belief systems come together in decisions to adopt, implement, and sustain those practices. Statewide scaling of the Pyramid Model, a framework for positive behavior intervention and support, across different types of early childhood programs (i.e., Head Start, early childhood special education, and school readiness) is used to describe how decision-making models may enhance professional development efforts. Research Findings: A theoretical model is presented based on implementation science, empirical knowledge, and practice evidence from one state’s experience trying to bring the Pyramid Model to scale across different types of early childhood programs. In this model, attention is given to how professional development systems may need to extend beyond the current focus on enhancing knowledge and skills to also address the belief systems of practitioners, administrators, and policymakers that influence implementation. Practice or Policy: Decision making and program characteristics are discussed relative to competency, organizational, and leadership drivers that may vary between different types of early childhood programs. Implications for statewide professional development systems and future research are discussed.
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