Dr. Michael Conn-Powers is the director of the Early Childhood Center (ECC) at the Indiana Institute on Disability and Community, Indiana University, Bloomington.
Dr. Conn-Powers work focuses on early intervention and early education services for vulnerable infants, toddlers, and preschoolers and their families. Much of his work supports the adoption of evidence-informed practices by state and local service systems, including family-centered home visiting practices, inclusive preschool, service coordination, and kindergarten transition.
- B.S. in Psychology, University of Washington
- M.Ed. in Early Childhood Special Education, University of Washington
- Ph.D., Interdisciplinary Degree in Early Intervention, University of Wisconsin
I have a strong interest in practices and models for supporting change in early childhood service systems. I have had the fortunate experience of working in several states and in several positions over the past 40 years, including as an early interventionist, preschool classroom teacher, professor, and state agency program coordinator. Each of these experiences have contributed to my understanding of why change in adopting new practices and service models is so difficult, and what must happen in order for it to occur.
My current interests include the application of implementation science principles in supporting continuous quality improvement, and the application of data visualization strategies to support the use of data to inform decision making in an early childhood culture that is data adverse.
- Conn-Powers, M., Piper, A., & Traub, E.(2010). An approach to evaluating the impact of policy changes in early intervention. Infants & Young Children. 23(3). 218-232.
- Conn-Powers, M., Cross, A.F., Traub, E., & Hutter-Pishgahi, L. (2006). The Universal Design of Early Education: Moving Forward for All Children. Beyond the Journal: Young Children on the Web. September 2006, 1-9.
- Conn-Powers, M.C., Ross-Allen, J., & Holburn, S. (1990). Transition of young children into the elementary education mainstream, Topics in Early Childhood Special Education, 9:4, 91-105.
- Cross, A.F. & Conn-Powers (2013). Making the Intentional Decision to Use an Effective Curriculum to Promote Children’s Learning. Early Childhood Education Journal. November 2013, 1-6.
- Rodriguez, J. & Conn-Powers, M. (2018). How Ready To Learn Is Bringing Inclusive Design to PBS KIDS. In S. Pasnik (Ed.), Getting Ready to Learn: Creating Effective, Educational Children’s Media (196-211). Routledge.