1. Supporting Preschool Teacher Professional Development with Social-Emotional Curricula and Coaching Celene E. Domitrovich The Pennsylvania State University TIES Summer Institute: May 17 th, 2010 1

2. Acknowledgments The REDI project was funded by the Interagency School Readiness Consortium, through NICHD grants HD046064 & HD43763. Appreciation is expressed to the participating teachers, children, and parents and our Head Start partners in Pennsylvania -- Blair County, Huntingdon Area, and York County. Additional Penn State research colleagues included K. Bierman (PI), R. Nix, S. Gest, J. Welsh, M. Greenberg, C. Blair, K. Nelson, S. Gill, & D. Jones. The critical contributions of the REDI trainers is also gratefully acknowledged -- G. Rhule (supervisor), L. Sheffer, J. Gest, & S. Jones. 2

3. Primary Goals of the REDI Intervention Build on the strong foundation of Head Start Build on the strong foundation of Head Start (High Scope/Creative Curriculum) (High Scope/Creative Curriculum) Foster the integration of research-based Foster the integration of research-based practices to support social-emotional and practices to support social-emotional and language /emergent literacy skills. language /emergent literacy skills. Support teachers’ professional development with curricular enhancements (scope & sequence of lessons & activities) & individual mentoring. Support teachers’ professional development with curricular enhancements (scope & sequence of lessons & activities) & individual mentoring. 3

4. Head Start REDI Evaluation Design 356 4-year-old children in 44 Head Start classrooms 356 4-year-old children in 44 Head Start classrooms 84 Lead & Assistant Teachers Classrooms stratified on location, demographics, length of day & randomized to intervention or “usual practice” Classrooms stratified on location, demographics, length of day & randomized to intervention or “usual practice” Baseline observations of teaching quality in spring prior to implementation year Baseline observations of teaching quality in spring prior to implementation year Teacher ratings of students, child assessments and observations collected at the beginning and end of the year Teacher ratings of students, child assessments and observations collected at the beginning and end of the year 4

5. Preschool PATHS Curriculum Domitrovich, Greenberg, Cortes, & Kusche, 1999 33 lessons (& extensions) delivered weekly 33 lessons (& extensions) delivered weekly Friendship skills and classroom manners Friendship skills and classroom manners  Positive community values and social order Emotion knowledge Emotion knowledge  Capacity to identify and label emotional states  Feelings of empathy and compassion for others Intentional inhibitory control Intentional inhibitory control  Ability to calm down when emotionally aroused Social problem-solving dialogue Social problem-solving dialogue  Ability to consider other perspectives and plan ahead  Willingness to negotiate 5

6. Dialogic Reading Based upon the Shared Reading of Wasik, Bond & Hindman (2006) and Dialogic Reading of Whitehurst, Arnold et al. (1994). Based upon the Shared Reading of Wasik, Bond & Hindman (2006) and Dialogic Reading of Whitehurst, Arnold et al. (1994). 2 books/week, presented with a developmental progression: 2 books/week, presented with a developmental progression: Day 1: Teachers read the first book with scripted interactive questions. They present props to demonstrate the target vocabulary words and encouraged comments and discussion about the story. Day 2: Teachers label props, and “walk through” the book, using scripted questions to encourage child recall and comprehension of the narrative. They lead a book-related extension activity to encourage language use and vocabulary practice. Day 3: Props and vocabulary words are reviewed, and a new book is read, with scripted questions to encourage interactive discussion. Day 4: Children identify vocabulary illustrated in a “prop book”, and complete another extension activity. 6

7. Sound Games Based on the work of Lundberg and colleagues (Adams, Foorman, Lundberg & Beeler, 1998). Based on the work of Lundberg and colleagues (Adams, Foorman, Lundberg & Beeler, 1998). Goal was to promote phonological awareness Goal was to promote phonological awareness 10-15 minute activity used at least 3 times per week. 10-15 minute activity used at least 3 times per week. Scripted, interactive activities introduced skills in a developmental sequence: listening, rhyming, alliteration, words and sentences, syllables, and phonemes 7

8. Alphabet Centers Developmentally-sequenced set of activities. Developmentally-sequenced set of activities. Each child visited the alphabet center several times per week Each child visited the alphabet center several times per week Teachers were given materials to track the children’s acquisition of letter names Teachers were given materials to track the children’s acquisition of letter names Materials were provided to support student learning (e.g., letter stickers, a letter bucket, materials to create a Letter Wall, and craft materials for various letter-learning activities, such as letter collages, letter towers, and letter murals). Materials were provided to support student learning (e.g., letter stickers, a letter bucket, materials to create a Letter Wall, and craft materials for various letter-learning activities, such as letter collages, letter towers, and letter murals). 8

9. REDI Schedule and Program Integration PATHS lesson during circle time (1x/week) PATHS lesson during circle time (1x/week) PATHS extension activity during center time (1x/week) PATHS extension activity during center time (1x/week) PATHS theme in dialogic reading (2x/week) PATHS theme in dialogic reading (2x/week) Open theme in dialogic reading (2x/week) Open theme in dialogic reading (2x/week) Sound Games during transition/ Sound Games during transition/ activity time (3x/week) activity time (3x/week) Alphabet center open daily Alphabet center open daily (monitor 1x/week) (monitor 1x/week) 9

10. Rationale for Combination of Curriculum and Professional Development The REDI lessons and activities provide an important foundation for the acquisition of new information. The REDI lessons and activities provide an important foundation for the acquisition of new information. But, hypothetically, the ways that teachers elicit and respond to “real-life” language and social-emotional exchanges in the classroom (teaching quality) is critical to promoting more complex language, social, and emotional capacities. But, hypothetically, the ways that teachers elicit and respond to “real-life” language and social-emotional exchanges in the classroom (teaching quality) is critical to promoting more complex language, social, and emotional capacities. 10

11. Intervention Components: Social-Emotional Competencies Target Skills Prosocial Skills Prosocial Skills Emotional Competence Emotional Competence Self Control Self Control Social Problem Solving Social Problem Solving Curriculum Components PATHS Friendship Lessons PATHS Feeling Lessons PATHS Turtle Technique PATHS SPS Lessons Teaching Strategies Positive Classroom Management Praise & Warm Involvement Emotion Coaching Induction Strategies Social Problem-Solving Dialogue 11

12. Intervention Components: Language and Literacy Skills Target Skills Vocabulary Vocabulary Syntax Syntax Phonological Sensitivity Phonological Sensitivity Print Awareness Print Awareness Curriculum Components Interactive Reading Sound Games Print Center Teaching Strategies Language Expansions Rich & Targeted Vocabulary Questions & Reflections Decontextualized Talk 12

13. 13 Control Group Mean (SD) Intervention Group Mean (SD) Effect Size (p-value) Vocabulary41.03 (11.24)42.79 (11.55).15* Emergent Literacy Skills-.24 (.94).21 (1.00).45*** Emotion Recognition Skills1.52 (.26)1.61 (.24).23* Social Problem-Solving Skills2.29 (2.05)3.16 (2.55).35** Social Competence (Observer Ratings) 2.21 (.53)2.36 (.49).26+ Aggression (Observer Ratings).37 (.34).30 (.31)-.19 Impact of Head Start REDI on Child Skills and Behaviors

14. 14 Control Group Mean (SD) Intervention Group Mean (SD) Effect Size (p-value) Emotional-Behavioral Support Positive Emotional Climate (TSRS)2.52 (1.05)3.18 (1.24).69 * Emotional Support (CLASS)5.65 (.81)5.97 (.45).39 Classroom Management (TSRS)4.09 (.71)4.32 (.67).60 ** Positive Discipline (TSRS)3.91 (.91)4.39 (.72).65 Cognitive-Linguistic Support Instructional Support (CLASS)3.76 (.72)4.14 (.68).45 + Statements (CLEO)5.77 (1.78)7.03 (1.58).82 *** Questions (CLEO)2.98 (1.15)3.95 (1.20).89 *** Decontextualized Utterances (CLEO).61 (.64)1.06 (.86).68 ** Language Richness-Sensitivity (CLEO) 3.07 (.53)3.41 (.44).67 ** + p <.10 * p <.05 ** p <.01 *** p <.001 Impact of Head Start REDI on Broad Summary Scales of Teaching Quality

15. Curriculum & Teaching Quality 15 High-Quality Teaching in the Intervention Condition Lower-Quality Teaching in the Intervention Condition High-Quality Teaching in the Control Condition Vocabulary.13 +.03-.07 Early Literacy Skills.37 ***.37 **.03 Emotion Recognition Skills.28 *.17.06 Social Problem Skills.35 *.33-.02 Aggression (Observer Ratings) -.36 + -.49 + -.46 * Social Competence (Observer Ratings).39 *.45 +.32

16. Summary of Additional Findings The combination of the REDI curriculum and high quality teaching quality has the greatest impact on vocabulary, emotion recognition, and social problem solving skills. Regardless of teaching quality level, the REDI curriculum promotes early literacy skills and social competence. Teaching quality and the REDI curriculum both promote reductions in aggression. Adding the curriculum in the context of low teaching quality has some effects, but the combination of the curriculum with high teaching quality is the most powerful combination for children’s outcomes. 16

17. Implications for Policy & Practice Explicit curricula can be successfully integrated into existing early childhood frameworks without compromising developmentally appropriate interactions. Teachers with a range of characteristics are capable of improving in their teaching quality. The use of an explicit curriculum by skilled teachers is the most effective strategy to improve student outcomes. While there are some improvements in teaching quality that result from interventions that include coaching, more targeted interventions may be need to be offered simultaneously to teachers who lack basic teaching skills. 17

18. Professional Development Model Initial 3-day training workshop Initial 3-day training workshop Mid-year 1-day booster training workshop Mid-year 1-day booster training workshop Weekly classroom visit from REDI trainer (x = 3 hrs/week) Weekly classroom visit from REDI trainer (x = 3 hrs/week) Weekly meeting with REDI trainer (1 hr/week) Weekly meeting with REDI trainer (1 hr/week) Model of change: Promote positive classroom practice with curriculum-based lessons & activities; support high quality teaching and generalization of curriculum with exposure to coach modeling and self-reflection. 18

19. Cycle Structure Observation Observation Debrief: review of week Debrief: review of week Reflect on implementation Reflect on implementation Feedback: strengths and areas in need of improvement (grounded in teaching strategies, use of benchmark) Feedback: strengths and areas in need of improvement (grounded in teaching strategies, use of benchmark) Planning: goal setting & collaborative action planning Planning: goal setting & collaborative action planning

20. REDI Curriculum Implementation: Teacher & Coach Report Weekly Implementation Model Weekly Average (Dosage) Quality (Scale 1 to 6) PATHS2/wk1.77 (0.12)4.61 (0.74) Dialogic Reading7 activities/wk6.08 (0.25)4.39 (0.57) Sound Games3 activities/ wk2.57 (0.34)4.52 (0.72) Alphabet Center4 visit/wk3.56 (0.18)4.70 (0.55) Overall REDI4.55 (0.67) 20

21. REDI Curriculum Implementation: Coach Report 21 Scale (1 to 4)FidelityGeneralizationChild Engagement PATHS3.16 (.52)2.44 (.44)3.34 (.53) Linear Growth.04 (.024).08(.019) ***.01(.016) Dialogic Reading3.17 (.35)2.43 (.36)3.27 (.51) Linear Growth.08 (.017) ***.09(.019) ***.04(.015) * Sound Games3.13 (.51) NA 3.10 (.45) Linear Growth.01 (.022)NA-.04(.031) Alphabet Center2.44 (.44)3.15 (.57)3.30 (.40) Linear Growth.03 (.023).05(.019) *.06(.016) ***

22. Teacher Factors Associated with Variation in Implementation Process Professional Background Stress Level & Emotional Well-being Perceptions of the Work Environment Perceptions of the Intervention Engagement in Consultation 22 All of these factors have the potential to influence the development of support models.

23. Theory of Coaching: Change Mechanisms Clinical & Counseling Psychology   Therapeutic alliance   Theories of Psychotherapy (e.g., cognitive-behavioral) Developmental Psychology   Self System Processes, Motivational Theory, Self Efficacy Social Psychology (e.g. key opinion leaders) Social Learning Theory (e.g., modeling) Behavioral Principles (i.e., reinforcement, provision of feedback) Organizational Psychology (e.g. policies, incentives, administrative support, workplace climate) Business/Marketing

24. Implementation & Dissemination Questions Do all teachers need coaching? How much coaching is enough? What are the critical structure (frequency) and process elements (feedback, relationship)? What should coaching focus on? Are there some teachers who won’t be able to make significant changes without the most intensive coaching? Do we need universal and indicated models of coaching? Is coaching alone enough to make an impact on child outcomes or is the combination with curriculum better?

25. Future Directions Theory-Driven Research   RCTs of core coaching components Dissemination Research   RCTs of coaching models (e.g., compare amounts)   Adaptive studies of coaching Test Mechanisms of Change Understand Tailoring (i.e., Adaptation) Improve Measurement (especially of process)

26. For More Information http://headstartredi.ssri.psu.edu/ 26