1. Carol M. Trivette, Ph.D. Orelena Hawks Puckett Institute Asheville and Morganton, North Carolina Presentation prepared for Helping Extend Learning and Practice (HELP) University of Louisville, Louisville, KY, May 29-30, 2012

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3. 3 Two Types of Evidence-Based Practices  Evidence-Based Intervention Practices Early childhood intervention practices  Evidence-Based Implementation Practices Adult learning methods

4. 4 Head Start Teacher Effectiveness and Child Outcomes 36 Classrooms in Early Head Start Programs:  18 children per classroom  2 full-time adults per classroom 49 teachers and teacher assistants:  Average teacher age was 40 years  Average years in current position were 5.1 (SD = 4.7) Collected the following data:  Background Demographics  Teacher Characteristics  Implementation Fidelity  Intervention Fidelity  Social Validity  Child Outcomes

5. 5 PALS (Participatory Adult Learning Strategy) PLAN APPLICATION RECYCLE Active Learner Involvement Reflection and Mastery Practice and Evaluate Introduce and Illustrate Identify Next Steps in the Learning Process INFORMED UNDERSTANDING

6. 6 Training Content Training focuses on two components of classroom practices known to promote positive child outcomes: Child Learning Practices Instructional Practices

7. 7 The key features of the professional development (PALS) model include: Active participation of teachers in their own learning The ability to respond to and individualize training to a teacher’s personal learning style and existing skills Use of early childhood classroom practices as standards against which teachers review their own practices Key Features

8. 8 Practice Reflection Checklist Specify the practice indicators for each project component  Child Learning Practices: 18 indicators  Instructional Practices: 16 indicators Help teachers understand key characteristics of the practices Serve as the standards against which teachers examine and improve their practices

9. 9 Training Tools Practice Scenarios Classroom Interest Assessment Tool Practice Checklists Child Observation Guides Planning Tools (Child Learning Practices/ Instructional Practices)

10. 10 Training Tools Practice scenarios are used to provide examples of (illustrate) what practices look like when they are implemented in the classroom.

11. 11 Training Tools The Classroom Interest Assessment Tool is used to provide teachers opportunities to practice identifying child interests and selecting interest- based activities.

12. 12 Training Tools Practice Checklists are used to help teachers examine their use of practices compared to the practice standards for each project component.

13. 13 Training Tools Planning Tools are used to engage teachers in planning how they will try out the classroom practices and the additional opportunities that will promote their learning.

14. 14 Training Tools Child Observation Guides are used to help teachers examine the outcomes of their practices and make decisions about how their practices should change.

15. 15 Relationship Among the Two Types of Fidelity and Child/Parent Outcomes Implementation Fidelity Intervention Fidelity Child/Parent Outcomes

16. 16 “Coaching” Characteristics Weekly sessions for 16 weeks Session length: M = 2.5 hours, SD = 1.5, Range =.25- 5.25 In classroom (93%) Trainer introduces new information (72%) Trainer provides illustration (94%) Observation of classroom (95%) Trainee practices specific skill (64%) Trainee reflects on practice (81%) Trainer provides verbal feedback (98%) Goal planning (83%)

17. 17 MeasureConstruct HSTDI Training RecordFrequency, length, and mode of training Teacher Engagement in Adult Learning Process Introduction, illustration, evaluation, mastery, teacher receptiveness—Coach’s assessment Teacher Training Feedback Form Exposure, adherence, responsiveness regarding training process—Teacher’s assessment Teacher Practice Feedback Form Exposure, adherence, responsiveness regarding training on project practices— Teacher’s assessment Implementation Fidelity Project Measures

18. 18 Relationship Between Differences in Implementation Fidelity and Teachers’ Classroom Practices Classroom Practices Implementation Fidelity Cohen’s d LowHigh MeanSDMeanSD Child Learning Practices Interest-Based Child Learning9.222.5910.801.81.71 Child Learning Activities29.006.3432.902.23.82 Increased Learning Opportunities 22.004.3923.902.92.51 Instructional Practices Child Engagement9.442.2410.601.35.63 Teacher Responsiveness20.445.5323.503.75.64 Response Elaboration18.784.6621.803.68.72 CLASS Emotional Support4.881.195.580.87.67 Classroom Organization4.750.685.010.68.32 Instructional Support1.700.732.090.99.45 a Number of subscale items. b One-tailed test.

19. 19 Relationship Between Differences in Training Implementation Fidelity and Follow-Up Observation of Teachers’ Classroom Practices Classroom Practices Implementation Fidelity Cohen’s d LowHigh MeanSDMeanSD Child Learning Practices Interest-Based Child Learning 10.221.7210.001.24-.15 Child Learning Activities 31.892.9332.502.91.21 Increased Learning Opportunities 22.113.6622.303.02.06 Instructional Practices Child Engagement 9.672.1210.101.52.23 Teacher Responsiveness 23.224.7124.803.26.39 Response Elaboration 20.333.6021.503.02.35 CLASS Emotional Support 5.460.975.820.72.42 Classroom Organization 5.160.865.130.96-.03 Instructional Support 1.960.721.870.73-.13

20. What could/should we have done differently as part of our implementation practices? Discussion