About this paper symposium

---

Panel information
Panel 18. School Readiness/Childcare

Paper #1
Linking early educator emotional wellbeing to classroom practices in response to challenging behaviors
Author information	Role
Flora S. Ziprin, University of California - Los Angeles, United States	Presenting author
Anna J. Markowitz, University of California - Los Angeles, United States	Non-presenting author
Abstract
In early childhood education (ECE), the quality and context of children’s interactions with adults influence learning outcomes in language, cognition, and social-emotional development (Howes et al., 2008; Williford et al., 2013). Social-emotional development – the emerging ability to understand, regulate, and communicate emotions - is a key predictor of later school adjustment, academic success, and wellbeing (Ashdown & Bernard, 2012, Denham et al., 2012). For these reasons, educators' ability to scaffold healthy social-emotional learning skills is important.  One key way that educators teach children these skills is through their responses to normative but challenging behaviors in the classroom—interactions crucial for helping children feel, name, and regulate their emotions. Although ECE research has broadly linked teachers’ wellbeing to classroom relationships (e.g., Vreeland et al., 2019), understanding how wellbeing specifically shapes interactions, particularly responses to child behavior, remains crucial amidst the many challenges to wellbeing early educators face (Roberts et al., 2019; Phillips et al., 2016). This paper is the first to quantitatively explore this relationship. We used two waves of survey data (fall and spring 2021-22) collected in Jefferson and Orleans parish child care centers, as part of the Study of Early Education in Louisiana. Our final sample included 409 toddler and preschool teachers (~60% of all child care teachers in these parishes) who responded at both timepoints to our key variables of interest: 1) depressive symptoms measured using the 8-item Center for Epidemiological Studies Depression Scale (Levine et al., 2013) and 2) strategies used in response to challenging behaviors (see Table 1 for items).  We find that teachers report high levels of depressive symptoms, consistent with other post-pandemic estimates. For example, about one-quarter of educators exhibited clinically relevant depressive symptoms at both time points. Table 1.1 shows the frequency of teachers reporting a behavior management strategy as one of their most used: 96% endorsed at least one supportive strategy and 47% endorsed at least one neutral strategy, indicating that most educators use practices that promote social and emotional development. Nonetheless, 13.7% do report at least one non-supportive/punitive strategy as a “top three” in their classroom. Table 1.2 shows within-center regression results indicating that educators with clinically relevant depressive symptoms were more likely to endorse non-supportive strategies (relative to all others) (b = 0.01; p < 0.05), controlling for a set of covariates. Each one-unit increase in CESD-SF score, raises the likelihood of an educator endorsing a non-supportive strategy 1.3 percentage points. In order words, educators with baseline clinically-relevant depressive symptoms (CESD-SF = 8) are 10.4 percentage points more likely to report frequent use of a non-supportive strategy than those without depressive symptoms (CESD-SF =0). This study aligns with previous research linking wellbeing to classroom quality and provides a new avenue for understanding of how depressive symptoms may influence both classroom relationships and children’s social-emotional development. Next steps include exploring potential moderators (e.g., teacher and site characteristics). Findings underscore the need for continued investments in educator wellbeing as a way to support both these critical teachers and young children.

Paper #2
Exploring Teachers’ Experiences with and Perceptions of Video-Recorded Classroom Observations
Author information	Role
Nancy Perez, SRI Education, United States	Presenting author
Molly Goldberg, SRI Education, United States	Non-presenting author
Todd Grindal, SRI Education, United States	Non-presenting author
Sarah Gerard, SRI Education, United States	Non-presenting author
Morgan Solender, SRI Education, United States	Non-presenting author
Jennifer Nakamura, SRI Education, United States	Non-presenting author
Abstract
Introduction: Accurate, reliable, and scalable measurement of classroom quality is a critical tool for ensuring that young children benefit from early learning programs. Classroom observation tools such as the Classroom Assessment Scoring System (CLASS; Pianta & Hamre, 2022) and the Early Childhood Environmental Rating Scale (ECERS; Harms et al., 2014) have widespread use as measures of classroom and program quality, with many states using these tools in their Quality Rating and Improvement Systems (Build Initiative, 2024). Some policymakers, program leaders, and measure developers have explored using video recordings to support the collection and analysis of early learning classroom observations (Curby et al., 2016; Kane et al., 2020). However, little research has documented teachers’ experiences with classroom observations (see Delaney & Krepps, 2021), and even less is known about teachers’ attitudes towards the involvement of video technology in classroom observations. Method: To better understand teachers’ perspectives on classroom observations, this study aims to document participants’ experiences with and attitudes towards video-recorded and in-person classroom observations. We do so in the context of a broader study on classroom observations, conducted across 24 preschool programs in five states. Specifically, we use teacher survey data (n = 60) and interview data from teachers (n = 11) and program leaders (n = 6) to examine the perceived benefits and challenges of each observation modality (in-person and video-recorded) and to explore how teachers and programs receive and use information from these observations (see Table 2.1 for specific research questions). Interview transcripts were coded and analyzed using Braun and Clarke’s (2006) six-step approach to thematic analysis, with 24% double coded to establish reliability. Results: For about half of survey respondents (53%) and interview participants (53%), this study marked the first time teachers engaged with video-recorded classroom observations. Despite the novelty of their engagement, most teachers felt comfortable being video recorded (65%) and reported similar levels of stress when being observed in-person as they did when being observed through video recordings. In the interviews, few teachers expressed opposition to being recorded and most anticipated benefits from video-recorded observations, such as the opportunity to reflect on their practices and minimize the number of adults in the classroom during an observation. Nevertheless, teachers shared several concerns about being recorded. Some concerns were similar to those associated with in-person observations, such as classroom disruption or lack of teacher input regarding timing of observations. Others, however, were unique to video-recorded observations, such as challenges around privacy and teachers’ level of comfort being observed. Several teachers also shared how they overcome these challenges, including strategies for minimizing classroom disruption and increasing their comfort with being recorded (see Table 2.2 for examples of each theme). Conclusion: Though teachers’ attitudes towards video observations were mixed, most teachers recognized the value of leveraging this technology for classroom observations and had ideas for how to address common challenges. Results have implications for how researchers and program leaders can conduct and use video-based observations in ways that support high-quality practices while attending to teachers’ needs and centering teacher priorities for professional learning.

Paper #3
Co-Designing Coaching: An Educator-Centered Approach to Enhancing Quality Improvement Efforts
Author information	Role
Dorothy Sanchez, Teachstone, United States	Presenting author
Anne Partika, SRI Education, United States	Non-presenting author
Johayra Bouza, Teachstone, United States	Non-presenting author
Nancy Perez, SRI Education, United States	Non-presenting author
Anandita Krishnamachari, SRI Education, United States	Non-presenting author
Veronica Fernandez, Teachstone, United States	Non-presenting author
Todd Grindal, SRI Education, United States	Non-presenting author
Abstract
Introduction: Instructional coaching, in which a highly skilled educator regularly observes another educator and provides individualized feedback over an extended period, is an effective way to drive educators’ professional development and programs’ continuous quality improvement efforts (Hanno, 2022; Johnson et al., 2017; Pianta et al., 2017, 2021). Although many existing coaching models and tools have been informed by research, there is a need for models developed in partnership with educators to ensure that coaching frameworks reflect and honor educators’ authentic perspectives, strengths, and values. We address this need through a qualitative research project rooted in equity-centered design principles (Oliveri et al., 2020). This multi-phase project aims to understand educators’ needs around coaching (Phase 1: Participatory Design) and test a coaching process and tool that aims to address their needs (Phase 2: Pilot Study). To do so, we ask the following research questions during the Participatory Design and Pilot Study, respectively: (1) What do educators consider an effective early learning coaching experience and process? (2) Does the resulting coaching tool align with key elements of an effective coaching process? Method: Data were drawn from a sample of 40 teachers and 22 coaches or administrators working in publicly-funded center-based preschool programs across six states. Programs included Head Start, community-based child care, and public charter preschool programs serving racially, ethnically, and linguistically diverse communities. In the Participatory Design phase, we conducted 5 iterative design cycles in which we interviewed educators, synthesized findings using inductive methods, and proposed design elements for the new coaching tool. These findings and designs were then shared with educators and revised according to their feedback. In the Pilot Study, we conducted a rapid-cycle evaluation to test the initial efficacy of the coaching tool. The evaluation involved three rounds of data collection, findings, and revisions to the tool and process. Pilot Study analyses included inductive and deductive coding of interview and focus group data, as well as descriptive analysis of survey data and observations of coaching meetings. Results & Implications: Through Participatory Design, educators defined key elements of effective coaching as a process that (1) prioritizes psychological safety and teacher agency, (2) helps them set meaningful, growth-oriented goals, (3) integrates and builds on other professional learning, and (4) is facilitated by a coach with a thorough understanding of educators’ and children’s identities. These elements were incorporated into the development of a coaching tool meant to guide educators through an effective coaching process(see Figure 3.1). Through the Pilot Study, we identified three key themes related to the initial efficacy of the coaching tool: (1) the tool incorporated the key elements of effective coaching better than past coaching experiences (Figure 3.2); (2) teacher agency could be better supported through more teacher-facing, rather than coach-facing, resources; and (3) improved user experience could support the scalability of coaching tools within and across programs. Results have implications for the development of coaching programs and tools that help educators feel supported, motivated, and eager to learn and grow in service to the children in their care.

Paper #4
Centering Educator Voice through an Innovative Quality Improvement Methodology
Author information	Role
Jennifer Cleveland, Child Trends, United States	Presenting author
Tamara Halle, Child Trends, United States	Non-presenting author
Kathryn Tout, Child Trends, United States	Non-presenting author
Anne Douglass, University of Massachusetts - Boston, United States	Non-presenting author
Abstract
Introduction: Centering educators’ voices in their quality improvement (QI) and professional development (PD) activities is a key feature of an innovative methodology called the Breakthrough Series Collaborative (BSC). In this presentation, we describe a project where a BSC was implemented in seven child care and Head Start centers in one city and illustrate how educator voice was elevated in QI activities. Early educators worked with coaches to improve areas of practice around children’s social and emotional learning, engaging families, and workplace culture. Coaches supported early educators in identifying small ‘tests of change’ to try in their practice. Early educators collected data about their practices over time and studied how changes may have influenced children’s behaviors, their relationships with families and colleagues, and their working environment. Hypotheses: The BSC was developed in the health care sector in the 1990s but only relatively recently has it been considered a method for improvement in the early care and education (ECE) sector. A key component of the BSC methodology is to form “cross-role teams,” meaning educators, administrators, and parents act as change agents, which is a key equity practice and structure within the BSC. This study examined how engaging educators enabled them to make individual or classroom-level changes. Study population: Researchers conducted two separate case studies. The first was with seven child care and Head Start centers from a large urban city. The second was with 20 centers from two states and one large urban city. Within each center, a small team participates in the BSC. Teams consist of two to five people comprised of staff from all levels, including assistant teachers, teachers, center directors, and a parent. Methods: The evaluation team launched a pre- and post-survey with all center staff, including those who participated in the BSC intervention and those who did not. Educators who participated in the BSC participated in a focus group at the end of their participation. Additionally, the evaluation team analyzed documentation and data collected as part of the implementation of the BSC. Results: The BSC methodology is a process that empowers early educators at all levels. Educators who participated in the BSC, in collaboration with their coaches, identified areas of practice that they wanted to focus on and improve in their classroom and center. Additionally, they reported they felt supported and encouraged by their team to take initiative and try new practices, regardless of their level within their center or their formal title, specifically in the areas of engaging with families, and trying new strategies to support children’s social and emotional learning.

⇦ Back to session