The goal of this clinical trial is to test an enhancement to early care and education, which is a professional development series that includes a foundational training and skill development workshops focused on training and supporting early learning supervisors in Reflective Practice and Supervision. Directors and education coordinators within state pre-kindergarten programs, and the teachers they supervise, will be the focus of this research. Hypothesized outcomes include promotion of reflective capacity and supervisory skill in supervisors, more effective supervisor-supervisee interactions, increases in reflective functioning and well-being in supervisees, increases in positive teaching practices and observed classroom quality, and increases in adaptive social-emotional development among children alongside prevention of emotion regulation difficulties. Researchers will compare whether these outcomes differ between participants who are currently receiving the Reflective Supervision enhancement and participants who are in the waitlist control condition.
Age range
18 Years
Sex
ALL
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A starting point for the conversation — always confirm anything about your own eligibility, costs, and care with the study team and your doctor.
Change from Baseline Teaching Progress Assessment at 9 months
Timeframe: At baseline (beginning of academic year), and in 9 months
Change from Baseline Teaching Progress Assessment at 12 months
Timeframe: At baseline (beginning of academic year), and in 12 months
Change from 9-month Teaching Progress Assessment at 12 months
Timeframe: At 9 months (end of academic year), and in 12 months (beginning of next academic year)
Change from Baseline Observed Classroom Quality at 9 months
Timeframe: At baseline (beginning of academic year), and in 9 months
Change from Baseline Observed Classroom Quality at 12 months
Timeframe: At baseline (beginning of academic year), and in 12 months
Change from 9-month Observed Classroom Quality at 12 months
Timeframe: At 9 months (end of academic year), and in 12 months (beginning of next academic year)
Change from Baseline Child Social-Emotional Functioning as assessed by Cognitive Toybox at 9 months
Timeframe: At baseline (beginning of academic year), and in 9 months
Change from Baseline Child Emotion Regulation at 9 months
Timeframe: At baseline (beginning of academic year), and in 9 months
Change from Baseline Child Prosocial/Communication Skills at 9 months
Timeframe: At baseline (beginning of academic year), and in 9 months
Change from Baseline Child Social Competence at 9 months
Timeframe: At baseline (beginning of academic year), and in 9 months
Change from Baseline Child-Teacher Relationship Quality at 9 months
Timeframe: At baseline (beginning of academic year) and in 9 months