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.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
PREVENTION
Masking
SINGLE
Enrollment
32
The Reflective Supervision enhancement is a professional development series designed to train and support directors and education coordinators supervising state pre-kindergarten classrooms in using a reflective supervision approach with their staff.
Bradley Hospital
Riverside, Rhode Island, United States
Change from Baseline Teaching Progress Assessment at 9 months
Rhode Island Department of Education record review
Time frame: At baseline (beginning of academic year), and in 9 months
Change from Baseline Teaching Progress Assessment at 12 months
Rhode Island Department of Education record review
Time frame: At baseline (beginning of academic year), and in 12 months
Change from 9-month Teaching Progress Assessment at 12 months
Rhode Island Department of Education record review
Time frame: 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
Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality
Time frame: At baseline (beginning of academic year), and in 9 months
Change from Baseline Observed Classroom Quality at 12 months
Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality
Time frame: At baseline (beginning of academic year), and in 12 months
Change from 9-month Observed Classroom Quality at 12 months
Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality
Time frame: 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
Rhode Island Department of Education record review
Time frame: At baseline (beginning of academic year), and in 9 months
Change from Baseline Child Emotion Regulation at 9 months
Social Competence Scale - Teacher Version, Emotion Regulation subscale, scores range from 0 to 4 with higher scores indicating greater emotion regulation
Time frame: At baseline (beginning of academic year), and in 9 months
Change from Baseline Child Prosocial/Communication Skills at 9 months
Social Competence Scale - Teacher Version, Prosocial/Communication subscale, scores range from 0 to 4 with higher scores indicating greater prosocial/communication skills
Time frame: At baseline (beginning of academic year), and in 9 months
Change from Baseline Child Social Competence at 9 months
Social Competence Scale - Teacher Version, Total Social Competence Score, scores range from 0 to 4 with higher scores indicating greater social competence
Time frame: At baseline (beginning of academic year), and in 9 months
Change from Baseline Child-Teacher Relationship Quality at 9 months
Student-Teacher Relationship Scale - Short Form, scores range from 1 to 5 with higher scores indicating a more positive relationship
Time frame: At baseline (beginning of academic year) and in 9 months
Change from Baseline Supervisor Reflective Capacity at 9 months
Reflective Supervision Rating Scale, Adapted Version, scores range from 1 to 4 with higher scores indicating greater reflective capacity
Time frame: At baseline (beginning of academic year) and in 9 months
Change from Baseline Supervisory Competence at 9 months
Supervisor Self-Assessment, scores range from 1 to 5 with higher scores indicating greater supervisory competence
Time frame: At baseline (beginning of academic year) and in 9 months
Change from Baseline Supervisor Reflective Functioning at 9 months
Reflective Functioning Questionnaire, scores range from 1 to 7 with higher scores indicating greater reflective functioning
Time frame: At baseline (beginning of academic year) and in 9 months
Change from Baseline Supervisor Well-Being at 9 months
Professional Quality of Life Scale, scores range from 1 to 5 with higher scores indicating greater well-being
Time frame: At baseline (beginning of academic year) and in 9 months
Change from Baseline Quality of Reflective Supervision Relationship at 9 months
Reflective Interaction Observation Scale, scores range from 1 to 5 with higher scores indicating a higher quality relationship
Time frame: At baseline (beginning of academic year) and in 9 months
Program Climate assessed by Early Childhood Environment Rating Scale-Revised
Rhode Island Department of Education record review
Time frame: At 9 months (end of academic year)
Change from Baseline Supervisor Reflective Capacity at 9 months assessed by teacher-report
Reflective Supervision Rating Scale, scores range from 1 to 4 with higher scores indicating greater reflective capacity
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Time frame: At baseline (beginning of academic year) and in 9 months
Change from Baseline Teacher Reflective Functioning at 9 months
Reflective Functioning Questionnaire, scores range from 1 to 7 with higher scores indicating greater reflective functioning
Time frame: At baseline (beginning of academic year) and in 9 months
Change from Baseline Teacher Well-Being at 9 months
Professional Quality of Life Scale, scores range from 1 to 5 with higher scores indicating greater well-being
Time frame: At baseline (beginning of academic year) and in 9 months
Change from Baseline Child Academic Functioning as assessed by Cognitive Toybox at 9 months
Rhode Island Department of Education record review
Time frame: At baseline (beginning of academic year) and in 9 months
Change from Baseline Child Academic Skills at 9 months
Social Competence Scale - Teacher Version, Academic Skills subscale, scores range from 0 to 4 with higher scores indicating greater academic skills
Time frame: At baseline (beginning of academic year) and in 9 months