Enhancing Early Care and Education Through Reflective Supervision
- Conditions
- Emotion Regulation
- Interventions
- Behavioral: Reflective Supervision Enhancement
- Registration Number
- NCT05880875
- Lead Sponsor
- Bradley Hospital
- Brief Summary
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.
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- ENROLLING_BY_INVITATION
- Sex
- All
- Target Recruitment
- 32
- Supervisor in Rhode Island state pre-kindergarten program
- Does not meet inclusion criteria above
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Reflective Supervision Enhancement Reflective Supervision Enhancement The Reflective Supervision enhancement is a professional development series for supervisors of state pre-kindergarten programs that is designed to build skills in using Reflective Supervision with teachers. The goal of the Reflective Supervision enhancement is to provide supervisors with foundational knowledge in Reflective Practice and Supervision and increase their use of Reflective Supervision principles and practices within their work. The series consists of a day-long foundational training and nine skills-focused workshops. Supervisors are expected to receive 8 hours of foundational training prior to the start of the academic year, and nine 2-hour monthly small groups over the course of the academic year.
- Primary Outcome Measures
Name Time Method Change from Baseline Observed Classroom Quality at 9 months At baseline (beginning of academic year), and in 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
Change from Baseline Observed Classroom Quality at 12 months At baseline (beginning of academic year), and in 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
Change from 9-month Observed Classroom Quality at 12 months At 9 months (end of academic year), and in 12 months (beginning of next academic year) Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality
Change from Baseline Teaching Progress Assessment at 9 months At baseline (beginning of academic year), and in 9 months Rhode Island Department of Education record review
Change from Baseline Teaching Progress Assessment at 12 months At baseline (beginning of academic year), and in 12 months Rhode Island Department of Education record review
Change from 9-month Teaching Progress Assessment at 12 months At 9 months (end of academic year), and in 12 months (beginning of next academic year) Rhode Island Department of Education record review
Change from Baseline Child Social-Emotional Functioning as assessed by Cognitive Toybox at 9 months At baseline (beginning of academic year), and in 9 months Rhode Island Department of Education record review
Change from Baseline Child Emotion Regulation at 9 months At baseline (beginning of academic year), and in 9 months Social Competence Scale - Teacher Version, Emotion Regulation subscale, scores range from 0 to 4 with higher scores indicating greater emotion regulation
Change from Baseline Child-Teacher Relationship Quality at 9 months At baseline (beginning of academic year) and in 9 months Student-Teacher Relationship Scale - Short Form, scores range from 1 to 5 with higher scores indicating a more positive relationship
Change from Baseline Child Prosocial/Communication Skills at 9 months At baseline (beginning of academic year), and in 9 months Social Competence Scale - Teacher Version, Prosocial/Communication subscale, scores range from 0 to 4 with higher scores indicating greater prosocial/communication skills
Change from Baseline Child Social Competence at 9 months At baseline (beginning of academic year), and in 9 months Social Competence Scale - Teacher Version, Total Social Competence Score, scores range from 0 to 4 with higher scores indicating greater social competence
- Secondary Outcome Measures
Name Time Method Change from Baseline Supervisor Reflective Capacity at 9 months assessed by teacher-report At baseline (beginning of academic year) and in 9 months Reflective Supervision Rating Scale, scores range from 1 to 4 with higher scores indicating greater reflective capacity
Change from Baseline Supervisor Reflective Functioning at 9 months At baseline (beginning of academic year) and in 9 months Reflective Functioning Questionnaire, scores range from 1 to 7 with higher scores indicating greater reflective functioning
Change from Baseline Child Academic Functioning as assessed by Cognitive Toybox at 9 months At baseline (beginning of academic year) and in 9 months Rhode Island Department of Education record review
Change from Baseline Supervisory Competence at 9 months At baseline (beginning of academic year) and in 9 months Supervisor Self-Assessment, scores range from 1 to 5 with higher scores indicating greater supervisory competence
Change from Baseline Teacher Well-Being at 9 months At baseline (beginning of academic year) and in 9 months Professional Quality of Life Scale, scores range from 1 to 5 with higher scores indicating greater well-being
Change from Baseline Supervisor Well-Being at 9 months At baseline (beginning of academic year) and in 9 months Professional Quality of Life Scale, scores range from 1 to 5 with higher scores indicating greater well-being
Change from Baseline Teacher Reflective Functioning at 9 months At baseline (beginning of academic year) and in 9 months Reflective Functioning Questionnaire, scores range from 1 to 7 with higher scores indicating greater reflective functioning
Change from Baseline Supervisor Reflective Capacity at 9 months At baseline (beginning of academic year) and in 9 months Reflective Supervision Rating Scale, Adapted Version, scores range from 1 to 4 with higher scores indicating greater reflective capacity
Change from Baseline Quality of Reflective Supervision Relationship at 9 months At baseline (beginning of academic year) and in 9 months Reflective Interaction Observation Scale, scores range from 1 to 5 with higher scores indicating a higher quality relationship
Program Climate assessed by Early Childhood Environment Rating Scale-Revised At 9 months (end of academic year) Rhode Island Department of Education record review
Change from Baseline Child Academic Skills at 9 months At baseline (beginning of academic year) and in 9 months Social Competence Scale - Teacher Version, Academic Skills subscale, scores range from 0 to 4 with higher scores indicating greater academic skills
Trial Locations
- Locations (1)
Bradley Hospital
🇺🇸Riverside, Rhode Island, United States