HHS/ACF/OPRE Head Start Classroom-based Approaches and Resources for Emotion and Social skill promotion (CARES) project: Impact and Implementation Studies- Baseline Lead Teacher Self-Report Survey

Appendix A.1:  Head Start CARES Baseline Lead Teacher Self-Report Survey

Updated: January 27, 2009

BASELINE TEACHER SELF-REPORT SURVEY FOR

HEAD START CARES

TABLE OF CONTENTS

IMPACT MEASURES:

3 Section A – Demographic Characteristics

• Questions come from Foundations of Learning surveys & FACES 2006

• Includes items on: age, gender, DOB, race/ethnicity, language, citizenship, country of origin, marital status, children, primary income earner, educational attainment, credentialing, number of years of teaching

11 Section B – Structural Characteristics of the Classroom

• Questions developed by MDRC

12 Section C – Emotion-Related Parenting Styles Self-Test

• Hakim-Larson, Parker, Lee, Goodwin, & Voelker (2006)

  • Shortened Dismissing/Disapproving and Emotion-Coaching subscales (5 items each) based on a recent factor analysis by Hakim-Larson.

13 Section D – Maslach Burnout Inventory – Educators Survey

• Maslach, Jackson, & Leiter (1986)

14 Section E – K-6 Kessler Psychological Distress Scale

• Kessler, Andrews & Colpe (2002)

IMPLEMENTATION MEASURES:

15 Section F – TCU Organizational Readiness for Change (ORC) – ALL teachers

• Lehman, Greener, & Simpson (2002)

• Subscales used: adaptability, cohesion, autonomy, change

17 Section G – Views on social-emotional development – ALL teachers

• Questions developed by Lewin

18 Section H – Questions about past training and professional development – ALL teachers

• Questions developed by Lewin

19 Section I – Wehby Teacher-Consultant Alliance Scale – ALL teachers

• Adapted from PATHS measure of teacher-coach relationship

• Adapted for teacher-teaching assistant

• This measure is currently proposed to capture facets of the teacher-teaching assistant relationship.

Section A – Demographic Characteristics

To be completed by the Lead Teacher

Date: __ __ /__ __ / 2009

School/Center Name: _______________________________________

Teacher Name: ___ __________________________________________________

First Last

Please fill out the following information about yourself and your experiences being a teacher. Your answers will be kept strictly confidential.

1. What is your age? ________________ YEARS

2. What is your gender?

MALE 1

FEMALE 2

3. What is your birth date?

|___|___| / |___|___| /|___|___|

DON’T KNOW d

REFUSED r

4. Are you of Spanish, Hispanic, or Latino origin?

YES 1

N O 0 GO TO 6

DON’T KNOW d

REFUSED r

5. Which one of these best describes you . . .

Mexican, Mexican American,

Chicano, 1

Puerto Rican, 2

Cuban, or 3

another Spanish/Hispanic/Latino

group? 4

DON’T KNOW d

REFUSED r

6. What is your race? You may name more than one if you like.

CODE ALL THAT APPLY

WHITE 1

BLACK, AFRICAN AMERICAN,

OR NEGRO 2

AMERICAN INDIAN OR ALASKA

NATIVE (SPECIFY) 3

ASIAN INDIAN 4

CHINESE 5

FILIPINO 6

JAPANESE 7

KOREAN 8

VIETNAMESE 9

ASIAN (NOT FURTHER SPECIFIED) 10

NATIVE HAWAIIAN 11

GUAMANIAN OR CHAMORRO 12

SAMOAN 13

OTHER PACIFIC ISLANDER

(SPECIFY) 14

ANOTHER RACE (SPECIFY) 15

DON’T KNOW d

REFUSED r

7. In what country were you born?

U SA 1 GO TO 9

ANOTHER COUNTRY (SPECIFY) 2

DON’T KNOW d

REFUSED r

8. How many years have you lived in the United States?

|___|___| NUMBER

DON’T KNOW d

REFUSED r

9. What language(s) do you speak (include English)?

_____________________________________________________

10. In total, how many years have you been teaching (including all grades and preschool)?

| | | NUMBER OF YEARS

DON’T KNOW d

REFUSED r

11. How many of those years have you been teaching Head Start (as either lead or assistant teacher)?

| | | NUMBER OF YEARS

DON’T KNOW d

REFUSED r

12. How many years have you been teaching in this particular Head Start center?

____________

13. What is the highest grade or year of school that you completed?

CODE ONE ONLY

UP TO 8TH GRADE 1

9TH TO 11TH GRADE 2

12TH GRADE BUT NO DIPLOMA 3

HIGH SCHOOL DIPLOMA/EQUIVALENT 4

VOC/TECH PROGRAM AFTER HIGH SCHOOL

BUT NO VOC/TECH DIPLOMA 5

VOC/TECH DIPLOMA AFTER HIGH SCHOOL 6

GO TO 15

SOME COLLEGE BUT NO DEGREE 7

ASSOCIATE’S DEGREE 8

BACHELOR’S DEGREE 9

GRADUATE OR PROFESSIONAL SCHOOL

BUT NO DEGREE 10

MASTER’S DEGREE (MA, MS) 11

DOCTORATE DEGREE (PH.D., ED.D) 12

PROFESSIONAL DEGREE AFTER BACHELOR’S

DEGREE (MEDICINE/MD; DENTISTRY/DDS;

LAW/JD/LLB; ETC.) 13

GO TO 19

DON’T KNOW d

REFUSED r

14. In what field did you obtain your highest degree?

CHILD DEVELOPMENT OR DEVELOPMENTAL

PSYCHOLOGY 1

EARLY CHILDHOOD EDUCATION 2

ELEMENTARY EDUCATION 3

SPECIAL EDUCATION 4

OTHER FIELD (SPECIFY) 5

DON’T KNOW d

REFUSED r

15. Did your schooling include 6 or more college courses in early childhood education or child development?

Yes 1 GO TO 17

NO 0

DON’T KNOW d

REFUSED r

16. Have you completed 6 or more college courses in early childhood education or child development since you finished your degree?

Yes 1

NO 0

DON’T KNOW d

REFUSED r

17. What is the name of the college or university (you attended/where you completed your highest degree)?

NAME OF COLLEGE/UNIVERSITY

DON’T KNOW d

REFUSED r

18. In what city and state is the (college/university) located?

CITY:

STATE:

DON’T KNOW d

REFUSED r

19. Do you have a Child Development Associate (CDA) credential?

Yes 1

NO 0

DON’T KNOW d

REFUSED r

20. Do you have a state-awarded preschool certificate?

Yes 1

NO 0

DON’T KNOW d

REFUSED r

21. Do you have a teaching certificate or license?

Yes 1

NO 0

DON’T KNOW d

REFUSED r

22. Including post-secondary school degrees, graduate degrees, etc., are you currently enrolled in any additional teacher-related training or education?

Yes 1

NO 0

DON’T KNOW d

REFUSED r

23. What kind of training or education program are you enrolled in?

CODE ONE ONLY

CHILD DEVELOPMENT ASSOCIATE (CDA)

DEGREE PROGRAM 1

TEACHING CERTIFICATE 2

SPECIAL EDUCATION TEACHING DEGREE 3

GRADUATE DEGREE

(MASTER’S OR PH.D. OR ED.D.) 4

OTHER (SPECIFY) 5

DON’T KNOW d

REFUSED r

24. What is your total annual salary (before taxes) as a teacher for the current school year?

$ | | | |,| | | | PER YEAR

DON’T KNOW d

REFUSED r

25. How many hours per week does this salary cover (not including overtime)?

| | | HOURS PER WEEK

DON’T KNOW d

REFUSED r

26. Are you the primary income earner of your household?

 Yes

 No

27. What is your marital status? (Choose only one)

 Single

 Married

 Remarried

 Living with partner (not married)

 Divorced

 Separated

 Widowed

28. Do you have any children?

 Yes

 No (skip to question #30)

29. If so, what are the ages of your children? (check all that apply)

Ages Do they currently live with you?

 0-2 years  Yes  No

 3-5 years  Yes  No

 6-10 years  Yes  No

 11-18 years  Yes  No

30. Do you have any children living in your household who attend Head Start now?

Yes 1

NO 0

DON’T KNOW d

REFUSED r

31. Did any child who lived in your household in the past attend Head Start?

Yes 1

NO 0

DON’T KNOW d

REFUSED r

Section B – Structural Characteristics of the Classroom

Today’s date: _____ / _____ / __________

Teacher name: ________________________________________

Head Start Center: ___________________________________

Class: _______________

Room: _______________

Total student enrollment in classroom: _______________

Number of teachers/teaching assistants assigned to classroom (please include yourself): __________

Average number of children absent on any given day: _______________

Average number of children late on any given day: _______________

Number of students today: __________

Names of other teachers/teaching assistants in the classroom on any given day (and circle one):

1. ________________________________________ Teacher / Teaching Assistant / Other

2. ________________________________________ Teacher / Teaching Assistant / Other

3. ________________________________________ Teacher / Teaching Assistant / Other

4. ________________________________________ Teacher / Teaching Assistant / Other

Section C – Emotion-Related Parenting Styles Self-Test (will be adapted for teachers)

1. When my child is acting sad, he turns into a real brat.

2. Children often act sad to get their way.

3. I don’t mind dealing with a child’s sadness, so long as it doesn’t last too long.

4. When my child is sad, I try to help the child explore what is making him sad.

5. When my child is sad, we sit down to talk over the sadness.

6. When my child is sad, I try to help him figure out why the feeling is there.

7. When she gets sad, I warn her about not developing a bad character.

8. When my child is angry, it’s time to solve a problem.

9. When my child gets angry, my goal is to get him to stop.

10. It’s important to help the child find out what caused the child’s anger.

Factor 1: Dismissing/Disapproving: Items 1,2,3,7,9

Factor 2: Emotion Coaching: Items 4,5,6,8,10

The Likert scale ranges from 1 (always false) to 5 (always true).

Section D – Maslach Burnout Inventory – Educators Survey

Section E – K-6 Kessler Psychological Distress Scale

Section F – TCU Organizational Readiness for Change (ORC) – ALL teachers

The next several questions ask about how you see yourself and people you work with. Your answers will be confidential (i.e., not recorded or shown with your identification). Honesty is needed to make this information useful in identifying strengths/weaknesses of this center and addressing them.

Please mark your answers by completely filling in the appropriate circles, as illustrated below. If you do not feel comfortable giving an answer to a particular statement, you may skip it and move on to the next statement. If an item does not apply to you or your workplace, leave it blank.

Example:

Person 1. I like chocolate ice cream. ............................ ○  ○ ○ ○

(This person disagrees so she probably doesn’t like chocolate ice cream)

Person 2. I like chocolate ice cream. .............................. ○ ○ ○ ○ 

(This person likes chocolate ice cream a lot)

How strongly do you agree or disagree

with each of the following statements?

1. Staff here all get along very well. …………….… ○ ○ ○ ○ ○

2. Too many staff decisions have to be reviewed

by someone else. ………………………….... ○ ○ ○ ○ ○

3. Management here fully trusts your

professional judgment.………………….….. ○ ○ ○ ○ ○

4. There is too much friction among staff members. ○ ○ ○ ○ ○

5. The staff here work together effectively as a team. ○ ○ ○ ○ ○

6. Staff members are given broad authority in

carrying out their duties. ……………….. ○ ○ ○ ○ ○

7. Staff here are always quick to help one another

when needed. …………………………………… ○ ○ ○ ○ ○

8. Novel ideas by staff are discouraged here………… ○ ○ ○ ○ ○

9. Mutual trust and cooperation among staff here

are strong………………………………………….. ○ ○ ○ ○ ○

10. You are willing to try new ideas even if some

people are reluctant……………………………… ○ ○ ○ ○ ○

11. Learning and using new procedures are easy

for you…………………………………………. ○ ○ ○ ○ ○

12. It is easy to change routine procedures to

meet new conditions……………………………… ○ ○ ○ ○ ○

13. Staff here are free to try out different ideas

or techniques………………………………………. ○ ○ ○ ○ ○

14. You are sometimes too cautious or slow to

make changes………………………………….. ○ ○ ○ ○ ○

15. There are too many rules and limitations here. ○ ○ ○ ○ ○

16. You frequently hear good staff ideas for

improving operations…………………………… ○ ○ ○ ○ ○

17. Some staff members do not do their fair

share of work…………………………………….. ○ ○ ○ ○ ○

18. The general attitude here is to change things

that aren’t working……………………………… ○ ○ ○ ○ ○

19. You are encouraged here to try new and

different ideas…………………………………….. ○ ○ ○ ○ ○

20. You are able to adapt quickly when you

have to shift focus………………………………. ○ ○ ○ ○ ○

Questions from the TCU Organizational Readiness for Change (ORC) measure. Subscales used:

• Adaptability: Items 10, 11, 14, 20

• Cohesion: Items 1, 4, 5, 7, 9, 17

• Autonomy: Items 2, 3, 6, 13, 15

• Change: Items 8, 12, 16, 18, 19

Section G – Views on social-emotional development – ALL teachers

Before entering kindergarten, there are academic and social-emotional milestones that children should be able to master.

• Examples of academic skills include: can recite ABCs, knows all the letters in his/her first name, can recognize basic shapes and colors, and can count to 10.

• Examples of social-emotional skills include: plays nicely with other same-aged children, follows simple directions given by an adult, stays in seat when appropriate, and can wait his/her turn and share.  

Please indicate which of the following options best represents your opinion by filling in the appropriate circle.

Would you say:

О I value children’s academic readiness for school a lot more than I value children’s social-emotional readiness for school.

О I value children’s academic readiness for school a little more than I value children’s social-emotional readiness for school.

О I value children’s academic readiness for school as much as I value children’s social-emotional readiness for school.

О I value children’s academic readiness for school a little less than I value children’s social-emotional readiness for school.

О I value children’s academic readiness for school a lot less than I value children’s social-emotional readiness for school.

Section H– Past training and professional development – ALL teachers

(ALL teachers): Within the last year, how many professional development days did you use? _____

(Program model teachers): How many of these days were used for <program model>? ____

(Control teachers): Within the last year, have you had training in:

(Program model teachers): Not including the training you received in <program model>, in the last year, have you had training in:

	No	Yes	If yes, when?	If yes, number of hours?
a. how to foster social behavior and emotional skills in preschoolers?
b. classroom management?
c. children’s attention or self-regulation skills?

(ALL teachers): In the last year, have you had training in the following curricula:

	No	Yes	If yes, when?	If yes, number of hours?
Al’s Pals
­­­As I am Program
Behavior Modeling Curriculum
Chicago School Readiness Project
COMPASS
Conscious Discipline
CSEFEL (The Center on the Social and Emotional Foundations for Early Learning)
Denham’s Teacher Training Intervention
Emotions Course
FACET
Foundations of Learning
Functional Assessment
Gillespie Modeling Program
Guralnick’s Intervention
Head Start REDI
Incredible Years Dinosaur School
Incredible Years Parenting Program
Incredible Years Teacher Training Program (Remove for program teachers)
Positive Behavior Support
Preschool PATHS (Remove for program teachers)
Project STAR
Resilient Peer Treatment
Second Step
Tools of the Mind (Remove for program teachers)
Other (please specify: )

Section I – Wehby Teacher-Consultant Alliance Scale – ALL teachers

Please fill in the circles that best represent your experience with the teaching assistant with whom you have been working.

		Never	Seldom	Sometimes	Often	Always
1.	The teaching assistant and I trust one another.	О	О	О	О	О
2.	The teaching assistant and I work together collaboratively in the classroom.	О	О	О	О	О

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