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

Appendix A.2:  Head Start CARES Follow-up Lead Teacher Self-Report Survey

Updated: January 27, 2009

FOLLOW-UP TEACHER SELF-REPORT SURVEY FOR

HEAD START CARES

TABLE OF CONTENTS

IMPACT MEASURES:

4 Section A – Demographic Characteristics

• Questions are for matching purposes only

5 Section B – Structural Characteristics of the Classroom

6 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.

7 Section D – Maslach Burnout Inventory – Educators Survey

• Maslach, Jackson, & Leiter (1986)

8 Section E – K-6 Kessler Psychological Distress Scale

• Kessler, Andrews & Colpe (2002)

IMPLEMENTATION MEASURES:

Questions in sections G through J were developed based on implementation research (e.g., Durlak & DuPre, 2008; Han & Weiss, 2005; Ialongo et al., 1999; Lochman et al., in press)

9 Section F – Views on social-emotional development – ALL teachers

10 Section G – Social-emotional-related classroom practices – ALL teachers

11 Section H – Working with your coach – Program model teachers only

• Some items are from PATHS to PAX

13 Section I – Perceptions of program model – Program model teachers only

14 Section J – Organizational Climate: Cohesion – ALL teachers

• From TCU Organizational Readiness for Change measure (Lehman, Greener, & Simpson, 2002)

15 Section K – Questions about past training and professional development – ALL teachers

• Questions developed by Lewin

17 Section L – 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.

18 Section M – Supervisor monitoring and support – Program teachers only

• Questions developed by Lewin

Section A – Demographic Characteristics

To be completed by the Lead Teacher

Date: __ __ /__ __ / 2009

School/Center Name: _______________________________________

Teacher Name: ______________ _____________________________________

First Last

What is your date of birth? ______ / ______ / 19_____

Section B – Structural Characteristics of the Classroom

Today’s date: _____ / _____ / __________

Teacher name: ________________________________________

Head Start Center: ___________________________________

Class: _______________

Room: _______________

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

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 – 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 G – Social-emotional-related classroom practices – ALL teachers

How often do you implement the following social-emotional practices?

	Very rarely or never	A few times a month	Once a week	A few times per week	Once a day	Several times a day
Establish clear expectations of classroom behavior	□	□	□	□	□	□
Reiterates rules and routines	□	□	□	□	□	□
Use clear commands and consistently set limits	□	□	□	□	□	□
Support children’s positive behavior (e.g., support prosocial interaction such as cooperation play)	□	□	□	□	□	□
Emotion coaching children (i.e., helping children recognize, label, and deal with their feelings)	□	□	□	□	□	□
Help children with their social problem-solving skills (e.g., helping children with their ability to communicate or “dialogue” their problems to peers)	□	□	□	□	□	□
Help children with their self-regulation skills (e.g., self-control, thinking before acting)	□	□	□	□	□	□
Offer reward structures	□	□	□	□	□	□
Scaffold children’s learning	□	□	□	□	□	□
Assist children in understanding various social roles (through make-believe play)	□	□	□	□	□	□
Foster child planning/organizing skills (e.g., encourage planful, self-directed learning)	□	□	□	□	□	□
Other (please describe: )	□	□	□	□	□	□

Section H – Working with your coach – Program teachers only

1. Overall, how easy was the coach to work with?

1	2	3	4
Very Difficult	Somewhat Difficult	Somewhat Easy	Very Easy

2. Please indicate how frequently your coach displays the following behaviors.

	Never	Seldom	Sometimes	Often	Always
My coach listens to me.					
My coach communicates clearly.					
My coach is open to my ideas					
My coach encourages me to solve problems on my own					
My coach tries to understand my needs as a teacher implementing the program.					
My coach helps me to understand core principles of the program model.					
My coach helps me to understand how I can adapt the program while still keeping the core principles.					
My coach provides helpful guidance on how to implement the program model in my classroom					

3. Please indicate how often you feel this way about your coach.

	Never	Seldom	Sometimes	Often	Always
I trust my coach.					
I am open to my coach’s feedback.					
I can talk to my coach when I have difficulties implementing the program model.					
I can work out solutions with my coach when I have difficulties implementing the program model.					
I feel supported by my coach.					
After meeting with my coach, I feel more motivated to use the program.					
I am satisfied with how much coaching I currently receive.					
There is mutual respect between me and my coach.					
I am satisfied with the quality of coaching I currently receive.					

4. Please indicate how often you feel this way about the coaching sessions.

	Never	Seldom	Sometimes	Often	Always
The objectives of the coaching sessions are clear					
The coaching sessions provide me with useful information and strategies					
The coaching sessions help me to manage classroom challenges					
The time I spend working with my coach is effective and productive.					

5. How much does the quality of your relationship with your coach affect how you implement <program model> in your classroom?

1	2	3	4
A lot	Somewhat	Very little	Not at all

Section I – Perceptions of Program Model – Program teachers only

For each item, check the box that best represents your views.

	Very well	Pretty well	Somewhat	Not at all well
How well does <program model> fit with the overall mission of Head Start?				
How well does <program model> fit with the priorities of this Center?				
How well does <program model> fit with your beliefs about how to change preschoolers’ behavior?				
How well does <program model> fit with your beliefs about how to foster children’s social behavior and emotional skills?				
How well does <program model> fit with your beliefs about how to manage your classroom?				

6. Overall, would you say it has been easy or difficult to implement <program model>?

1	2	4	5
Very difficult	Somewhat difficult	Somewhat easy	Very easy

7. How confident are you in your ability to implement <program model>?

1	2	3	4
Not at all confident	Somewhat confident	Pretty confident	Very confident

8. Overall, how effective do you think <program model> has been?

1	2	3	4
Not at all effective	Somewhat effective	Pretty effective	Very effective

Section J – Organizational Climate: Cohesion – ALL teachers

How strongly do you agree or disagree

with each of the following statements?

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

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

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

4. Staff here are always quick to help one another

when needed. …………………………………… ○ ○ ○ ○ ○

5. Mutual trust and cooperation among staff here

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

6. Some staff members do not do their fair

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

Section K – Questions about 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?
d. children’s early literacy
e. child health
f. other (_________________________)

(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 L – Wehby Teacher-Consultant Alliance Scale (adapted) – ALL teachers

For each question, please fill in the circle that best represents your experience with the teacher or teaching assistant with whom you have been working.

		Never	Seldom	Sometimes	Often	Always
1.	The teaching assistant and I agree on what the most important goals for the program are.	О	О	О	О	О
2.	I feel confident of the teaching assistant’s ability to help implement the program.	О	О	О	О	О
3.	The teaching assistant and I trust one another.	О	О	О	О	О
4.	The teaching assistant and I are working together collaboratively to improve the effectiveness of the program in the classroom.	О	О	О	О	О
5.	The teaching assistant followed through with commitments and responsibilities.	О	О	О	О	О
6.	Overall, the teaching assistant has shown a sincere desire to understand and improve the implementation of the program model.	О	О	О	О	О

Section M – Supervisor monitoring and support - Program teachers only

1. Relative to the other requirements of your Head Start program, what priority does your supervisor place on using <program model>?

1	2	3	4
Very low priority	Somewhat low priority	Somewhat high priority	Very high priority

2. For each of the following, please fill in the circle that best represents your experience with your supervisor.

		Never	Seldom	Sometimes	Often	Always
a.	My supervisor has clear expectations regarding my implementation of <program model>.	О	О	О	О	О
b.	My supervisor asks me what help/resources I need to implement <program model>.	О	О	О	О	О
c.	My supervisor monitors how much time I spend implementing <program model>.	О	О	О	О	О
d.	My supervisor rewards me for using <program model> in my classroom.	О	О	О	О	О

18