care nyc teacher and classroom outcomes

ExaminingImplementation,Process,andOutcomesofCAREforTeachers,aMindfulness-

basedIntervention

Patricia (Tish)Jennings,M.Ed.,Ph.D.,ChairSaraRimm-Kaufman, Ph.D.,Discussant

UniversityofVirginia

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EnhancingTeachers’WellbeingandClassroomQuality:ResultsfromaRandomized

ControlledTrialofCARE

Patricia(Tish) Jennings, M.Ed.,Ph.D.UniversityofVirginiaAnthony DeMauro,MA

PennsylvaniaStateUniversityJenniferFrank,Ph.D.Sebrina Doyle,MAYoonkyung Oh,Ph.D.MarkGreenberg, Ph.D.

FordhamUniversityJoshuaBrown,Ph.D.Regin Davis,MADamira Rashid,MAAnnaDeWeese,MA

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Cultivating Awareness and Resilience in Education

CARE

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AModelofTeacherSocialandEmotionalCompetenceandClassroomandChildOutcomes

HealthyTeacher/StudentRelationships

HealthyClassroomClimate

EffectiveSELimplementation

Teachers’ Social & Emotional Skills &

Well Being

StudentSocial,emotional&

academicoutcomes

Effectiveclassroom

managementskills

School/Community Context Factors

Jennings & Greenberg (2009)

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EmotionalExhaustion

De-personalization

ReducedEfficacy

TheBurnoutCascade


EmotionalExhaustion

De-personalization

LackofAccomplishment

TheBurnoutCascade

50% leave within first 5 years of teaching (NEA, 2006)

Whateffectdoesteacherburnouthaveonclassroomenvironmentsandstudent

learning?

The image part with relationship ID rId2 was not found in DepressionClassroomQuality

EmotionalSupport

ClassroomOrganization

InstructionalSupport

BDIDepression -0.42* -0.45** -0.51**

Note.*p<.05(2-tailed),**p<.01(2-tailed)

(Jennings, 2014)

The image part with relationship ID rId2 was not found in MetLifeSurveyoftheAmericanTeacher

“...teachersatisfactionhasdecreasedby15pointssincetheMetLifeSurveyoftheAmericanTeachermeasuredjobsatisfactiontwoyearsago,nowreachingthelowestlevelofjobsatisfactionseeninthesurveyseriesinmorethantwodecades”(2012,p.3).


• Nearly50%ofteachersleavetheprofessionafter5years.

• TotalcostofturnoverintheChicagoPublicSchoolsisestimatedtobeover$86millionperyear(NationalCommissiononTeachingandAmerica’sFuture,2007)

CostofTeacherTurnover


• Teacherswhoexperiencehighlevelsofstressmaytransmitthesenegativeimpactsdirectlytostudentsvia"stress-contagion"

• Nationallyrepresentativesampleoffirstgraders(N =10,700)

• Childreninclassroomswithteachersreportinggreaterlevelsofstresshadhigherinternalizingandexternalizingdisorders.

“Stress-Contagion”

(Milkie &Warner,2011)

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• Earlystressmayimpairthedevelopmentofself-regulation

• Interfereswithlearning• Overtimemaycauselearningandbehaviorproblems

• Especiallyforchildrenat-risk• Teachersupportmaybeprotective

Blair&Raver,2012


• Conceptualizedasatrait/state andapractice– Self-regulationofattention• Allowsformetacognitiveawareness ofone’semotionalandcognitiveexperience

– Non-judgmentalawareness• Characterizedbycuriosity,openness,andacceptance(Bishop,etal.,2004,p.232)

• Decentering– E.g.Safran &Segal (1990)

Mindfulness

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• Agrowingbodyofresearchisdemonstratingresults:– Enhancedmemory– Increasedabilitytoconcentrate– Increasedabilitytouseattentiontoregulateemotion

– Increasedability forempathyandcompassion– Reduceddistressandincreasedpositiveaffect– BrainchangesthatsupportemotionregulationDavidsonetal.,2003;Frederickson etal.,2008;Hölzel etal.2008;Jha,Krompinger,&Baime,2007;Luders etal.,2009;Lutzetal.,2008;Shapiro,Schwartz,&Bonner,1998,Slagter,etal.,2007)


• Cultivating• Awareness• Resiliencein• Education

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• 5Sessions–2days–1day(2-3weekslater)–1day(2-3weekslater)–1daybooster

• Phonecoaching

ProgramModel

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• SelfCare• EmotionAwareness

• Didacticlessonsonnatureofemotion• Emotionsinrelationtoteaching&learning• Experientialexercisestopromoteemotionalawareness

• Mindfulness• Mindfulawarenesspractices• Mindfulwalking

• Empathy&Compassionforselfandother• Caringpractice(metta)• Mindfullisteningexercises

• Applicationsofthesetoteachingthroughdiscussionandroleplays

The image part with relationship ID rId2 was not found in Goal3:CARENYCClusterRCT

• Replication and refinement of Goal 2 teacher outcomes• Classroom observation (CLASS)• Emotional Support• Instructional Support• Classroom Organization

• Studentoutcomes• Teacherreports

• AcademicCompetenceEvaluationScales(ACES)• Student-TeacherRelationshipScale(STRS)• SocialSkillsInterventionSystemRatingScale(SSIS)

• Schoolrecords• Attendance• Discipline• Grades&testscores

The image part with relationship ID rId2 was not found in CARELogicModel

The image part with relationship ID rId2 was not found in Sample

• 2Cohortsof36elementaryschools(2012-13:8schools,2013-14:28schools)

• 224teachers(118CARE,108Control)– 93%female– 35%White– 33%Hispanic– 24%AfricanAmerican

• 5036students

The image part with relationship ID rId2 was not found in Attrition


• DistressAggregate(32items,alpha=.89)– Maslach BurnoutInventory(Maslach,Jackson,&Leiter,1997):

• EmotionalExhaustion– GeneralizedAnxietyDisorder(Spitzer,Kroenke,Williams,&Lowe,2006)– PatientHealthQuestionnaire(Depression)(Kroenke &Spitzer,2002)– PROMISSleep(Buysse,Yu,Moul, Germain,Stover,Dodds etal,2010)– Perceived StressScale (Cohen,Kamarck,&Mermelstein,1983)

• TimeUrgencyAggregate(28items,alpha=.70)– TimeUrgencyScale:(Landy,Rastegary,Thayer,&Colvin,1991)

• Eating• Speech• Competititiveness• Task-related Hurry• General Hurry

• EmotionRegulation(ERQ:Gross&John,2003,10items,alpha=.67)– Suppression– Reappraisal

TeacherSelf-ReportMeasures


• EfficacyAggregate(12items,alpha=.84)– TeacherEfficacyScale(Tschannen-Moran&WoolfolkHoy,2001):

• Student Engagement• Instructional Efficacy• ClassroomManagement

• MindfulnessAggregate(36items,alpha=.72)– Five-FacetMindfulnessQuestionnaire(Baer,Smith,&Allen,2004):

• Observe• Describe• Awareness• Non-React• Non-Judge

– InterpersonalAwareness(Frank,Jennings,&Greenberg,2016)

TeacherSelf-ReportMeasures


• ClassroomAssessmentScoringSystem(CLASS)(Pianta,LaParo,&Hamre,2008)– EmotionalSupport

• Positiveclimate• Negativeclimate• Teachersensitivity• Respectforstudentperspective

– ClassroomOrganization• Behaviormanagement• Productivity• Instructionallearningformats

– InstructionalSupport• Conceptdevelopment• Qualityoffeedback• Languagemodeling

ObservationalMeasure

ProceduresTimelineCARE

Intervention

Waitlist-Control

CARE Training

Sessions

Random Assignment

Recruited 8 schools

(4-9 Ts per school)

53 Total Teachers

Spring/Summer 2012

Fall/Winter 2012-2013 Spring 2013 Spring 2014

CARE Training

Sessions

Online Self-Report

Surveys

2012-2013SchoolYear 2013-2014SchoolYear

Online Self-Report

Surveys

2011-2012SchoolYear

Repeatedprocedure forCohort2


• Nosignificantintervention/controlgroupdifferencesonmeasuresordemographiccharacteristics (age,gender,race,relationshipstatus,income,educationlevel,certification,yearsteaching/school/grade,classroomdemographics).

• Treatmentvs.controlcontrastsusingHLM(Mplus)• Teachersandclassroomsclusteredinschools• Posthocanalysesofaggregatescalesandsubscales

DataAnalyses

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-0.3

-0.2

-0.1

0

0.1

0.2

0.3

0.4

Personaldistress Timeurgency Emotionregulation

Efficacy Mindfulness

ImpactonTeacherSelf-ReportedOutcomes inEffectSizes

p =0.047* p =0.020* p =0.005** NS p =0.007**

The image part with relationship ID rId2 was not found in Post-hocAnalyses

The image part with relationship ID rId2 was not found in CLASSOutcomes

The image part with relationship ID rId2 was not found in ImpactonCLASSOutcomesinEffectSizes

-0.15

-0.1

-0.05

0

0.05

0.1

0.15

0.2

0.25p =0.051* p =0.031* NS p =0.046* NS p =0.093 NS p =0.052* NS NS


• TheCAREprogrampromotesteacherssocialandemotionalcompetenceandwell-being.

• CAREresultedinobservableimprovementsinclassroominteractionsorprotectedagainstdeclines– Emotionalsupport:stableamongCAREteachers,declinedamongcontrols• Positiveclimatestable• Teachersensitivityincreased

– Trendforimprovedclassroomorganization• Significantimprovedproductivity

• Mindfulness-basedinterventionsdeliveredtoindividualsmayhavedownstreameffectsontheclassroomsocialenvironmentstheyinhabit.

Conclusions

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• Longitudinal analyses(2-year)ofteacheroutcomes

• Exploremoderatorsandmediators• Explorerelationshipsbetweenfidelity,amountofpracticeandoutcomes

• Baselineanalyses• Sustainability– Exploringdifferentmodels– Buildingcapacity

• Cost-benefitanalyses

The image part with relationship ID rId2 was not found in Acknowledgements

• OriginalCAREdevelopmentsupportedbytheGarrisonInstitute

• FundingprovidedbytheUSDepartmentofEducation,IESGrantnumbersR305A090179&R305A120180

• Investigators:Tish Jennings,JoshuaBrown,MarkGreenberg

• Otherresearchstaff: JenniferFrank,Regin Davis,Sebrina Doyle,AnnaDeWeese,Damira Rasheed,Yoonkyung Oh

• ProgramDevelopers:Tish Jennings,RichardBrown,ChristaTurksma

• ProgramFacilitators:Tish Jennings,DavidKeiser,SueRuskin-Meyer,AdiFlesher,IleneSmith,AnnaDeWeese

• FidelityCoders:SebrinaDoyle,SarahKothe,SusanFountain,KamiDvorakova




Contact:[email protected]