University:
Boston University
Course:
QST SM 101 | Introduction to Management
Academic year:

2020
Views:

63

Pages:

16
Author:

Eleanor Schaefer

Teacher Training and Coaching Attendance Percent of Teachers (n=413) Completing Training/Coaching 100% 80% 60% 40% 20% 0% Completed All 4 Teacher Training Sessions Half or More Few or None 2 Coaching Sessions for Teachers 18 Teacher Implementation (n=123) • 92% reported facilitating Open Circle Meetings for 15+ minutes • 81% reported facilitating Open Circle Meetings one or more times per week • 83% reported completing at least three-quarters of all curriculum lessons 19 Teacher Fidelity Coaches’ Fidelity Checklist for Teachers in first year of Implementation (n=316) Not Skilled 7% Somewhat Skilled 31% Skilled 63% Note: Total adds up to more than 100% because of rounding. 20 Teacher SEL Integration (n=121) I integrated SEL throughout the day I modeled SEL skills throughout the day I posted SEL visuals in my classroom I used SEL community-building activities I read or assigned SEL-themed books I sent SEL content to families 0% Very Frequently 20% Frequently 40% 60% 80% 100% Occasionally 21 Whole-School Implementation Special Subject Teachers and Support Staff Infusion (n=76) I used SEL vocabulary in my interactions with students I encouraged my students to practice SEL skills I used SEL community-building activities I infused SEL in school-wide activities (e.g. assemblies) I posted SEL visuals in my work area I read SEL-themed books with students I collaborated with grade-level teachers on an SEL-related project 0% Very Frequently 20% Frequently 40% 60% 80% 100% Occasionally 22 Program Satisfaction I would recommend Open Circle to a colleague. Agree Strongly Agree Teachers (n=124) 44% 44% Specialists/Paraprofessionals (n=76) 43% 32% Administrators (n=24) 46% 50% How satisfied are you with Open Circle in your school? Very Satisfied Extremely Satisfied Teachers (n=124) 45% 21% Specialists/Paraprofessionals (n=76) 36% 17% Administrators (n=24) 75% 17% 23 Impacts Across Staff (Teachers/Specialists/Administrators: n=228) Open Circle… Percent Agreement Provided a common vocabulary 89.0% Increased my students’ demonstration of prosocial behaviors 93.9% Reduced my students’ demonstration of negative behaviors 89.9% Helped to create a safer environment in my school 92.1% Helped to create a more caring environment in my classroom/school 93.4% Helped to create a more highly engaged environment in my classroom/school Enabled me to spend less time managing disruptive behaviors and more time on academics 88.6% Enabled me to make fewer office referrals for student behavior problems 51.8% 86.8% 24 Student Behaviors & Climate ProSocial Behaviors1 Negative Behaviors1 Classroom Climate2 PreSurvey Mean PostSurvey Mean Paired t-test 3.37 3.61 t = -6.00, p < .0001 2.13 2.24 t = -2.24, p < .0267 4.75 4.68 t =1.56, p < .1211 1 Teachers, Specialists, Paraprofessionals (n=138) 2 All staff (n=190) 25 Perceived Impact of Training & Coaching Positive Training/Coaching Impact Correlated to Improved Outcomes Training Coaching Post School/Classroom Climate .34*** (n=204) .30*** (n=127) Post Prosocial Behaviors .33*** (n=204) .20* (n=127) Post Negative Behaviors -.14* (n=204) -.19* (n=127) * p < .05 *** p < .001 CLASS Observation Results Spring 2014 (n=26 teachers/classrooms) CLASS Emotional Support (M=2.02) CLASS Classroom Organization (M=5.39) CLASS Instructional Support (M=3.88) Meeting Fidelity .78*** .76*** .63*** Carryover Fidelity .70*** .54*** .67*** Student Engagement .62*** .68*** .50*** • CLASS observation scores highly correlated with observed fidelity scores and student engagement. (p<.001) • CLASS scoring:1-2= low range, 3-5=middle range; 6-7=high range. 27 Student Surveys SSIS (n=342) Pre Post Paired t-test Cooperation 3.20 (0.53) 3.19 (0.53) t=-0.24 Empathy 3.18 (0.61) 3.12 (0.60) t=-1.39 Self Control 2.68 (0.69) 2.68 (0.70) t= 0.03 Bullying 1.36 (0.51) 1.28 (0.44) t=-2.36* 28 Preliminary Multi-level Modeling Results • Analytic sample: (N=19,487) Students nested in classrooms, nested in schools The estimated variance components indicated that 11% of the variation in SEL scores was between schools, 23% was between classes, and 65% was between students • Suggestion of cumulative effect — two years of Open Circle and comparison non-Open Circle higher on SEL report card compared to one year of Open Circle (controlling for sociodemographics) • Socio-demographics explained more of the variation in student scores than participation in any SEL program Qualitative Results • Teacher feedback focused on positive experiences with Open Circle (n=28), ways Open Circle helps students (18), the importance of making Open Circle a whole-school initiative (n=23), and requests to extend the Open Circle Curriculum into middle school (n=4). • The majority of comments expressed excitement about Open Circle. “Lessons are teacher friendly, well thought out and easy to implement.” “Open Circle gives us some common language, a basic routine, and a set of tools to work on social and emotional learning.” “Open Circle can go a long way toward creating a safe and supportive school culture.” “the lessons have been very useful to me in helping students develop acceptance and respect for each other, resulting in a supportive community environment in the class.” “I think that Open Circle has made a lot of difference in how my class settled down…without Open Circle, I would not have been able to teach.” • Barriers expressed included: need for greater administrative support, variation in level of buy-in by teachers, in follow through with training, and implementation. Success Factors • Cultivate many SEL champions at district-level and throughout schools • Leverage relationships and funding from external community groups • Follow up and follow through Overloaded schools often need extra support for implementation • Expect a range of needs Schools vary widely in their levels of commitment, responsiveness and capacity for SEL work 31 Next Steps  Preliminary results indicate that this whole-school SEL program is highly scalable Key success factors have been initial and ongoing principal and district administrator support and teacher buy-in  Latent class analysis with full district data to determine if Open Circle is more effective with particular groups of students  Longitudinal analysis with a third year of district data  Analysis of combined district and observation data Conclusion Achieved extensive, wholeschool SEL professional development and implementation across a significant share of schools in large urban district in two years 33