Fidelity and Quality of Implementation of the Adapted Cultivating Awareness and Resilience in Education (CARE) Professional Development Program for Teachers

• In Event: The Impact of Teacher Social and Emotional Learning (CARE) + Student Social and Emotional Learning (PATHS) on Students’ Success During COVID

Abstract

Purpose: This paper describes the fidelity and quality of implementation of the adapted version of the CARE professional development program described in paper 1. To capture program fidelity and quality, we used three facilitator-focused observer-rated measures, and five teacher-reported measures that examined responsiveness to the program. We expected to be able to maintain high program fidelity and we were interested in learning more about the extent to which facilitators would be able to effectively engage teachers in a mindfulness-based program in a remote video format.

Methods and Data Sources: Teachers in schools randomized to receive CARE were invited to participate in zoom sessions on three occasions during the 2021-2022 school year: in August before the start of school (8 hours), in November (2 hours), and in January (2 hours). Over this time, 10 CARE facilitators delivered 64 training sessions to 665 Chicago Public school teachers (121 Grade 1-4 teachers participating in the study, and 544 of their colleagues teaching Grades K and 5-8). CARE sessions were recorded and a team of undergraduate students examined program fidelity by rating whether activities were completed as planned and the extent to which the learning objectives were met. They also rated the quality of the online training platform and the quality of facilitation. At the end of each session, teachers also reported on their engagement and satisfaction with the training, and the perceived benefits, usefulness, and quality of the training.

Results: Overall, the remote CARE sessions were completed with good program fidelity and quality. Specifically, an average of 90% of the activities were completed as planned (SD=8) and the learning objectives were met to a high degree (M=3.5, SD=0.4; range 1-4). Teachers reported being engaged in the sessions (M=3.2, SD=0.7; range 1-4) and satisfied with the CARE program (M=4.2, SD=0.8; range 1-5). Teachers also reported that they found the program useful (M=4.3, SD=0.7; range 1-5) and to be of comparable or higher quality than other PD programs they had completed (M=3.6, SD=0.8; range 1-5).

Significance: The study suggests that CARE can be delivered with fidelity and quality in a remote format. Overall teacher responsiveness is lower than in other studies. Findings are discussed in relation to the pressing challenges of the local teaching context during COVID and implications for future practice and research.

Author

• Tara Lynn Hofkens, University of Virginia