Sharpening the focus: Using domain-specific tools for coaching to improve classroom quality for DLLs

• In Event: AERA Roundtable Session Thursday 9:45 am - Gold 2
  In Roundtable Session: Fostering High Quality Early Learning Instruction for Dual Language Learners through Classroom Observation Research

Abstract

Purpose. This paper will provide an overview of classroom quality outcomes for four cohorts of preschool teachers utilizing the Self-Evaluation of Supports for Emergent Bilingual Acquisition (SESEBA), a tool aimed to provide strategies and a guide for self-reflection and coaching to improve language and literacy practices for Dual Language Learners (DLLs). The SESEBA is designed to complement the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA), which measures the quality of language and literacy supports offered by teachers to DLLs. Through the use of the CASEBA we examine growth in teacher practice over time related to language and literacy practices in both English and Spanish as well as cultural responsivity before and after teacher use of the SESEBA.

Theoretical Framework. Building on socio-ecological theory, our theory of change asserts that meaningful policy change requires carefully constructed tools that empower educators on the frontline as experts and ensures quality experiences that fit DLLs’ needs. These needs include both English and Spanish development, and cultural responsivity. The SESEBA fills this space by providing a tool for teachers working with DLLs, aligning practice with research-based strategies.

Methods. Through pre-post data analysis, this paper will describe the experiences and growth of preschool teachers (N=50) who used SESEBA during their participation in a one-year program titled, Building Early Learning Latiné Educators (BELLE). Structured observations of classroom quality were conducted using the CASEBA to identify practices that were the most frequently used and significantly improved because of the SESEBA tool, as well as other emerging patterns of growth.

Data Sources. Classroom observation data comes from four cohorts of BELLE program participants. In total the sample includes 50 classrooms from 2021through spring 2025, which were collected to assess the extent of language supports present prior to any BELLE workshops (fall), and after teachers completed the workshop series (spring) and implemented the SESEBA system.

Results. Preliminary results suggest modest, but significant gains on the CASEBA across participating classrooms. Individual item scores show where teachers improved. Table 1 shows results from the most recent cohort as an example. Results for overall CASEBA growth by cohort can be seen in Figure 1. Figures 2-6 show growth by cohort for individual subscales.

Significance. Findings from this study underscore the SESEBA tool and coaching experiences as a valuable PD resource as it allows for teachers to test strategies and acquire guidance within the context of their classroom’s existing dynamics and aligns with similar research (Powell, Diamond, & Burchinal, 2012; Yoshikawa, et al., 2013; Neuman & Cunningham, 2009). The SESEBA can provide benchmarks for specific practices and behaviors to look for, to support coaching and self-reflection systematically.

Authors

• Alexandra Figueras-Daniel, National Institute for Early Education Research

• Christina Stephens, National Institute for Early Education Research