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Scaling Quality in a Universal Pre-K program: Teacher Perceptions of Curriculum and Coaching Supports

Fri, March 24, 1:45 to 3:15pm, Salt Palace Convention Center, Floor: 2, Meeting Room 251 C

Abstract

Domain-specific, evidence-based curricula and job-embedded coaching have been called our “strongest hope” for improving instructional quality in public prekindergarten programs (Weiland et al., 2018). However, research on teachers’ experiences with this model is scarce, with little guidance on what barriers to expect when implementing it and how to adjust accordingly (Franks et al., 2013; Weiland, 2018). Using data from Boston Public Schools’ Universal Prekindergarten Program (UPK), we describe the challenges and facilitators on the uptake of a domain-specific, evidenced-based curriculum supported by coaching, from the perspective of 46 teachers.

Context. In 2019-2020, Boston expanded their PreK model in partnership with community-based organizations. 35 classrooms in 23 centers were selected to participate for the 2019 - 2020 SY, and 6 more were selected for the 2020 - 2021 SY. Teachers were trained to implement Focus on PreK, a synthesis of evidence-based language and literacy and math-focused curricula that is used in Boston’s public-school-based prekindergarten classrooms. Teachers received training and job-embedded coaching.

Sample. Our sample included 46 teachers representing 82% of Boston UPK centers. Teachers were diverse in their race and ethnicity (17% Asian-American, 30% Black, 21% Hispanic, % White). 47% of teachers spoke a language other than English fluently, 64% had taught at their current center for more than 5 years, and 77% held a Bachelors’ or a higher-level degree.

Data. We integrated three data sources from the first two years of the Boston UPK program: logs of the coaching activities after each session; teachers’ surveys about their experiences with professional development and coaching collected by the end of the 2020 - 2021 SY; and semi-structured interviews collected during the fall 2020 and spring 2021 (N=16 teachers).

Analytic approach. We used a mixed-methods approach with a concurrent triangulation design (Hanson et al., 2005).  Surveys and interviews were conducted and analyzed by different team members. The quantitative team conducted descriptive analyses. Simultaneously, the qualitative team thematically coded and assessed reliability for all interviews. Both teams identified major conclusions independently, then contrasted information to provide deeper insights on teachers’ perceptions. 

Results. Teachers reported to have built a positive (79%), honest (82%), and constructive (82%) relationship with their coach, and to observe positive changes in instructional quality (language and literacy = 86%, math = 91%). The curricula’s iterative and scripted design, as well as developmentally appropriate activities, were drivers to which most teachers attributed quality improvement. Teachers reported challenges such as fitting all curriculum components in their schedule, differentiating instruction, and meeting children’s diverse language and learning needs. Teachers explained an important implementation barrier: insufficient protected planning time.

Significance. Our mixed-methods analysis adds to the evidence on how maintain quality when programs scale up. Teachers had positive perceptions of the “strongest hope” model and reported improved instructional quality in their classrooms. However, there were actionable barriers to implementation that may be generalizable beyond Boston. As we will discuss further at SRCD, our work helps meet calls for more rigorous implementation science studies in prekindergarten (Halle et al., 2013).

Authors