Teachers Thriving Together

This is a randomized, controlled, hybrid implementation-effectiveness design.whose primary aim is to examine the impact of ParentCorps plus Thrive Professional Learning, relative to Thrive Professional Learning and Inspire Professional Learning alone, on teachers' classroom teaching (knowledge, beliefs, skills and practice related to family engagement and social emotional learning) and teachers' social emotional development. The study also aims to understand the impact of Thrive Professional Learning versus Inspire Professional Learning alone on teachers and classrooms.

Study Overview

• Status: Completed
• Conditions: Social Emotional Competence
• Intervention / Treatment: Behavioral: ParentCorps FUNdamentals; Behavioral: ParentCorps 101 E-learning; Behavioral: Training; Behavioral: Coaching

• Study Type: Interventional
• Enrollment (Actual): 74
• Phase: Not Applicable

Contacts and Locations

Study Locations

• United States
  • New York
    • New York, New York, United States, 10016
      • NYU Langone Health

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: 18 years to 65 years (Adult, Older Adult)
• Accepts Healthy Volunteers: Yes
• Genders Eligible for Study: All

Description

Inclusion Criteria:

• The participants are lead teachers, assistant teachers, teaching assistants, paraprofessionals and teacher aides in 238 sites with Pre-K in NYC (for the purposes of this study, the term "teachers" will be used to represent this group). The inclusion criteria include teachers who participate in Thrive or Inspire Professional Learning in 2018-2019. Additionally, 449 teachers from 81 district schools (that are part of the Thrive and Inspire Professional Learning) are were randomized into the study will participate.
• To be eligible for the study, sites met the following criteria: a) have 2 or more PKFA classrooms; b) serve a high-need population and c) leaders ranked Thrive or Inspire as a first or second preference for the school. "High need" was defined as follows: the site level percentage of students in poverty was above the median of the eligible pool; the site level percentage of students in poverty was in the second quartile of the eligible pool and two or more students were listed as living in temporary housing; and/or the site level percentage of students in poverty was in the first quartile of the eligible pool and 5 or more students were listed as living in temporary housing.

Exclusion Criteria:

• Sites that were currently implementing ParentCorps at the time of the randomization were not eligible for the study. Only teachers who were part of the Thrive or Inspire Professional Learning tracks in 2018-2019 will be eligible.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Prevention
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: None (Open Label)

Number of Arms

3

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Active Comparator: Professional Learning, Program Training and Coaching	Behavioral: ParentCorps FUNdamentals; is a series of large-group experiential PD days (in groups of 25-40 participants from across all schools) which takes place in the first summer prior to implementation. Leaders participate in a 2-day FUNdamentals series with leaders from other schools.; Behavioral: ParentCorps 101 E-learning; is a self-paced interactive web-based series with 7 modules intended to help facilitators build confidence and mastery of evidence-based practices.; Behavioral: Training; group-based series to prepare facilitators (mental health professionals and teachers) to implement Programs with fidelity and to ensure high levels of exposure by parents and students. Mental health professionals are supported to facilitate the Program for Parents (day and after-school versions) with fidelity. Pre-K teachers and assistants are supported to implement the Program for Students in the classroom. In addition, early childhood staff (including Kindergarten teachers as needed) is trained to facilitate the Program for Students during after-school hours in parallel with the Parenting Program. All facilitators receive training on engaging parents to participate; Behavioral: Coaching; is one-on-one support provided in-vivo and from a distance (phone, text, email) to help users apply evidence-based practices in daily interactions with students and parents, and to support high levels of implementation fidelity and exposure. All Pre-K teachers and mental health professionals facilitating ParentCorps receive four on-site coaching visits and 10 30-minute calls for the remaining sessions in the first year for each cycle of implementation.
Active Comparator: Program for Parents of Pre-K Students	Behavioral: Training; group-based series to prepare facilitators (mental health professionals and teachers) to implement Programs with fidelity and to ensure high levels of exposure by parents and students. Mental health professionals are supported to facilitate the Program for Parents (day and after-school versions) with fidelity. Pre-K teachers and assistants are supported to implement the Program for Students in the classroom. In addition, early childhood staff (including Kindergarten teachers as needed) is trained to facilitate the Program for Students during after-school hours in parallel with the Parenting Program. All facilitators receive training on engaging parents to participate
Active Comparator: Program for Pre-K Students	Behavioral: Coaching; is one-on-one support provided in-vivo and from a distance (phone, text, email) to help users apply evidence-based practices in daily interactions with students and parents, and to support high levels of implementation fidelity and exposure. All Pre-K teachers and mental health professionals facilitating ParentCorps receive four on-site coaching visits and 10 30-minute calls for the remaining sessions in the first year for each cycle of implementation.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Emotion Regulation Questionnaire-Modified (ERQ)	Respondents indicate their tendency toward reappraisal (six items) and suppression (four items) through a seven-point Likert scale, ranging from one (strongly disagree) to seven (strongly agree). Independent scores are computed for each ER strategy. The ERQ had high internal consistency for both the cognitive reappraisal and expressive suppression subscales (α = .79 and .73, respectively) in a sample of undergrad students. The higher the scores the greater the use of the emotion regulation strategy.	1 Year
Panorama Teacher and Staff Survey	The survey exists as a series of scales, or sets of survey questions related to a single topic (e.g., Teaching Efficacy, Staff-Family Relationships or Educating all Students). The instrument was developed based on modern principles of survey design to substantially minimize measurement error. Some of these principles include wording items as questions, avoiding response options that may introduce acquiescence bias, avoiding double-barreled items, and using a variety of response options to capture a wider range of perceptions. This survey is currently in the process of being evaluated to accumulate evidence that the questions, scales, and instruments are reliable and valid.	1 Year
Mindfulness in Teaching Scale-Modified	used to assess the unique ways in which mindfulness may manifest in intrapersonal and interpersonal behaviors of teachers in a K-12 school setting. The original form of the self report measure is composed of two factors, "intrapersonal" and "interpersonal" mindfulness,and is a 14-item scale. The interpersonal sub scale has shown to predict teacher burnout (emotional exhaustion, de personalization) and instructional efficacy in working with students (social-emotional and behavioral management) over time. Cronbach Alpha internal consistency coefficients were found to be .861 for "Intrapersonal Mindfulness" and .711 for "Interpersonal Mindfulness." Higher score indicates more positive teaching behavior.	1 Year
Parental Engagement of Families from Latino Backgrounds Questionnaire-Modified [PEFL- English]	a 43-item Likert-type measure. The PEFL explores four dimensions of parental engagement related to children's school readiness: foundational education, supplemental education, school participation, and future-oriented teaching. The higher the average score on that scale, the more parents have agreed with the positive statements in the survey.	1 Year

Collaborators and Investigators

• Sponsor: NYU Langone Health
• Investigators: Principal Investigator: Laurie Brotman, New York Langone Medical Center

Study record dates

Study Major Dates

• Study Start (Actual): October 15, 2019
• Primary Completion (Actual): August 25, 2020
• Study Completion (Actual): August 25, 2020

Study Registration Dates

• First Submitted: June 6, 2019
• First Submitted That Met QC Criteria: June 6, 2019
• First Posted (Actual): June 10, 2019

Study Record Updates

• Last Update Posted (Actual): March 24, 2022
• Last Update Submitted That Met QC Criteria: March 22, 2022
• Last Verified: March 1, 2022

More Information

Terms related to this study

• Other Study ID Numbers: 19-00204

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No