Assistant Teachers in Prekindergarten Programs:

Assistant Teachers in Prekindergarten Programs:

Assistant Teachers in Prekindergarten Programs:

What roles do they play in classroom management and teaching?

November 20, 2009National Association for the Education of Young Children

What roles do they play in classroom management and teaching?

November 20, 2009National Association for the Education of Young Children

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Work Supported by:Work Supported by:

• Foundation for Child Development

• Pew Charitable Trusts

National Institute for Early Education Research

• Foundation for Child Development

• Pew Charitable Trusts

National Institute for Early Education Research

3

Why look at assistant teachers?Why look at assistant teachers?

• State prekindergarten enrollment is growing

• There are one to two assistants for every lead

teacher, yet we know very little about

assistants

• All teachers are central to a stimulating and

supportive educational environment

• State prekindergarten enrollment is growing

• There are one to two assistants for every lead

teacher, yet we know very little about

assistants

• All teachers are central to a stimulating and

supportive educational environment

Today:Today:

• Overview the rise in state-funded PreK

• Describe what is known about assistant

teachers

• Present new findings on assistant teachers in

PreK classrooms

• Discuss implications for program practice and

policy

• Overview the rise in state-funded PreK

• Describe what is known about assistant

teachers

• Present new findings on assistant teachers in

PreK classrooms

• Discuss implications for program practice and

policy

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The State-Funded PreK Explosion

The State-Funded PreK Explosion

• State administered &

funded

• Serves children 3-4

• Classroom-based

• Goal: School

Readiness

• State administered &

funded

• Serves children 3-4

• Classroom-based

• Goal: School

Readiness

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State-Funded PreK & State-Funded Head Start

State-Funded PreK & State-Funded Head Start

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Where is PreK?Where is PreK?

58%

29%

13%

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What is the level of teacher education?What is the level of teacher education?

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Do assistant teachers affect children in the classroom?Do assistant teachers affect children in the classroom?

• In elementary classrooms, not directly (Blatchford

et al., 2004; 2008)

• Assistants: – help maximize students’ and teachers' attention to

work

– improve lead teacher effectiveness and classroom

management

– Are often assigned to special needs children

• In elementary classrooms, not directly (Blatchford

et al., 2004; 2008)

• Assistants: – help maximize students’ and teachers' attention to

work

– improve lead teacher effectiveness and classroom

management

– Are often assigned to special needs children

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Does coordination among teachers matter? How do teachers plan and coordinate classroom activities?

Does coordination among teachers matter? How do teachers plan and coordinate classroom activities?

• Co-teaching is linked with better classroom

quality than traditional hierarchical teaching

structures (Shim et al., 2004)

• Release hours for planning may help, but only

if adequate and used well (Grisham-Brown & Pretti-

Frontczak, 2003)

• Co-teaching is linked with better classroom

quality than traditional hierarchical teaching

structures (Shim et al., 2004)

• Release hours for planning may help, but only

if adequate and used well (Grisham-Brown & Pretti-

Frontczak, 2003)

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Research Goals:Research Goals:

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National Prekindergarten StudyNational Prekindergarten Study

• Policy and legislative analyses on PreK since

1996

• The NPS is the only national study of the

implementation of PreK

• Wide scope of variables

• Policy and legislative analyses on PreK since

1996

• The NPS is the only national study of the

implementation of PreK

• Wide scope of variables

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NPS Methods: SampleNPS Methods: Sample

• All 52 state preK systems (40 states)

• Simple random selection

– N = 40,211 -> n = 4,815

• 3,898 respondents (81.0% response)

• Response range: 73% to 100%

• No geographic response bias, small effect by

setting type

• Overall MOE = ± <2%

• Subsample of 3,191 (82%) with assistants

• All 52 state preK systems (40 states)

• Simple random selection

– N = 40,211 -> n = 4,815

• 3,898 respondents (81.0% response)

• Response range: 73% to 100%

• No geographic response bias, small effect by

setting type

• Overall MOE = ± <2%

• Subsample of 3,191 (82%) with assistants

Classrooms by State and SystemClassrooms by State and SystemState NP n Response

Alabama 69 45 77.6%

Alaska 103 57 85.1%

Arizona 243 84 93.3%

Arkansas 177 71 81.6%

California 5,831 201 77.3%

Colorado 758 91 76.5%

Connecticut 676 159 85.5%

Delaware 68 40 78.4%

Florida 1,602 101 86.3%

Georgia 3,112 100 73.0%

Hawaii 518 98 82.4%

Illinois 1,935 99 79.8%

Iowa 128 59 90.8%

Kansas 211 69 77.5%

Kentucky 1,024 104 88.1%

Louisiana 268 72 75.0%

Maine 237 104 81.9%

Maryland 329 78 75.7%

Massachusetts 2,420 153 78.5%

Michigan 1,110 93 74.4%

Minnesota 1,157 185 80.8%

State NP n Response

Missouri 142 61 83.6%

Nebraska 16 16 100.0%

Nevada 30 29 100.0%

New Jersey 2,787 183 82.1%

New Mexico 40 39 97.5%

New York 4,066 192 78.0%

North Carolina 137 66 88.0%

Ohio 1,271 188 82.1%

Oklahoma 1,343 188 81.0%

Oregon 460 93 79.5%

Pennsylvania 88 51 73.9%

South Carolina 608 91 79.8%

Tennessee 177 67 84.8%

Texas 5,665 101 73.7%

Vermont 82 54 84.4%

Virginia 419 90 80.4%

Washington 304 87 87.9%

West Virginia 228 90 85.7%

Wisconsin 597 150 77.3%

NATION 40,211 3,898 81.0%14

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NPS Methods: MeasurementsNPS Methods: Measurements

• Survey

– Respondent = lead teacher

– Mirrors previous policy studies

– Validated measures

– Extensive piloting & focus group work

• CATI; 45-55 minutes

• English & Spanish Versions

• Survey

– Respondent = lead teacher

– Mirrors previous policy studies

– Validated measures

– Extensive piloting & focus group work

• CATI; 45-55 minutes

• English & Spanish Versions

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NPS Methods: ProceduresNPS Methods: Procedures

• Scheduled at teacher convenience

• Extensive & ongoing training

• Incentives: $10 + letter of appreciation

• Live monitoring & post-surveying

• Scheduled at teacher convenience

• Extensive & ongoing training

• Incentives: $10 + letter of appreciation

• Live monitoring & post-surveying

NPS Methods: MeasuresNPS Methods: Measures

• Lead teacher highest degree:

• High school/GED, CDA, AA,

BA, MA

• Assistant teacher education:

• Number with HS, CDA, AA+

• COMBINED lead and assistant

teacher education:

• Lead<BA, Assistant=High school

• Lead<BA, Assistant<High school

• Lead≥BA, Assistant=High school

• Lead≥BA, Assistant>High school

• Lead teacher highest degree:

• High school/GED, CDA, AA,

BA, MA

• Assistant teacher education:

• Number with HS, CDA, AA+

• COMBINED lead and assistant

teacher education:

• Lead<BA, Assistant=High school

• Lead<BA, Assistant<High school

• Lead≥BA, Assistant=High school

• Lead≥BA, Assistant>High school

• Number of paid

assistant teachers

• Release hours per wk

• Child-staff ratio

• Class size

• Students with an IEP

• Program setting:

• School-based, Head

Start, Head

Start/School, Other

• Number of paid

assistant teachers

• Release hours per wk

• Child-staff ratio

• Class size

• Students with an IEP

• Program setting:

• School-based, Head

Start, Head

Start/School, Other

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NPS Methods: Measures con’t.NPS Methods: Measures con’t.

Importance of assistants to:

Basic duties:

• Supervision

(watching the children, taking them to the restroom)

• Caring for the room

(cleaning tables, setting up rest areas)

Teaching duties:

• Teaching

(leading activities, implementing curriculum),

• Working with parents

• Planning the day’s activities

χ2(4) = 76.15, p<.001; RMSEA = .072, C.I. .058-.086; CFI = .983

r =.49, p< .01

Importance of assistants to:

Basic duties:

• Supervision

(watching the children, taking them to the restroom)

• Caring for the room

(cleaning tables, setting up rest areas)

Teaching duties:

• Teaching

(leading activities, implementing curriculum),

• Working with parents

• Planning the day’s activities

χ2(4) = 76.15, p<.001; RMSEA = .072, C.I. .058-.086; CFI = .983

r =.49, p< .0118

ResultsResults

• What are the numbers and education levels of

assistant teachers?

• How useful are assistant teachers? Do

program and classroom differences matter?

• What are the numbers and education levels of

assistant teachers?

• How useful are assistant teachers? Do

program and classroom differences matter?

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What do PreK classrooms look like?What do PreK classrooms look like?

• 65% have 1 assistant

• 26% have 2 assistants

• 9% have 3 or more• Almost half of Head Start classrooms had two or more,

where as only one-quarter of public school classrooms

had two or more χ2 (9) = 134.32, p < .001

• Classes had 18 children on average (sd = 4.6)

• 72% of classrooms had any students with an

IEP; average was 2 students

• 65% have 1 assistant

• 26% have 2 assistants

• 9% have 3 or more• Almost half of Head Start classrooms had two or more,

where as only one-quarter of public school classrooms

had two or more χ2 (9) = 134.32, p < .001

• Classes had 18 children on average (sd = 4.6)

• 72% of classrooms had any students with an

IEP; average was 2 students

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Lead teacher education

High school or CDA

14%

AA 14%

BA 47%

MA + 21%

Assistant teacher education

High school 53%

CDA 18%

AA + 30%

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Combination of teacher education in a classroom

Lead<BA, Assistant=High school 15%

Lead<BA, Assistant<High school 23%

Lead≥BA, Assistant=High school 36%

Lead≥BA, Assistant>High school 31%


• The latter two combinations vary by program

setting, and are found in:

– 87% of public school classrooms

– only 45% of Head Start classrooms• χ2 (9) = 627.90, p < .001

• The latter two combinations vary by program

setting, and are found in:

– 87% of public school classrooms

– only 45% of Head Start classrooms• χ2 (9) = 627.90, p < .001

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Combination of teacher education in a classroom

Lead<BA, Assistant=High school 15%

Lead<BA, Assistant<High school 23%

Lead≥BA, Assistant=High school 36%

Lead≥BA, Assistant>High school 31%


• 81% of lead teachers reported having any

release hours for planning– 19% did not

• 4.2 hours per week total on average (sd = 3.4)– 1.9 hours alone (sd = 2.3)

– 2.3 hours shared (sd = 2.5)

• 81% of lead teachers reported having any

release hours for planning– 19% did not

• 4.2 hours per week total on average (sd = 3.4)– 1.9 hours alone (sd = 2.3)

– 2.3 hours shared (sd = 2.5)

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Variations by program setting and combinations of teachersVariations by program setting and combinations of teachers

• Head Start teachers had more release hours per week,

alone and shared, than public school teachers • F (3, 3187) = 22.76, p < .001; F (3, 3187) = 39.67, p < .001

• Release hours:

– Similar, except in some combinations of classrooms

(F (3, 3056) = 5.09, p < .01., F (3, 3056) = 32.58, p < .001):

• Shared release hours:• Lead<BA, Assistant=High school 2.5 hrs

• Lead<BA, Assistant>High school 3.3 hrs.

• Lead≥BA, Assistant=High school 1.9 hrs.

• Lead≥BA, Assistant>High school 2.2 hrs.

• Head Start teachers had more release hours per week,

alone and shared, than public school teachers • F (3, 3187) = 22.76, p < .001; F (3, 3187) = 39.67, p < .001

• Release hours:

– Similar, except in some combinations of classrooms

(F (3, 3056) = 5.09, p < .01., F (3, 3056) = 32.58, p < .001):

• Shared release hours:• Lead<BA, Assistant=High school 2.5 hrs

• Lead<BA, Assistant>High school 3.3 hrs.

• Lead≥BA, Assistant=High school 1.9 hrs.

• Lead≥BA, Assistant>High school 2.2 hrs.

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How important are assistant teachers…How important are assistant teachers…

• …to BASIC duties?

• Very! 4.6 on a 1-5 scale (sd = 0.6)

• …to TEACHING duties?

• Not as much. 3.7 on a 1-5 scale (sd = 1.0)

• Difference: t = -50.988, p < .001

• Correlation: r = .49, p < .05

• …to BASIC duties?

• Very! 4.6 on a 1-5 scale (sd = 0.6)

• …to TEACHING duties?

• Not as much. 3.7 on a 1-5 scale (sd = 1.0)

• Difference: t = -50.988, p < .001

• Correlation: r = .49, p < .05

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Does importance of assistant teachers vary by program setting and combinations of teachers?Does importance of assistant teachers vary by program setting and combinations of teachers?

• Assistants were less important in public school settings

than in Head Start settings

– to basic duties (F (3, 3187) = 5.98, p < .001) and

– teaching duties (F (3, 3187) = 68.56, p < .001)

• Lead teachers with a BA reported that assistants were

less important when they had a high school degree

– to basic duties (F (3,3056) = 11.87, p < .001) and


• Highest rating of usefulness to teaching duties:

when the lead teacher had less than a BA and the

assistant had more than a high school degree.

• Assistants were less important in public school settings

than in Head Start settings

– to basic duties (F (3, 3187) = 5.98, p < .001) and


• Lead teachers with a BA reported that assistants were

less important when they had a high school degree

– to basic duties (F (3,3056) = 11.87, p < .001) and


• Highest rating of usefulness to teaching duties:

when the lead teacher had less than a BA and the

assistant had more than a high school degree.26

What predicts assistant teacher usefulness to BASIC classroom duties? What predicts assistant teacher usefulness to BASIC classroom duties?

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Step R2 Δ Fdf Δ β (entry) β (final)

Program Setting (School-based†) .006 5.86 (3,3052)**

•Head Start (school) .17*** .10***

•Head Start (non-school) .22*** .11***

•Other .09*** .04*

Classroom .004 3.66 (2, 3049)***

•# of Assistants .10*** .06**

•Size .02 .01

•# of children with an IEP -.03 -.03

Combination of Teachers (Lead≥BA, Assistant=High school†)

.008 7.84 (3, 3046) ***

•Lead<BA, Assistant=High school .17*** .16***

•Lead<BA, Assistant>High school .22*** .18***

•Lead≥BA, Assistant>High school .10*** .09***

Release Hours .015 50.16 (2, 3043)***

•Alone -.04*

•Shared .12***

†=referent; * p < .05, ** p < .01, *** p < .001


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•Other .09*** .04*

Classroom .004 3.66 (2, 3049)***


•Size .02 .01



.008 7.84 (3, 3046) ***




Release Hours .015 50.16 (2, 3043)***

•Alone -.04*

•Shared .12***

†=referent; * p < .05, ** p < .01, *** p < .001


29





•Other .09*** .04*

Classroom .004 3.66 (2, 3049)***


•Size .02 .01



.008 7.84 (3, 3046) ***




Release Hours .015 50.16 (2, 3043)***

•Alone -.04*

•Shared .12***

†=referent; * p < .05, ** p < .01, *** p < .001


30





•Other .09*** .04*

Classroom .004 3.66 (2, 3049)***


•Size .02 .01



.008 7.84 (3, 3046) ***




Release Hours .015 50.16 (2, 3043)***

•Alone -.04*

•Shared .12***

†=referent; * p < .05, ** p < .01, *** p < .001

3%

What predicts assistant teacher usefulness to TEACHING duties? What predicts assistant teacher usefulness to TEACHING duties?

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Program Setting (School-based†) .061 65.96 (3,3052)***

•Head Start (school) .07*** .03

•Head Start (non-school) .04* -.01

•Other -.01 -.03

Classroom .009 10.01 (2, 3049)***

•# of Assistants .06** .04*

•Size -.01 -.02

•# of children with an IEP .01 -.01


.038 43.81 (3, 3046) ***

•Lead<BA, Assistant=High school .05* .14


•Lead≥BA, Assistant>High school .03 .02

Release Hours .042 15.94 (2, 3043)***

•Alone -.07***

•Shared .20***†=referent; * p < .05, ** p < .01, *** p < .001


32





•Other -.01 -.03

Classroom .009 10.01 (2, 3049)***


•Size -.01 -.02



.038 43.81 (3, 3046) ***




Release Hours .042 15.94 (2, 3043)***

•Alone -.07***



33





•Other -.01 -.03

Classroom .009 10.01 (2, 3049)***


•Size -.01 -.02



.038 43.81 (3, 3046) ***




Release Hours .042 15.94 (2, 3043)***

•Alone -.07***



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•Other -.01 -.03

Classroom .009 10.01 (2, 3049)***


•Size -.01 -.02



.038 43.81 (3, 3046) ***




Release Hours .042 15.94 (2, 3043)***

•Alone -.07***


15%

Summary of findingsSummary of findings

• Assistant teachers’ education levels are generally low

• A more-educated lead teacher and a minimally-educated

assistant teacher was the most common combination in a

classroom

• When the discrepancy between the lead and assistant

teachers’ educational level was smaller, lead teachers found

assistants to be more useful to teaching

• Assistants are judged less useful to teaching in classrooms

– in a public school

– with a combination lead=BA, assistant=HS

– With fewer shared release hours for planning

• Assistant teachers’ education levels are generally low

• A more-educated lead teacher and a minimally-educated

assistant teacher was the most common combination in a

classroom

• When the discrepancy between the lead and assistant

teachers’ educational level was smaller, lead teachers found

assistants to be more useful to teaching

• Assistants are judged less useful to teaching in classrooms

– in a public school

– with a combination lead=BA, assistant=HS

– With fewer shared release hours for planning

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LimitationsLimitations

• NPS not primarily designed to examine

assistant teachers– Assistant teachers could not be examined at the

individual level if more than one

– Levels of team-teaching or use of release hours

could not be assessed

• NPS not primarily designed to examine

assistant teachers– Assistant teachers could not be examined at the

individual level if more than one

– Levels of team-teaching or use of release hours

could not be assessed

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Discussion/ conclusions/ implications…Discussion/ conclusions/ implications…• How should we think about:

– Training assistants?

– Grooming assistants for lead teacher jobs?

– Training lead teachers in effective supervision?

• Need to know more about:– Who assistants are and what they do?

– Career development of assistants?

– What makes for effective teaching team partnerships?

• What can we now recommend for:– Teacher preparation?

– Practice?

– Policy?

• How should we think about:– Training assistants?

– Grooming assistants for lead teacher jobs?

– Training lead teachers in effective supervision?

• Need to know more about:– Who assistants are and what they do?

– Career development of assistants?

– What makes for effective teaching team partnerships?

• What can we now recommend for:– Teacher preparation?

– Practice?

– Policy?

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Assistant Teachers in Prekindergarten Programs:

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