Resource Library

Instructional Leadership in NYC Pre-K for All

Start Date September 2016 End Date December 2018
Keywords time use instructional leadership

Description

Bank Street College of Education in partnership with the National Center for Children in Poverty is conducting a study to highlight how instructional leaders, or individuals in similar roles, enhance children’s learning through the support and development of teachers and assistant teachers. We are interviewing teachers and early childhood leadership at 36 pre-K sites that represent a diverse cross-section of programs across New York City. In our study, each participating site will receive a $100 voucher for use at the Bank Street Bookstore. Staff members who participate in the study may also directly benefit from the opportunities that it will provide for reflection. At each participating site, we are asking that the Education Director, or Principal/Assistant Principal if applicable, and teachers and assistant teachers from three to five classes take part in several interviews and observations. The majority of the interviews and observations will occur throughout the 2016-17 school year.

Design

Participants

  • Education Directors
  • Deputy Education Directors (where this role exists) Teacher
  • Assistant Teachers
  • Principals
  • Assistant Principals (where these roles exists)
  • Other interview subjects: Representatives of NYCDOE, ACS, and DOHMH responsible for recruiting, hiring, supporting and/or supervising EDs and families

Sampling Strategy:

  • 36 sites will be selected across 3 Community Districts
  • Selection will prioritize site, principal and education director stability, as well as schools serving low income populations
  • There is a representative sample of community vs. school-based sites 

Data Collection:

  • Education Directors for observations and interviews including time use protocol at all 36 sites 
  • Teachers/Assistant Teachers for observations and interviews: 3-5 classrooms (each with teacher/assistant pair) will be identified at each site depending on program size
  • Principals/Assistant Principals for Interviews: Principals (or assistant principals) of all 36 sites (if present)
  • Three data collection points, in-depth data collection with subsample at time 2. 

Researchers

Faith Lamb Parker, Ph.D., Senior Research Scientist, IPR; Center on Culture, Race, & Equity, Bank Street College of Education

Sheila Smith, Ph.D., Director, Early Childhood National Center for Children in Poverty 

Veronica Benevides, Ed.D., Center on Culture, Race, & Equity, Bank Street College of Education

Contributing Institutions

National Center for Children and Poverty and the Center on Culture, Race, & Equity at Bank Street College of Education

Resources

Authored June 2019
Authors

Sheila Smith, Veronica Benavides, & Faith Lamb-Parker 

Institutions Bank Street College of Education
Type Policy Brief

A key challenge for the Early Care and Education (ECE) field is identifying key features of program quality that matter for children’s learning and social-emotional outcomes. In recent years, the role of leaders in ECE programs has been recognized as critical to achieving and maintaining effective teaching and other aspects of quality. This brief presents key findings from a study of Pre-K leaders in NYC preschool programs.

Authored December 2019
Authors

Maribel R. Granja, Sophie Uyen Nguyen, and Sheila Smith

Institutions Bank Street College of Education
Type Presentation

This presentation given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The presentation previews key findings from the study of instructional leaders' time use at PreK for All programs located in community-based organizations and in schools.  

Authored December 2019
Authors

Maribel R. Granja,  Sophie Uyen Nguyen, &  Sheila Smith

Institutions Bank Street College of Education
Type Presentation

This handout was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. It previews key findings from the study of instructional leaders' time use at PreK for All programs located in community-based organizations and in schools.  

Authored December 2019
Authors

Uyen Sophie Nguyen, Maribel R. Granja, Ranran Guo, & Sheila Smith

Institutions Bank Street College of Education
Type Presentation

This poster was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The poster previews key findings from the study of Pre-K Education Directors’ and Instructional Leaders’  Use of Coaching Strategies to Support Effective Teaching.