Resource Library
Instructional Leadership in New York City's Pre-K for All Programs
Description
Bank Street College of Education in partnership with the National Center for Children in Poverty conducted this 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 interviewed teachers and early childhood leadership at 36 pre-K sites that represent a diverse cross-section of programs across New York City. The majority of the interviews and observations occured throughout the 2016-17 school year.
Design
Participants
- Education Directors
- Deputy Education Directors (where this role exists)
- Teachers
- 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, Center on Culture, Race, & Equity, Bank Street College of Education
Sheila Smith, Ph.D., Director, Early Childhood at the 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
Sheila Smith, Veronica Benavides, & Faith Lamb-Parker
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.
Maribel R. Granja, Sophie Uyen Nguyen, and Sheila Smith
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.
Maribel R. Granja, Sophie Uyen Nguyen, & Sheila Smith
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.
Uyen Sophie Nguyen, Maribel R. Granja, Ranran Guo, & Sheila Smith
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.