Title: Enhancing Teachers’ Wellbeing and Classroom Quality: Results from a Randomized Controlled Trial of CARE Authors: Patricia A. Jennings, Joshua L. Brown, Jennifer L. Frank, Sebrina Doyle, Yoonkyung Oh, Regin Tanler, Damira Rasheed, Anna DeWeese, Anthony A. DeMauro, & Mark T. Greenberg Citation: Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Tanler, R., Rasheed, D., DeWeese, A., DeMauro, A. A. & Greenberg, M. T. (2016, April). Enhancing teachers’ wellbeing and classroom quality: Results from a randomized controlled trial of CARE. In P. Jennings (Chair). Examining Implementation, Process, and Outcomes of CARE for Teachers, a Mindfulness-based Intervention. Symposium presented at the American Education Research Association Annual Conference, Washington D. C.

1. Examining Implementation, Process, and
Outcomes of CARE for Teachers, a Mindfulness-
based Intervention
Patricia (Tish) Jennings, M.Ed., Ph.D., Chair
Sara Rimm-Kaufman, Ph.D., Discussant
University of Virginia

2. The image part with
relationship ID rId2
was not found in
The image part with relationship ID rId2 was
not found in the file.
Enhancing Teachers’ Wellbeing and
Classroom Quality: Results from a Randomized
Controlled Trial of CARE
Patricia (Tish) Jennings, M.Ed., Ph.D.
University of Virginia
Anthony De Mauro, MA
Pennsylvania State University
Jennifer Frank, Ph.D.
Sebrina Doyle, MA
Yoonkyung Oh, Ph.D.
Mark Greenberg, Ph.D.
Fordham University
Joshua Brown, Ph.D.
Regin Davis, MA
Damira Rashid, MA
Anna DeWeese, MA
!"#$%&'()&#*
!"#$ !"!"#$%&'$%()*+
'(0*1./%#%.(
!"#$

3. The image part with
relationship ID rId2
was not found in
The Prosocial Classroom:
A Model of Teacher Social and Emotional Competence and
Classroom and Child Outcomes
Healthy
Teacher/Student
Relationships
Healthy
Classroom
Climate
Effective SEL
implementation
Teachers’ Social &
Emotional Skills &
Well Being
Student
Social, emotional &
academic
outcomes
Effective
classroom
management
skills
School/Community Context Factors
Jennings & Greenberg (2009)

4. The image part with
relationship ID rId2
was not found inCognitive & Emotional Demands

5. The image part with
relationship ID rId2
was not found in
Emotional Exhaustion
De-personalization
Reduced Efficacy
The Burnout Cascade

6. The image part with
relationship ID rId2
was not found in
Emotional Exhaustion
De-personalization
Lack of Accomplishment
The Burnout Cascade
50% leave within first 5 years of teaching (NEA, 2006)
What effect does teacher
burnout have on classroom
environments and student
learning?

7. The image part with
relationship ID rId2
was not found inDepression Classroom Quality
Emotional
Support
Classroom
Organization
Instructional
Support
BDI Depression -0.42* -0.45** -0.51**
Note. * p < .05 (2-tailed), **p < .01 (2-tailed)
(Jennings, 2014)

8. The image part with
relationship ID rId2
was not found in
MetLife Survey of the American Teacher
“. . . teacher satisfaction has decreased by 15 points since the
MetLife Survey of the American Teacher measured job satisfaction
two years ago, now reaching the lowest level of job satisfaction
seen in the survey series in more than two decades” (2012, p. 3).

9. The image part with
relationship ID rId2
was not found in
• Nearly 50% of teachers leave the profession after
5 years.
• Total cost of turnover in the Chicago Public
Schools is estimated to be over $86 million per
year (National Commission on Teaching and
America’s Future, 2007)
Cost of Teacher Turnover

10. The image part with
relationship ID rId2
was not found in
• Teachers who experience high levels of stress may
transmit these negative impacts directly to
students via "stress-contagion"
• Nationally representative sample of first graders
(N = 10,700)
• Children in classrooms with teachers reporting
greater levels of stress had higher internalizing
and externalizing disorders.
“Stress-Contagion”
(Milkie & Warner, 2011)

11. The image part with
relationship ID rId2
was not found inStress and Learning
• Early stress may impair the
development of self-
regulation
• Interferes with learning
• Over time may cause
learning and behavior
problems
• Especially for children at-risk
• Teacher support may be
protective
Blair & Raver, 2012

12. The image part with
relationship ID rId2
was not found in
• Conceptualized as a trait/state and a practice
– Self-regulation of attention
• Allows for metacognitive awareness of one’s emotional
and cognitive experience
– Non-judgmental awareness
• Characterized by curiosity, openness, and acceptance
(Bishop, et al., 2004, p.232)
• Decentering
– E.g. Safran & Segal (1990)
Mindfulness

13. The image part with
relationship ID rId2
was not found inBenefits of Mindfulness
• A growing body of research is demonstrating
results:
– Enhanced memory
– Increased ability to concentrate
– Increased ability to use attention to regulate
emotion
– Increased ability for empathy and compassion
– Reduced distress and increased positive affect
– Brain changes that support emotion regulation
Davidson et al., 2003; Frederickson et al., 2008; Hölzel et al. 2008; Jha, Krompinger,
& Baime, 2007; Luders et al., 2009; Lutz et al., 2008; Shapiro, Schwartz, & Bonner,
1998, Slagter, et al., 2007)

14. The image part with
relationship ID rId2
was not found in
• Cultivating
• Awareness
• Resilience in
• Education
CARE
!"#$%&'()&#*
!"#$
CARE
!"#$!"#$%&'$%()*+,'-.(.//*
'(0*1./%#%.(2.*%(*30"2'$%4(
http://www.CARE4Teachers.com
The image part
with
relationship ID
rId4 was not
found in the file.

15. The image part with
relationship ID rId2
was not found in
• 5 Sessions
–2 days
–1 day (2-3 weeks later)
–1 day (2-3 weeks later)
–1 day booster
• Phone coaching
Program Model

16. The image part with
relationship ID rId2
was not found inProgram Elements
• Self Care
• Emotion Awareness
• Didactic lessons on nature of emotion
• Emotions in relation to teaching & learning
• Experiential exercises to promote emotional awareness
• Mindfulness
• Mindful awareness practices
• Mindful walking
• Empathy & Compassion for self and other
• Caring practice (metta)
• Mindful listening exercises
• Applications of these to teaching through discussion and
role plays

17. The image part with
relationship ID rId2
was not found inGoal 3: CARE NYC Cluster RCT
• Replication and refinement of Goal 2 teacher outcomes
• Classroom observation (CLASS)
• EmotionalSupport
• Instructional Support
• Classroom Organization
• Student outcomes
• Teacher reports
• Academic Competence Evaluation Scales (ACES)
• Student-Teacher Relationship Scale (STRS)
• Social Skills Intervention System Rating Scale (SSIS)
• School records
• Attendance
• Discipline
• Grades & test scores

18. The image part with
relationship ID rId2
was not found in
CARE Logic Model

19. The image part with
relationship ID rId2
was not found inSample
• 2 Cohorts of 36 elementary schools
(2012-13: 8 schools, 2013-14: 28 schools)
• 224 teachers (118 CARE, 108 Control)
– 93% female
– 35% White
– 33% Hispanic
– 24% African American
• 5036 students

20. The image part with
relationship ID rId2
was not found inAttrition

21. The image part with
relationship ID rId2
was not found in
• Distress Aggregate (32 items, alpha = .89)
– Maslach Burnout Inventory (Maslach, Jackson, & Leiter, 1997):
• Emotional Exhaustion
– Generalized Anxiety Disorder (Spitzer, Kroenke, Williams, & Lowe, 2006)
– Patient Health Questionnaire (Depression) (Kroenke & Spitzer, 2002)
– PROMIS Sleep (Buysse, Yu, Moul, Germain, Stover, Dodds et al, 2010)
– Perceived Stress Scale (Cohen, Kamarck, & Mermelstein,1983)
• Time Urgency Aggregate (28 items, alpha = .70)
– Time Urgency Scale: (Landy, Rastegary, Thayer, & Colvin, 1991)
• Eating
• Speech
• Competititiveness
• Task-related Hurry
• General Hurry
• Emotion Regulation (ERQ: Gross & John, 2003, 10 items,
alpha = .67)
– Suppression
– Reappraisal
Teacher Self-Report Measures

22. The image part with
relationship ID rId2
was not found in
• Efficacy Aggregate (12 items, alpha = .84)
– Teacher Efficacy Scale (Tschannen-Moran & WoolfolkHoy, 2001):
• Student Engagement
• Instructional Efficacy
• Classroom Management
• Mindfulness Aggregate (36 items, alpha = .72)
– Five-Facet Mindfulness Questionnaire (Baer, Smith, & Allen, 2004):
• Observe
• Describe
• Awareness
• Non-React
• Non-Judge
– Interpersonal Awareness (Frank, Jennings, & Greenberg, 2016)
Teacher Self-Report Measures

23. The image part with
relationship ID rId2
was not found in
• Classroom Assessment Scoring System (CLASS)
(Pianta, La Paro, & Hamre, 2008)
– Emotional Support
• Positive climate
• Negative climate
• Teacher sensitivity
• Respect for student perspective
– Classroom Organization
• Behavior management
• Productivity
• Instructional learning formats
– Instructional Support
• Concept development
• Quality of feedback
• Language modeling
Observational Measure

24. Procedures Timeline
CARE
Intervention
Waitlist-
Control
CARE
Training
Sessions
Random Assignment
Recruited 8
schools
(4-9 Ts per
school)
53 Total
Teachers
Spring/Summer
2012
Fall/Winter 2012-2013 Spring 2013 Spring 2014
CARE
Training
Sessions
Online
Self-Report
Surveys
2012-2013 School Year
2013-2014
School Year
Online
Self-Report
Surveys
2011-2012
School Year
Repeated procedure for Cohort 2

25. The image part with
relationship ID rId2
was not found in
• No significant intervention/control group differences on measures
or demographic characteristics (age, gender, race, relationship
status, income, education level, certification, years
teaching/school/grade, classroom demographics).
• Treatment vs. control contrasts using HLM (Mplus)
• Teachers and classrooms clustered in schools
• Post hoc analyses of aggregate scales and subscales
Data Analyses

26. The image part with
relationship ID rId2
was not found inTeacher Self-Report Outcomes

27. The image part with
relationship ID rId2
was not found in
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
0.4
Personal distress Time urgency Emotion
regulation
Efficacy Mindfulness
Impact on Teacher Self-Reported Outcomes in Effect Sizes
p = 0.047* p = 0.020* p = 0.005** NS p = 0.007**

28. The image part with
relationship ID rId2
was not found inPost-hoc Analyses

29. The image part with
relationship ID rId2
was not found inCLASS Outcomes

30. The image part with
relationship ID rId2
was not found in
Impact on CLASS Outcomes in Effect Sizes
-0.15
-0.1
-0.05
0
0.05
0.1
0.15
0.2
0.25
p = 0.051* p = 0.031* NS p = 0.046* NS p = 0.093 NS p = 0.052* NS NS

31. The image part with
relationship ID rId2
was not found in
• The CARE program promotes teachers social and
emotional competence and well-being.
• CARE resulted in observable improvements in
classroom interactions or protected against declines
– Emotional support: stable among CARE teachers, declined
among controls
• Positive climate stable
• Teacher sensitivity increased
– Trend for improved classroom organization
• Significant improved productivity
• Mindfulness-based interventions delivered to
individuals may have downstream effects on the
classroom social environments they inhabit.
Conclusions

32. The image part with
relationship ID rId2
was not found inNext Steps
• Longitudinal analyses (2-year) of teacher
outcomes
• Explore moderators and mediators
• Explore relationships between fidelity, amount of
practice and outcomes
• Baseline analyses
• Sustainability
– Exploring different models
– Building capacity
• Cost-benefit analyses

33. The image part with
relationship ID rId2
was not found inAcknowledgements
• Original CARE development supported by the Garrison Institute
• Funding provided by the US Department of Education, IES Grant
numbers R305A090179 & R305A120180
• Investigators: Tish Jennings, Joshua Brown, Mark Greenberg
• Other research staff: Jennifer Frank, Regin Davis, Sebrina Doyle,
Anna DeWeese, Damira Rasheed, Yoonkyung Oh
• Program Developers: Tish Jennings, Richard Brown, Christa
Turksma
• Program Facilitators: Tish Jennings, David Keiser, Sue Ruskin-
Meyer, Adi Flesher, Ilene Smith, Anna DeWeese
• Fidelity Coders: Sebrina Doyle, Sarah Kothe, Susan Fountain,
Kami Dvorakova

34. The image part with
relationship ID rId2
was not found in
The image part with relationship ID rId2 was
not found in the file.
The image part with relationship ID rId2 was not found in the file.
Contact: TishJennings@virginia.edu
CARE4Teachers.com