How a locally tested coaching model strengthened teacher confidence and classroom quality in Miami-Dade’s Hispanic early learning programs.
Overview
High-quality early childhood education and care (ECEC) is critical to children’s cognitive, social, and emotional development. Yet, disparities in access persist in Hispanic, low-income, and urban communities where classrooms often face high rates of disruptive behavior — eroding both instructional quality and teacher confidence.
Citrus Health Network, a Federally Qualified Health Center serving Miami-Dade County, sought to address this challenge by implementing Teacher–Child Interaction Training-Universal (TCIT-U). The evidence-based program equips early childhood educators with practical strategies to strengthen teacher–child relationships, improve classroom management, and support children’s social-emotional growth.
As the research partner, BSRI evaluated whether TCIT-U was effective locally, with funding from The Children’s Trust. The study focused on Hispanic educators working with children aged 2–5, most of whom were dual language learners.
Our Approach
BSRI led a randomized wait-list control study across 13 early childhood sites over two academic years, comparing outcomes for teachers who received TCIT-U training immediately with those trained later. Working closely with Citrus Health Network and the program developers, we secured exemption from the Western Institutional Review Board and designed a randomization and data collection strategy that captured key outcomes without overburdening educators. As data was collected, we analyzed findings in real-time to ensure the quality of the study’s design and to report results to the client and funder.
Four bilingual early childhood specialists were trained in TCIT-U and delivered two progressive phases: Child-Directed Interaction (CDI), which strengthened teacher–child relationships through PRIDE skills (Praise, Reflect, Imitate, Describe, Enthusiasm), and Teacher-Directed Interaction (TDI), which focused on classroom management through clear commands, reinforced compliance, and effective responses to noncompliance. Each phase included weekly in-class coaching with real-time feedback with the addition of a booster session to support long-term skill retention in year two. Teacher self-efficacy in classroom management, instructional strategies, and student engagement was measured at baseline, post-intervention, and follow-up using the Spanish-adapted Teacher Sense of Efficacy Scale (TSES).
Impact
Our evaluation confirmed that TCIT-U is effective and adaptable in Miami-Dade’s diverse early learning settings. Teachers in the intervention group showed statistically significant improvements in classroom management, instructional strategies, and student engagement (p < .001), with the largest gains in classroom management where scores rose from 7.21 to 8.20 (large effect size d ≈ 0.95–0.99). These improvements were sustained 6–8 weeks post-intervention, while no significant changes occurred in the control group.
Beyond these measurable outcomes, the program reached over 900 children in predominantly low-income, Hispanic communities, expanded teachers’ capacity to support dual language learners, and delivered training in participants’ preferred language to ensure accessibility and cultural responsiveness. The findings demonstrate TCIT-U’s viability as a universal, scalable, and culturally adaptable professional development model and provide county-level evidence to guide policy and funding decisions for high-need early childhood education settings.
What We Learned
Through our evaluation, BSRI generated local evidence on TCIT-U’s effectiveness and identified key factors for successful, sustainable implementation. This evidence can be used to secure funding and support for expanding TCIT-U countywide. From the study findings, we learned:
- Self-Efficacy Matters: Teachers with higher confidence are more likely to persist in their profession, manage classrooms effectively, and maintain positive interactions.
- Experience Doesn’t Predict Confidence: TCIT-U was equally effective for novice and veteran teachers, regardless of educational background.
- Language Accessibility is Essential: Delivering coaching and training in teachers’ preferred language increases uptake and effectiveness.
- Ongoing Support Helps Sustain Gains: Booster sessions may play a role in preventing skill attrition over time.
Team Behind the Work
Lead Organization
Research Partner
Funding Partner
