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Characteristics that create a quality early learning center: An evaluation study

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Characteristics that create a quality early learning center: An evaluation study

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Content Running head: QUALITY EARLY LEARNING

CHARACTERISTICS THAT CREATE A QUALITY EARLY LEARNING CENTER:
AN EVALUATION STUDY

By
Rachel M Book

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2018

Copyright 2018 Rachel M. Book
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Dedication
To my three amazing children, Trey, Charleigh, and Greyson! Mommy loves you to
infinity and beyond, to the moon and back, forever and ever amen.

To all children, may each of them have the opportunity to participate in a quality early
learning experience, where they are educated and loved for who they are.

To my dad, you are dearly missed. I know you would you be telling everyone, that’s my
Bucco, she’s a doctor. I love and miss you with all my heart!

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Acknowledgments

When I made the decision to embark on my EdD, I had no idea how many individuals
would play such an important role in my success. This experience has been life-changing. I
would like to express my sincere appreciation to everyone who assisted me in earning this
remarkable degree.
I would like to express my deep appreciation and gratitude to my dissertation chair, Dr.
Eugenia Mora-Flores, for the patient guidance she provided to me. Dr. Mora-Flores’ feedback,
reassurance, and guidance supported me when I most need it, and I am truly fortunate to have
had the opportunity to work with her.
I would also like to thank my committee members, Drs. Sandra Kaplan and John Theis
for the friendly guidance, feedback, and thought-provoking suggestions throughout the program.
Their guidance was enlightening and encouraging.
Finally, I’d like to thank my family. My husband, John and my mother, Theresa, for their
support and patience throughout this journey. And most importantly, I’d like to thank my
children, Trey, Charleigh, and Greyson. They have made me stronger and more fulfilled than I
ever imagined!

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Table of Contents

Dedication ....................................................................................................................................... 2
Acknowledgments .......................................................................................................................... 3
Table of Contents ............................................................................................................................ 4
List of Tables .................................................................................................................................. 7
List of Figures ................................................................................................................................. 7
Abstract ........................................................................................................................................... 8
Introduction to Problem of Practice ................................................................................................ 9
Organizational Context and Mission .............................................................................................. 9
Importance of Addressing the Problem ........................................................................................ 10
Purpose of the Project and Questions ........................................................................................... 11
Organizational Performance Goal ................................................................................................ 12
Description of Stakeholder Groups ............................................................................................... 13
Stakeholders Performance Goals .................................................................................................. 15
Stakeholder Group of Focus ......................................................................................................... 15
Review of the Literature ............................................................................................................... 16
Knowledge, Motivation and Organizational Influences ............................................................... 21
Knowledge Influences ............................................................................................................................ 23
Motivation Influences ............................................................................................................................. 23
Organizational Influences ....................................................................................................................... 25
Conceptual Framework ................................................................................................................. 27
Data Collection and Instrumentation ............................................................................................ 28
Findings ........................................................................................................................................ 30
Participating Stakeholders ............................................................................................................ 31
Stakeholder Knowledge ................................................................................................................ 33
Communication with Parents .................................................................................................................. 33
Implementation of Academic Instruction and Assessment ..................................................................... 35
Classroom Set Up ................................................................................................................................... 38
Stakeholder Motivation ................................................................................................................. 39
Self-Efficacy ........................................................................................................................................... 40
Goal Orientation...................................................................................................................................... 41
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Organizational Culture .................................................................................................................. 42
Summary of Findings .................................................................................................................... 43
Recommendations for Practice to Address KMO Influences ....................................................... 44
Knowledge Recommendations ............................................................................................................... 44
Introduction ......................................................................................................................................... 44
Declarative knowledge solutions, or description of needs or assets ................................................... 46
Procedural knowledge solutions, or description of needs or assets .................................................... 47
Motivation Recommendations ................................................................................................................ 48
Introduction ......................................................................................................................................... 48
Self-Efficacy ....................................................................................................................................... 51
Goal Orientation .................................................................................................................................. 51
Organizational Recommendations .......................................................................................................... 53
Introduction ......................................................................................................................................... 53
Cultural models ................................................................................................................................... 55
Cultural settings .................................................................................................................................. 56
Implications for Further Research............................................................................................................... 57
Conclusion .................................................................................................................................... 57
Appendix A: Participating Stakeholders with Sampling Criteria for Interviews ......................... 59
Participating Stakeholders ............................................................................................................ 59
Appendix B: Protocols .................................................................................................................. 62
Appendix C: Ethics ....................................................................................................................... 68
Appendix D: Accreditation Classroom Checklist ......................................................................... 70
Appendix E: Level 1 Evaluation Instrument ................................................................................ 72
Appendix F: Level 2 Evaluation Instrument ................................................................................. 73
Appendix G: Immediate Evaluation - One on One Director Meeting .......................................... 75
Appendix H: Integrated Implementation and Evaluation Plan ..................................................... 76
Implementation and Evaluation Framework ........................................................................................... 76
Organizational Purpose, Need and Expectations .................................................................................... 76
Level 4: Results and Leading Indicators ................................................................................................. 77
Level 3: Behavior .................................................................................................................................... 78
Critical behaviors ................................................................................................................................ 78
Required drivers .................................................................................................................................. 80
Organizational support ........................................................................................................................ 82
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Level 2: Learning .................................................................................................................................... 82
Learning goals ..................................................................................................................................... 82
Program. .............................................................................................................................................. 83
Components of learning ...................................................................................................................... 84
Level 1: Reaction .................................................................................................................................... 85
Evaluation Tools ..................................................................................................................................... 86
Immediately following the program implementation ......................................................................... 86
Delayed for a period after the program implementation ..................................................................... 87
Data Analysis and Reporting .................................................................................................................. 87
Summary ................................................................................................................................................. 88
References ..................................................................................................................................... 90

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List of Tables
Table 1 Organizational Mission, Global Goal and Stakeholder Performance Goals ................. 155
Table 2 Knowledge, Motivation, and Organizational Influences ............................................... 211
Table 3 Teacher Education and Child Care Experience ............................................................. 322
Table 4 Teacher Communication Strategy Findings .................................................................. 355
Table 5 Summary of Knowledge Influences and Recommendations ......................................... 455
Table 6 Summary of Motivational Influences and Recommendations ......................................... 50
Table 7 Summary of Organization Influences and Recommendations ........................................ 54
Table 8 Outcomes, Metrics, and Methods for External and Internal Outcomes .......................... 78
Table 9 Critical Behaviors, Metrics, Methods, and Timing for Teachers .................................... 79
Table 10 Required Drivers to Support Teachers’ Critical Behaviors ........................................... 81
Table 11 Components of Learning for the Training Program. ..................................................... 85
Table 12 Components to Measure Reactions to the Program. ...................................................... 86

List of Figures
Figure 1 Stakeholder and Organizational Relationship…………………………………………27
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Abstract
The focus of this study was to examine the characteristics, processes, and procedures that
create a quality early learning environment for students. The study uses Clark and Estes
(2008) gap analysis as the framework to identify knowledge, motivation, and organizational
influences of the primary stakeholder, the teachers. A qualitative study approach utilizing
face-to-face interviews and document analysis was conducted. The study found that the
teachers are providing a quality early learning environment for the students.
The findings include positive communication with parents by teachers, the study found
that a strong communication between teachers and parents helps the student throughout the
early learning years. Another finding that had impact on the early learning center is the
meaningful and engaging classroom set ups for the students to learn and play. These set ups
encourage students to participate in play and other activities throughout the day. The
thoughtful placement of toys and manipulatives is beneficial to the day to day routines and
activities of the students. The teachers also demonstrate confidence and it is evident there is
a strong organizational culture at Lincoln Early Learning. Both teacher confidence and
strong organizational culture are the base of a quality early learning center. Lincoln Early
Learning has both teachers and the larger organization working to provide the best
opportunity for students. The study identifies the components and best practices necessary to
create a quality early learning program. In addition, recommendations to sustain a quality
early learning program were identified and discussed.

Keywords: Quality Early learning, Pennsylvania Keystone Stars, Early Learning Center

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Introduction to Problem of Practice
Students entering kindergarten who do not participate in a quality early learning program
exhibit achievement gaps in social-emotional and academic readiness (Freeman and Brown,
2008). These students demonstrate developmental delays, below average basic academic skills,
and lower overall achievement scores compared to students who have attended a quality early
learning program (Hatcher, Nuner, and Paulsel, 2012; Ramey and Ramey, 2004; Goldstein,
Warde, and Peluso, 2013). An IQ gap is identified in students, infant through four years old,
between those who did and did not attend quality early learning centers (Hatcher, Nuner, &
Paulsel, 2012). This gap between students are as follows: infants six months old reflect a seven
percent gap, toddlers at eighteen months old have a twenty-two percent gap, children at three
years old represent a fifty-one percent gap, and children at four years old show a fifty-five
percent gap (Stormont, Herman, Reinke, King & Owens, 2015). According to Stuber and
Patrick (2010), students who entered Kindergarten with higher skill levels outperformed students
who entered Kindergarten with lower skill levels on third grade assessments. The lack of quality
in early learning programs must be addressed so students who attend are prepared to enter
kindergarten.
Organizational Context and Mission
Lincoln Early Learning is an early learning center located in Midland, Pennsylvania.
Lincoln Early Learning provides individualized social, academic, and developmental instruction
for students six weeks through six years old. The mission of Lincoln Early Learning is to
provide quality education and care for students and create strong school to home connections.
Currently, 87 students are enrolled at Lincoln Early Learning; 38 females and 49 males. Within
the current population there are 14 minority students, and six students with Individual Education
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Plans (IEP). Lincoln Early Learning employs 31 individuals whose primary role is to ensure the
care, safety, and education of the students; with the ultimate goal of preparing each student with
the skills necessary to be successful when entering kindergarten. Lincoln Early Learning is
managed by an administration team made up of a director and two assistant directors. The center
has seven lead teachers with degrees in education or human service fields. Nine members of the
support staff have earned or are enrolled in a certificate program in early childhood education.
Lincoln Early Learning leverages the knowledge and skills of all staff in a collaborative manner
to ensure students are reaching their potential during their time at the center.
In an effort to prepare all students for a successful transition to kindergarten, the staff at
Lincoln Early Learning use curriculum that focuses on differentiated instruction in Math, English
Language Arts, Science, and Social Studies to meet their developmental needs. In addition to the
core subject areas, students are introduced to Spanish and Sign Language in the infant classroom
to encourage verbal and non-verbal communication. The communication styles are fostered in
each subsequent classroom at the center. Every classroom explores their environment through
daily play; both indoors and outdoors. Gross and fine motor activities are strategically planned
and implemented to cultivate growth and development. Student safety and success drives the
staff to create an environment where children come first.
Importance of Addressing the Problem
Quality early learning is important for the success of young children. Academic, social
emotional, and developmental growth are dependent on the quality care children receive. The
Office of Child Development and Early Learning has partnered with a program to guide early
learning centers through quality control processes to ensure children are receiving high quality
care and education. Pennsylvania Keystone Stars is a state funded program providing early
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learning centers with resources and grant funds to better serve students. The program uses a
four-star accreditation program to rate early learning centers in Pennsylvania. If an early
learning organization does not maintain or increase their status they are at risk of losing funding
and support from the program. Funding ensures Lincoln Early Learning’s ability to provide
services to families in need of early learning care and education. Additionally, evaluating the
organization’s performance gives stakeholders the information necessary to make decisions that
will positively impact the center; thus, the quality of the care received by the students.
Purpose of the Project and Questions
The purpose of this study is to evaluate the teachers’ knowledge, motivation, and
organizational influences related to the quality care and education provided at Lincoln Early
Learning. The quality of the center directly affects the students’ emotional, academic, and
developmental growth. Lincoln Early Learning’s organizational goal of obtaining Pennsylvania
Star 4 Accreditation directly relates to the success of the center and by creating a quality learning
environment.
Reaching an organizational goal depends, in large part, on the knowledge and skills of the
teachers. If a knowledge and skills gap is identified it suggests one of two things; the teachers do
not know how to complete certain tasks to reach the respective goals or there is an anticipated
future organizational goal that requires a new set of skills (Clark & Estes, 2008). For this study,
Lincoln Early Learning teacher’s knowledge and skills related to accreditation criteria,
procedures, and protocols will be examined closely.
The success of Lincoln Early Learning reaching the stakeholder goal of preparing the
classrooms for inspection at a Star 4 level is strongly dependent on the motivation of the
teachers. Motivation keeps people energized and helps lead to the accomplishment of tasks.
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There are two major types of motivation, internal and external (also referred to as intrinsic and
extrinsic, respectfully) (Clark & Estes, 2008). Employees who are confident, proactively remove
organizational barriers, create positive emotional environments, and propose the value in
reaching the performance goals that have been set are more prone to actively work towards a
goal and overall success of the organization (Clark & Estes, 2008). The success of Lincoln Early
Learning reaching the stakeholder goal of preparing the classrooms for inspection at a Star 4
level is strongly dependent on the motivation of the teachers. To guide this study an examination
of the knowledge, motivation, and organizational influences will be conducted using the
following questions:
1. To what extent is Lincoln Early Learning meeting its goal of operating a quality program,
making certain all emotional, academic, and developmental areas are being met?
2. What are the knowledge, motivation, and organizational influences related to achieving
the organizational goal?
3. What are the recommendations for the organizational practice in the areas of knowledge,
motivation, and organizational resources?
Organizational Performance Goal
Lincoln Early Learning’s goal is to obtain Star 4 status through the Pennsylvania
Keystone Stars Program by January 2018. Star 4 is the highest level of accreditation a center-
based institute can achieve in the state of Pennsylvania. It demonstrates the tenacity to go above
and beyond the necessary guidelines and regulations set by the state of Pennsylvania. Lincoln
Early Learning is working to obtain Star 4 accreditation to ensure procedures and policies,
professional development, teaching strategies, assessments, and classroom environments are held
to the highest quality and meet or exceed the accreditation expectations. The director of Lincoln
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Early Learning set January 2018 as an achievement date for reaching Star 4.
The progress of Lincoln Early Learning’s success in meeting the goal of obtaining higher
star levels are determined by the results of the Pennsylvania Keystone Stars evaluation of the
program. Unscheduled observations and staff interviews are conducted by Pennsylvania
Keystone Stars staff to evaluate the center’s classroom setup, utilization of curriculum,
implementation of positive discipline, interactivity with students, professional development for
staff, and overall academic, social, and development achievement in relationship to the standards
set by the Pennsylvania Keystone Stars program. Evaluating the early learning program will
enable stakeholders to gather formative data that can be used to assess the programs and student
progress.
Description of Stakeholder Groups
Lincoln Early Learning has three primary stakeholder groups: staff, students, and parents.
Staff, specifically teachers, contribute to the quality at the center by providing a safe learning
environment, consistent and rigorous educational opportunities, and an overall nurturing
atmosphere. They ensure student safety, focus on fostering the students’ academic success
through standard-aligned developmentally appropriate lesson plans, hands-on learning activities,
and ensure social emotional growth. In addition to the staff as stakeholders at Lincoln Early
Learning the students can be considered the most significant stakeholders.
Students are unique stakeholders in that they are a reflection of the quality of care and
education provided by Lincoln Early Learning. Children enrolled at Lincoln Early Learning
demonstrate developmentally and academically appropriate progression while enjoying their
time at the center. Students’ role as a stakeholder in early learning is better paired with the
parents’ role, suggesting the stakeholder may indeed be a family role.
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Parents are instrumental in providing constructive feedback that guides the center’s
continuous quality improvement strategies. If Lincoln Early Learning does not serve the needs
of the families, they will enroll their children in another early learning center, which reduces
center revenue. Without strong parental support Lincoln Early Learning cannot maintain a safe,
educationally sound, and financially viable organization. The table below outlines the
organizational mission and performance goals and specific stakeholder goals at Lincoln Early
Learning.

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Stakeholders Performance Goals
Table 1
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
The mission of Lincoln Early Learning is to empower learning communities by providing
them with products, strategies, and services aligned with proven educational practices.
Organizational Performance Goal
By January 2018, Lincoln Early Learning will achieve the Star 4 level through the
Pennsylvania Keystone Stars Accreditation Program.
Administration and Staff Administration and Staff Administration and Staff
By December 15, 2016
Lincoln Early Learning staff
completed the accreditation
preparation for the
classrooms to meet all
Pennsylvania Keystone Star
Three accreditation protocols.
By December 15, 2016
Lincoln Early Learning staff
completed the required 18
hours of continuing education
credits to meet the
Pennsylvania Keystone Stars
accreditation requirements.
By December 15, 2017
Lincoln Early Learning staff
completed the accreditation
preparation for the
classrooms to meet all
Pennsylvania Keystone Star 4
accreditation protocols.

Stakeholder Group of Focus
Combined efforts of all stakeholder groups contributed to obtaining the overall
organizational goal of Star 4 accreditation at Lincoln Early Learning. It was essential to evaluate
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the staff of Lincoln Early Learning and illustrate the performance goals expected. Only a portion
of the stakeholder group, the teachers, were the focus for this study. The stakeholder’s goal,
supported by the program directors, was for the center obtain a Star 4 accreditation through
Pennsylvania Keystone Stars. To reach Star 4 accreditation, staff had to increase the number of
monthly continuing education trainings, increase communication and conferences with parents,
demonstrate frequent observations and assessment of all students in their classroom, and
increased classroom involvement with students (PA Keys, 2015). Failure to accomplish these
goals would lead to maintaining a Star 2 level of accreditation and would result in less than
acceptable quality of care and education for students enrolled in the center. The center would
also experience a decrease in financial assistance from the Pennsylvania Keystone Stars program
and the state government. Ultimately, this results in lower than expected care and education for
the students of Lincoln Early Learning and inhibits kindergarten readiness.
Review of the Literature
A large number of students start kindergarten with major delays in social emotional,
language, and basic academic skills (Freeman & Brown, 2008; Hatcher, Nuner, & Paulsel, 2013;
Ramey & Ramey, 2004). The achievement gap is reflective of the vast difference in the IQs of
students entering kindergarten. Students that do not attend a quality early learning program have
significantly lower IQs and demonstrate lower proficiency in basic skills than students who do
attend a quality early learning program (Ramey & Ramey, 2004). This section highlights the
lack of social emotional and academic readiness and success of students, the necessary
components to create quality early learning centers, and the possible consequences for a child
who does not attend a quality early learning center.
The overall maturity of students is an important aspect of kindergarten readiness.
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Students who attend a quality early learning program are more likely to show success when
interacting with peers and teachers and showing awareness of social cues within the classroom
(Hatcher, Nuner, & Pausel, 2012). Students who are prepared for kindergarten are focused and
eager to learn independently (Johnson, Martin & Brooks-Gunn, 2013). Skills such as social
problem solving, emotional expression, and positive personal interaction are identified as
important components of social emotional readiness (Hatcher, Nuner, & Pausel, 2012). There
are three measures of social-emotional development that can assist in determining a students’
social-emotional readiness for kindergarten. The first measure is referred to as externalizing
behavior. This relates to the impulse, aggression, and disruption a student exhibits. The second
measure focuses on prosocial behavior. This outlines the empathy and interests of the student.
The third measure relates to the approaches to learning. This focuses on the students’ eagerness
to learn, focus, attention, and independence (Johnson, Martin, &Brooks-Gunn, 2013). Students
who attend a quality early learning program tend to have stronger overall maturity. In addition
to the social-emotional readiness of students, quality early learning centers assist students in
gaining academic readiness.
Another important aspect of kindergarten readiness that is often a result of students’
participation in a quality early learning center is academic ability. Specifically, students’
understanding of pre-reading concepts, print conventions, number sense, spatial abilities, and
more. The academic ability of students who are ready for kindergarten encompass a number of
cognitive abilities in reading, math, and general knowledge. Early language development
including vocabulary, phonemic awareness, and print conventions are strong indicators that
students are prepared to enter kindergarten (Johnson, Martin, & Brooks-Gunn, 2013). Objective
academic measurements are important to ascertain. For example, in math, mastery of specific
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skills such as measurement, special awareness, and number sense indicate a student is ready to
enter kindergarten (Stuber & Patrick, 2010). Objective measurements to support the importance
of a quality early learning program are available; as reflected by the Pennsylvania Stars Program
evaluation process.
Early Learning programs are challenged with creating a program to promote quality
learning that meets the needs of a variety of students and ensure positive academic and social
achievement that leads to increased kindergarten readiness. Many components are necessary to
create a quality early learning center. Components such as the curriculum the students are being
taught from, the classroom including the materials and set up, and the preparedness and abilities
of the teaching staff. Instituting the various curriculum components does not guarantee success.
Early Learning curriculum must be able to be differentiated to meet the needs of a variety of
developmental levels. It must be able to be presented utilizing a variety of modalities, so all
types of learners are engaged. The curriculum must include lessons that are relatable and of
interest to the students in the classroom (St. Clair-Christman, Buell, & Gamel-McCormick,
2011). Utilizing curriculum that connects student learning with materials and manipulatives
within the classroom provides opportunity for meaningful lessons that promote student
exploration and imaginative play. Curriculum and classroom environment can be combined to
play an important role in the overall academic achievement of students enrolled in the early
learning center.
To further enrich the early learning center the classrooms must be engaging and age
appropriate for the students. The physical environment plays an important role in the safety and
daily routine of the students. The classroom must provide space where students are able to
explore and engage in a variety of lessons using several modalities (Stuber & Patrick, 2010).
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Manipulatives, toys, and learning materials must be accessible so students are able to play and
learn independently throughout the day making the student the central concern of the early
learning center (Pennsylvania Keystone Stars, 2015).
The complexity of what makes a quality early learning center include curriculum, social
emotional engagements, and the provisioning of a safe environment. However, one of the most
significant components of a quality early learning center is the teaching staff. To ensure teachers
are providing a quality learning experience within the early learning center they must take part in
professional development, have positive teacher to student interactions, and promote parent
communication. Teachers must be well prepared, supported, and rewarded so they can form
strong relationships and positively affect student success (St. Clair-Christman, Buell, & Gamel-
McCormick, 2011).
To ensure teachers are prepared they must take part in professional development and
continuing education trainings either during group training sessions or in class coaching.
Trainings have the strongest impact on the quality of the early learning center when they are
related to appropriate observation and assessment techniques, how to implement positive
interactions with students, modeling of appropriate instructional strategies, and best practices in
classroom set up and design (Landry, Zucker, Taylor, Swank, Williams, Assel, Crawford, and
Huang, 2014). Center directors and owners need to provide the support, so teachers are able to
participate in trainings. Without classroom coverage teachers are unable to attend trainings.
Teachers who seek out trainings should be recognized and rewarded by owners and directors
because to their effort to invest in the quality of their teaching and the center as a whole
(Fukkink, 2007). Teachers strengthen their skills and impact student learning and success
through personal growth gained during trainings and continuing education courses. A
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professional development plan should be set up to align future trainings with individual
developmental needs of teachers and staff (Wilcox, 2013). Teachers must transfer their
knowledge and skills through gained through professional development and must demonstrate
positive interactions with students and open communication with parents.
Students who feel valued are more eager to learn from the teachers in their classroom.
Engaging students in conversation and talking to them on their level gains trust. Same level
communication creates a sense of safety that drives students to engage with teachers in a variety
of situations (Stormont, Herman, Reinke, King, & Owens, 2015). Like students, parents need to
feel a sense of safety. Teachers in a quality early learning center communicate with parents in
several ways and on a daily basis. Best practices for communicating with parents of early
learning students includes personal greeting at drop off and pick up, daily emails or app postings,
and an overall open-door policy. The open-door policy should allow parents the opportunity to
visit the classroom with or without prior notice. Positive communication and interaction
between parents and teachers models a strong bond for students. This type of relationship
illustrates a common interest of parents and teachers, facilitating a strong early learning
foundation for the students (Landry, Zucker, Taylor, Swank, Williams, Assel, Crawford, and
Huang, 2014). Parental involvement increases student success within the early learning center
environment. Problem solving and communication of basic needs through interpersonal skills,
turn-taking through social awareness, and following rules and routines through self-control and
awareness are increased when parents reinforce the behaviors at home (Hatcher, et al, 2012).
Teacher characteristics highly impact the quality of the activities provided as well as the entire
program as a whole.
Key components such as social emotional development, curriculum, and teacher skills
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and professional development are necessary to increase quality in early learning programs.
Increased staff professional development, implementation of standards-aligned curriculum and
early learning best practices, and positive parental involvement will improve the quality of early
learning centers and increase kindergarten readiness of students (Wilcox, 2013; Fukkink, 2007;
Ramey and Ramey, 2004; Hatcher, et al., 2012; Little, Kaga, and Frelow, 2006; Stuber and
Patrick, 2010). A continuous focus by early learning professionals and parents must be initiated
and maintained to effectively increase the quality of the early learning center. The
organizational mission and goals and the knowledge, motivational, and organizational influences
identified throughout the literature review are outlined in the following section.
Knowledge, Motivation and Organizational Influences
Table 2 shows the organizational mission, global goal, stakeholder goals, and knowledge,
motivation, and organizational influences identified in the literature review.
Table 2
Knowledge, Motivation, and Organizational Influences
Organizational Mission
The mission of Lincoln Early Learning is to empower learning communities by providing
them with products, strategies, and services aligned with proven educational practices.
Organizational Global Goal
Lincoln Early Learning’s goal is to achieve a Star 4 accreditation level through the
Pennsylvania Keystone Stars Program by January 2018.
Stakeholder Goal
By January 2018 Lincoln Early Learning teachers prepared their classrooms to meet the
Star 4 protocols set by Pennsylvania Keystone Stars.
Knowledge Influence

Knowledge Type
(i.e., declarative
(factual or
conceptual),
procedural, or
metacognitive)
Knowledge Influence Assessment
Teachers need to know the
details of classroom setup,
student observation schedules,
Declarative
(Factual)

Interviews - Teachers asked to
discuss working knowledge of the
criteria necessary to meet Star 3
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and quality parent
communication, necessary to
meet Star 4 accreditation.
and Star 4 accreditation.
Teachers need to know how to
implement age appropriate
standard-aligned curriculum
necessary to meet Star 4
accreditation.
Procedural Assessment through document
review. Curriculum assessments
will be reviewed.
Teachers need to know how to
physically set up their
classrooms, provide support
for students and parents, and
integrate cultural diversity into
their lessons.
Procedural
(Conceptual)
Assessment via observation of
each classroom to ensure
enhancements have been
completed to meet accreditation
criteria.

Assumed Motivation Influences Motivational Influence Assessment
Self- Efficacy – Stakeholders need to believe
they are capable of effectively preparing
classroom to meet the Pennsylvania
Keystone Star three and four accreditation
protocols.
Staff Interviews
Staff Interviews will be conducted to gain
insight into the staff’s thoughts regarding
their own ability. Questions such as, “How
do you feel about your ability to prepare
your classrooms for accreditation
evaluations?”
Goal Orientation – Stakeholders should want
to demonstrate effort towards improvement
and progress in regard to the enhancement of
their classrooms by adding specific centers,
appropriate selection of manipulatives, and
cultural diversity in photos, books, and toys
to their classrooms.
Open Ended Surveys
What goals have you set for this task?
What changes do you plan to implement to
increase the likelihood that you will reach
your goals?

Assumed Organizational Influences Organization Influence Assessment
Cultural Model Influence 1: There is support
from the site director to provide teachers
with time to complete the necessary
observations.

Survey or interview questions asking
teachers about the importance of
observations. How often should they be
completed, what is the benefit, is completing
more observations helping or hurting the
gains within their classroom?
Cultural Model Influence 2: Teachers adapt
their classrooms to meet the requirements set
by the Pennsylvania Keystone Stars.
Survey or interview questions asking
teachers how their classroom could be
improved.
Cultural Setting Influence 1: Teachers are
provided time outside of their classrooms to
review and execute the necessary
implementations to advance in star level
accreditation.
Survey or interview questions asking
teachers if they are feeling overwhelmed and
why? Ask how their daily routines could be
adjusted to find time to implement necessary
changes?
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Knowledge Influences
Lincoln Early Learning provides care and education to students from six weeks old
through age six. Currently the center holds a Star 2 accreditation status through the Pennsylvania
Keystone Stars Program. Pennsylvania Keystone Stars is a state funded program that provides
early learning centers with resources and grant funds to increase their quality and services.
Lincoln Early Learning aims to increase their accreditation level from Star 2 to Star 4.
It is critical to examine the knowledge and skills of staff to determine if they can attain
the intended goals related to Star 4 accreditation. If a knowledge and skills gap is identified, it
suggests the staff does not have the appropriate knowledge and will need strong problem-solving
skills to complete job requirements (Clark & Estes, 2008). This analysis will help guide the
distribution of information, job aids, and training of staff to increase the likelihood that they will
reach the intended goals.
Motivation Influences
The success of Lincoln Early Learning reaching the stakeholder goal of preparing the
classrooms for inspection at a Star 4 level is strongly dependent on the motivation of the
teachers. There are two major types of motivation: internal and external (also referred to as
intrinsic and extrinsic, respectfully) (Clark & Estes, 2008; Rueda, 2011). Internal motivation is
reflected by an individual choosing to work towards a goal, persist until that goal is met, and
determine how much mental effort they are willing to invest to reach the goal (Clark & Estes,
2008; Rueda, 2011). Three common indicators are directly related to internal motivation: active
choice, persistence, and mental effort. Goal achievement is often a result of increased internal
motivation combined with those indicators (Clark & Estes, 2008; Rueda, 2011). Employees’
emotions also play a role in internal motivation towards performance goals. If they are annoyed
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or bored, the desired goals and job performance may not be met (Lord, Klimoski, Kanfer, 2002).
Identifying boredom and implementing self-regulatory strategies including self-talk, personal
goal setting, and imagining rewards or punishments related to goals can assist in increasing
employee internal motivation towards performance goals (Dembo & Eaton, 2000).
There are also external influences like culture and social factors that affect an individual's
external motivation (Rueda, 2011). Knowledge and skills refers to the how. It is important to
know how someone plans to reach a goal. If a teacher does not show desire to complete a goal
the goal will cease to be met (Clark & Estes, 2008; McGee & Johnson, 2015).
Employees who are confident proactively remove organizational barriers, create positive
emotional environments, and identify the value in reaching performance goals, are more prone to
actively work towards a goal and overall success of the organization (Clark & Estes, 2008). An
employee's confidence is a powerful indicator of the mental effort that will be invested into
attaining a goal (Clark & Estes, 2008). Both internal and external factors are analyzed within
multiple motivational theories. This paper will focus on Self-Efficacy Theory and Goal
Orientation Theory.
According to Eccles, 2009, teachers who are motivated to reach the performance goals
believe they are able to make the appropriate connections with students and parents, as well as,
create a classroom that is engaging and developmentally appropriate. These teachers believe
they are able to meet all of the expectations set by an Accreditation team. The self-efficacy of
the teachers is a strong determinant that the goal can be accomplished. Staff is motivated to
begin the task, they are persistent through the duration of the task even when faced with
distractions, and they put forth as much mental effort as needed to obtain the goal (Clark &
Estes, 2008; Rueda, 2011). Teachers’ self-efficacy is important, they must believe in themselves
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to create positive environments and relationships (Ansari, Purtell, & Gershoff, 2015).
Organizational Influences
Lincoln Early Learning’s ability to close the performance gap and obtain Star 4
accreditation through the Pennsylvania Keystone Stars Program by January 2018 is dependent on
organizational barriers. Organizational barriers are problems within an organization that prohibit
attainment of goals (Clark & Estes, 2011).
It is important to examine the organizational barriers to determine if they are going to
inhibit obtaining the intended goal related to Star 4 accreditation. If the appropriate materials are
not available and the processes are inadequate within the organization the performance goal will
not be met (Clark & Estes, 2011). It is essential to have efficient processes and materials within
an organization’s culture it affects all efforts to meet performance goals (Clark & Estes, 2011).
Lincoln Early Learning cultural influences that are leading to a performance gap relate
directly to resistance by the teachers, performance patterns, and work processes that are
effective. The teachers at Lincoln Early Learning are the main stakeholder. An increased
number of observations that are required to be completed for each student per year leads to more
work for the classroom teacher, which could possibly lead to teacher concern. The mandatory
classroom changes necessary to meet the accreditation standards could possibly cause concern.
Current performance at Lincoln Early Learning is related to the classroom setting at the center.
The teachers are preoccupied with day to day operations and voice concern in finding time to
review and execute all of the necessary implementations to advance center accreditation.
Lincoln Early Learning’s work processes related to accreditation are not completely defined.
There are no teachers on staff who have completed the entire accreditation process through the
Pennsylvania Keystone Stars Program, new processes will need to be put in place to do so. To
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close these performance, gaps strategies suggested by Clark and Estes (2011), will be
implemented. These strategies include interviews to identify the importance of the accreditation
and the changes necessary to meet the accreditation criteria. Specific interview questions will be
designed to address each of the organizational gaps that have been identified. To increase the
effectiveness of the attempts to improve performance at Lincoln Early Learning, all of the
specific organizational culture must be taken into consideration.

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Conceptual Framework
Figure 1
Stakeholder and Organizational Relationship

Lincoln Early Learning
Access to Knowledge – Nurturing, education, and
wellbeing of children – professional ethics

By January 2018 Lincoln Early Learning teachers
will prepare their classrooms to meet the Star 4
protocols set by Pennsylvania Keystone Stars.

Early Learning Teachers
Declarative and Procedural
Knowledge
Classroom setup, student
observation schedules, quality
parent communication
Likert Scale/Open Ended
Surveys
Teachers need to know how to
physically set up their
classrooms, provide support for
students and parents, and
integrate cultural diversity into
their lessons.
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The large blue circle represents the organization, Lincoln Early Learning. The center
provides access to knowledge to assist the key stakeholders in meeting the organizational goal.
The organization fosters employee motivation that is necessary for them to provide a safe and
educational atmosphere for the children while ensuring professional ethics. The smaller green
circle represents the primary stakeholders; who are the teachers employed by Lincoln Early
Learning. With the support of Lincoln Learning Solutions leadership, the stakeholders are able
to gain knowledge needed to reach the organizational goal. The stakeholders are motivated by
the larger organization in a variety of ways which lead to reaching the organizational goal. The
goal that has been set by the organization is represented in the orange rectangle at the bottom of
the diagram. In regard to Clark and Estes (2011) framework, when the stakeholders within the
organization obtain the necessary knowledge, are motivated, and have support from the larger
organization the performance goal is likely to be met.
Data Collection and Instrumentation
This study utilized a qualitative research approach to gather and analyze information.
Qualitative research looks to answer important questions while focusing on meaning and
understanding (Creswell, J., 2014 and McEwan & McEwan, P., 2003). Based on the nature of
the research questions for this study the effort to understand the teachers’ knowledge and
motivation related to the organizational goal assisted in understanding the overall quality of
Lincoln Early Learning. To best answer the research questions the interview questions must
determine if there are any organizational issues preventing the early learning center from
meeting the organizational goal. Qualitative research unfolds naturally, it is non-manipulative,
and is open to emerge in a variety of directions. These characteristics create a focus on
understanding through an inductive process ending in rich descriptions to answer the research
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questions (Merriam & Tisdell, 2016).
One of the important characteristic of qualitative research is the focus on the primary
instrument for data collection and analysis, the researcher (Merriam & Tisdell, 2016). There are
advantages and disadvantages to having a human instrument as the primary instrument for data
collection and analysis. A human instrument can expand understanding through verbal and non-
verbal communication, check for accuracy of interpretation, and immediately clarify and
summarize information gained through research (Creswell, J., 2014, McEwan & McEwan, P.,
2003, and Merriam & Tisdell, 2016). The human instrument also has disadvantages in research;
most evident are the bias individuals have that can impact a study. It is best for researchers to
identify and monitor these biases rather than attempt to eliminate them (Merriam & Tisdell,
2016). A qualitative researcher has a variety of research methods to choose from when gathering
data. For this research study two data collection methods will be used; which are interviews and
documentation analysis.
The research questions for this study focus on a need for deeper understanding of the
quality within Lincoln Early Learning. Conducting interviews with the key stakeholders,
teachers, will allow the researcher to engage in conversation that has structure and is focused on
the research of this study. These interviews will be guided through a list of flexible questions
providing opportunity for emerging topics to be explored. This gives the researcher the ability to
engage the participants and respond appropriately to new discussions. Following the interviews,
the researcher will complete documentation analysis to gain additional information to better
evaluate the quality at Lincoln Early Learning.
Documentation analysis provides flexibility to the researcher because the documents can
be accessed and reviewed at any time. In addition to the flexibility documentation analysis
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provides, another advantage is the written evidence that represents data that the participants have
already given attention (Creswell, 2014). The documents that will be analyzed for this research
study are classroom observations and evaluations and, Environment Rating Scales; which were
conducted by the Pennsylvania Keystone Stars. The Pennsylvania Keystone Stars is a statewide
program that focuses on program quality and support for early childhood education (PA Keys,
2015). The observations and evaluations through Pennsylvania Keystone Stars are completed by
a trained observer for the purpose of quality control and accreditation of Lincoln Early Learning.
The content of these documents will be examined, and pertinent information will be outlined
utilizing a document analysis tool.
The rationale for utilizing a qualitative approach for this research is two-fold. The fact
that the population is very small in combination with the importance of obtaining and
documenting social, emotional, and motivational factors that are intertwined into the teaching
and learning at a quality early learning center. For example, using the specific lead teachers at
Lincoln Early Learning provides insight into a particular context and is not intended to
generalize the larger public (Maxwell, 2013). Upon completion of this study the researcher will
have direct insight into the quality of Lincoln Early Learning based on the interviews and
document analysis. These findings illustrate the knowledge, motivation, and organizational skill
gaps of the teachers at Lincoln Early Learning. With this information Lincoln Early Learning
can facilitate and implement changes to assist in closing any gaps and obtaining the
organizational goal.
Findings
This study evaluated the teachers’ knowledge, motivation, and organizational influences
related to the quality care and education provided at Lincoln Early Learning. Knowledge and
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skills related to accreditation criteria, procedures, and protocols were evaluated to determine the
current level of quality. The teachers’ intrinsic and extrinsic motivation is explored to determine
the level of commitment to the success of Lincoln Early Learning. In addition, the cultural
influences at the center are being analyzed to determine the impact they have on the quality of
the center. All knowledge, motivation, and organizational influences directly affect the students’
emotional, academic, and developmental growth.
The findings for this research study are organized by themes identified in both the
interviews and document analyses related to the identified knowledge, motivation, and
organizational influences. The identified themes include communication with parents,
implementation of academic instruction and assessment, classroom set up, stakeholders self-
efficacy and goal orientation, and the organizational culture at Lincoln Early Learning.
Participating Stakeholders
For this study the stakeholders of focus are the lead teachers. Eight teachers participated
in interviews to determine their knowledge, motivation, and interpretation of the organizational
influences to evaluate the quality at Lincoln Early Learning. The eight lead teachers who were
interviewed comprise 100% of the lead teachers employed at Lincoln Early Learning. Each
interview was recorded, and notes were taken by the interviewer. Following the completion of
all eight interviews the recordings were transcribed and then coded and analyzed (Merriam &
Tisdell, 2015). The teachers are referred to using pseudonyms to maintain confidentiality. The
years of experience working in early childhood education among the stakeholders’ range from
four to more than 25 years. Each stakeholder who was interviewed has worked at Lincoln Early
Learning for more than one year in a lead teacher role. Six of the eight lead teachers who were
interviewed have a bachelor’s degree in education or related field. One lead teacher who was
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interviewed has an Associate Degree in Early Childhood Education with an accompanying
director credential. The other lead teacher who was interviewed completed her Child
Development Associate Certificate at the local community college. The experience and
educational background of the teachers is supported in the research. Higher teacher
qualifications result in high quality care and education for early childhood students (Manning,
M., Garvis, S., Fleming, C., & Wong, G. T. W., 2017). The higher education levels of teachers
also correlate directly to higher accreditation levels (Manning, M., Garvis, S., Fleming, C., &
Wong, G. T. W., 2017). The following table is a visual representation of the teachers’ years of
post-secondary education, years employed at Lincoln Early Learning, and the total years of early
childhood experience.
Table 3
Teacher Education and Child Care Experience

Post-Secondary
Education
Years of Early
Childhood Experience
Years at Lincoln Early
Learning
Teacher 1 Bachelor’s Degree
12 4
Teacher 2 Bachelor’s Degree 15 5
Teacher 3 Bachelor’s Degree 27 5
Teacher 4 Associate Degree 18 2
Teacher 5 Bachelor’s Degree 11 5
Teacher 6 Child Development
Associate Certificate
7 5
Teacher 7 Bachelor’s Degree 4 2
Teacher 8 Bachelor’s Degree 7 2

In addition to the lead teacher interviews, there were two document analyses conducted
which included two classroom observations that were completed by the Pennsylvania Keystone
Stars Association, a third party early education accreditation organization. The classroom
observation documentation was analyzed to determine the knowledge, motivation, and
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organizational skills the observer documented. The second set of documents reviewed were
student academic assessments created by the classroom teachers. The review of the student data
was analyzed to determine the depth of student knowledge and academic and social emotional
development being assessed. By analyzing what the teachers are assessing and comparing it to
the Pennsylvania Keystone Stars criteria, a determination can be made regarding the level of
teacher compliance. It is important for the teachers to be compliant when assessing students
because the criteria is directly related to obtaining the Star 4 accreditation level through the
Pennsylvania Keystone Stars Program.
Stakeholder Knowledge
The teachers at Lincoln Early Learning are the primary stakeholders. Upon completion
of the interviews and document analysis several themes directly related to the teachers’
knowledge were determined. The themes are based on the assumed influences identified to
obtain the organizational goal at Lincoln Early Learning. The knowledge themes include
communication with parents, implementation of instruction and assessment, and classroom
setup.
Communication with Parents
The theme identified as “communication with parents’” indicates that the teachers at
Lincoln Early Learning are connecting with parents in a positive manner, leading to an enriched
experience for their children. This theme partially answers research questions one and two. The
communication theme reflects data that illustrates no gap exists at Lincoln Early Learning. The
knowledge influence related to research question two states that teachers must have the factual
knowledge to positively communicate with parents to meet the organizational goal. All eight of
the teachers interviewed feel there is strong parent communication at Lincoln Early Learning.
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The eight teachers interviewed for this research listed three main types of communication; face
to face, phone calls, and email. Six teachers stated that face to face was their most effective form
of parent communication. One participant stated, “I have daily conversations with my parents
during drop off and pickup, this helps my students have a stronger bond between home and
school.” Another teacher shared, “Face to face communication gives me the opportunity to ask
specific questions and get instant replies.” She added, “This helps me better care for and educate
the children in my classroom.” In addition to face to face communication, teachers identified
phone calls and emails as good modes of communication. Some of the teachers also mentioned
Brightwheel, an App that is used in the classroom. Brightwheel is an early learning center App
that allows teachers to document the students’ daily activities including meals, bathroom breaks,
incident reports, academic activities, nap time, and more. One teacher said, “If I don’t have the
opportunity to talk to a mom or dad in person, the next best way to reach them is email. Parents
respond very quickly to email messages from me.” Three of the four communication strategies
identified by the Lincoln Early Learning Teachers are listed as best practices in an early learning
environment; phone calls, emails, and face to face communication (Stormont, et al, 2015).
However, Brightwheel is not mentioned. The teachers talked highly of this App as a form of
communication but were not asked to rank it because it is not identified as a best practice in the
literature review. According to Landry, et al, 2014, face to face communication with parents
models a strong bond for students, providing them with an emotional security. In addition,
parents who engage with teachers in the early learning years are more involved in their child’s
education as they proceed through school (Murray, Elisabeth, McFarland-Piazza, Laura &
Harrison, Linda J., 2015). The chart below visually represents the findings at Lincoln Early
Learning.
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Table 4
Teacher Communication Strategy Findings

Implementation of Academic Instruction and Assessment
The theme identified as “Implementation of Academic Instruction and Assessment”
provides evidence that the teachers at Lincoln Early Learning are providing a quality learning
experience for students. All eight teachers shared information that indicate they are
implementing appropriate academic instruction and assessments. This theme is directly related
to research question one. It illustrates the extent to which Lincoln Early Learning is operating a
quality program where students’ academic and developmental needs are being met. To ensure
students are engaged and learning at the appropriate developmental level teachers must include
lessons that are relatable and of interest throughout the day (St. Clair-Christman, et al, 2011). “I
choose lessons and activities that are relevant to my classroom. They have to be interesting and
meaningful to my students”; one teacher shared. Once lessons are implemented teachers must
determine how they will evaluate if students are meeting the necessary milestones necessary at
0
1
2
3
4
5
6
7
8
9
Face to Face Communication Phone Communication Email Communication Hand Written Communication
Teacher Ranking of Best Communication Strategy with Parents
1st Communication Choice 2nd Communication Choice 3rd Communication Choice 4th Communication Choice
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their numeric age and developmental ability. A teacher said, “Working with the toddlers, our
best form of assessment is observation utilizing a checklist. I use the observation results to plan
the upcoming activities to ensure students are engaging in activities in areas where they need the
most practice. This means, there are times I have several different lessons/activities going on at
once to meet all of their needs.” All eight teachers at Lincoln Early Learning Center administer
academic and/or developmental and social emotional assessments to determine if students are
meeting emotional, academic, and developmental milestones. “As teachers, we are required by
Lincoln Early Learning to complete assessments at least quarterly; more often in the younger
classrooms. This is beneficial because we are able to identify students who are struggling sooner
than later,” said an interviewee. When gaps are identified, the teachers implement interventions
to help students reach the goals that have been set. A second participant shared “I assess my
students three times per year. If I have students who are not where they need to be I add lessons
to bring them up to speed.” Another interviewee said, “I identify students in my class on all
ability levels. It is beneficial for me to assess often throughout the year, so I can adjust my
lessons to meet all of their needs and ensure they are all meeting benchmarks by the end of their
time with me.”
According to Johnson, et al, 2013, early language development assessment provides
opportunities for early intervention resulting in students being more prepared to enter
kindergarten. In addition to language development, Stuber and Patrick, 2010, indicate mastery
of math skills such as special awareness and number sense prior to kindergarten will promote a
positive kindergarten experience. The eight teachers at Lincoln Early Learning understand the
need to have students succeed in their classroom. They are meeting the quality expectations set
forth by the center. The assessments help the teachers align lessons to the needs of individual
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students in their classrooms. This ensures all students are as close as possible to meeting set
benchmarks for the year. Assessing students’ academic, social, and emotional development
success in early education provides opportunity for early intervention often resulting in less gaps
in later grades. It also assists in planning for continued support for students who may need it
(Denham S. A., Bassett H. H., Zinsser K., and Wyatt T. M., 2014).
In addition to the teacher interviews, document analysis of the assessments used within
the classrooms was conducted. The assessments were compared to the Pennsylvania Early
Learning Standards to determine the appropriateness of the benchmarks being measured. It was
determined that the benchmarks present on the assessment for the students at Lincoln Early
Learning are in alignment with the developmental standards identified in the Pennsylvania Early
Learning Standards, 2014. For example, the Pennsylvania Early Learning Math standard 2.2
PK.MP states, to use mathematical processes when representing relationships. A correlating
assessment item on the Lincoln Early Learning assessment tool is to have students identify the
numeral one and one teddy bear, the numeral two and two cars, etc. Another example uses a
scientific thinking and technology standard, 3.1 YT.A.2; explore the basic needs of plants and
animals. The Lincoln Early Learning assessment has a set of questions asking students to point
to the items a puppy needs to stay healthy. The interview responses paired with the direct
correlation between the Lincoln Early Learning assessments and the Pennsylvania Early
Learning Standards indicates there is no gap in the academic instruction and assessment at the
early learning center. The use of appropriate assessments paired with responsive teacher
practices leads to early learning student success, which in many cases, leads to long term
academic and social and emotional student success (Landry, S. H., Zucker, T. A., Taylor, H. B.,
Swank, P. R., Williams, J. M., Assel, M., et al., 2014).
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Classroom Set Up
The theme identified as “classroom set up” provides evidence that the eight teachers at
Lincoln Early Learning are meeting the needs of students within their physical classroom. It
directly relates to research question three and the need for the knowledge, motivation, and
organizational resources to be part of the organizational practice. The findings that are reflected
in this theme indicate there is no gap in the knowledge and organizational practice at Lincoln
Early Learning. The organizational resources at Lincoln Early Learning Center meet the needs
of the staff to create a quality early learning environment for students. One participant stated,
“When I set up my classroom I used a sample set up from the Pennsylvania Keystone Stars. I
have an open floor plan with access to a large number of activities available within each of the
centers.” Classroom set up is extremely important. It takes the knowledge and motivation of
the teachers to create a center-based classroom that is engaging for students and provides the
opportunity to explore a variety of manipulatives, toys, and learning materials. Another
interviewee also said, “My students play and learn together all day. They make us food in the
dramatic play kitchen and make race tracks in the block center. Their imaginations are in control
and learning is happening every minute.” Stuber and Patrick, 2010, indicate several modalities
of learning materials need to be available to ensure students are provided with an educational
space where learning is evident. In support of the classroom setup, the parent company, Lincoln
Learning Solutions ensures the teachers have all the supplies and classroom materials they need
to successfully educate the students and meet the organizational goal of the center.
The staff at Lincoln Early Learning use a checklist provided by the Pennsylvania
Keystone Stars program that lists the necessary variety of blocks, dolls, toys, culturally diverse
manipulatives, books, and more to identify items their classrooms did not have. A third
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participant shared, “As the needs arose within our parent organization, Lincoln Learning
Solutions responds promptly to meet the needs of the early learning center.” Another participant
shared, “I never have an issue getting the supplies I need to maintain a quality environment in
my classroom. When I put in a request for supplies and resources that are needed for the
classroom, they are fulfilled in a timely manner.” She added, “The students benefit from a great
learning environment enriched with lots of materials and resources to enhance their learning.
We have items including multicultural dolls, indoor and outdoor large motor play equipment,
patterning toys, books, live plants, bird feeders attached to the classroom window, blocks, ipads,
and more.” Another interviewee had a similar response stating, “It is wonderful to be able to
request items I need for my classroom and receive them without any hassle. Our parent
organization provides us with everything we need to maintain quality in our classrooms.”
Lincoln Learning Solutions, the parent organization for Lincoln Early Learning, provides all the
materials and resources necessary to maintain quality at the early learning center. The center is
well stocked with organizational resources to ensure a quality learning atmosphere is maintained.
Providing appropriate classroom set ups and ensuring appropriate resources are available fosters
positive learning experiences and seamless transitions from one activity to the next (Lee,
Kyunghwa, & Choi, Ikseon., 2008).
Stakeholder Motivation
Internal motivation is necessary for individuals to want to move forward and reach a goal
(Clark & Estes, 2008). Employees who are not confident in their abilities may not be able to
meet new expectations (Lord, et all, 2002). The eight teachers at Lincoln Early Learning Center
are motivated, primarily by their students, to improve the early learning center and gain Star 4
accreditation. Five of the eight interviewees stated that the smile on students’ faces and the
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moments the students master skills, motivate them to continue working with students because of
the personal gratification they feel. The sixth interviewee said, “Seeing the aha moments
students have in the classroom when they learn something new makes me so happy and
motivates me to want to teach them more.” The seventh participant stated, “When my students
enter the classroom and give me a hug and say how much they love school, it motivates me to
make their time at school more rewarding.” The eighth interviewee said, “She loves coming to
work to see her students grow and succeed.” It is evident that all eight teachers at Lincoln Early
Learning are motivated by the positive responses. Seeing the students achieve new levels
academically, socially, and developmentally gives the teachers the motivation they need to
continue to create a quality early learning environment. This information and the specific self-
efficacy and goal orientation information below relates directly to research questions two and
three as it identifies the obvious motivation the teachers at Lincoln Early Learning possess and
eliminates the assumption that there may be a motivational gap.
Self-Efficacy
According to Rueda (2011), self-efficacy is an individual’s belief in their ability to
perform. Additionally, a person’s self-efficacy determines how they feel about themselves and
how they are able to self-motivate. When asked the question, “How do you feel about your
ability to prepare your classrooms for accreditation evaluation?”, the teachers had a unanimous
response. All eight teachers are confident in their ability to prepare their classroom to meet the
accreditation requirements of the Pennsylvania Keystone Stars. Self-efficacy is an individual’s
belief in their capabilities to do something or reach a specific goal (Rueda, 2011). One
participant said, “I am excited to add new centers and manipulatives to my classroom to meet
these expectations and provide my students with more learning opportunities”. While another
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interviewee said, “I have been looking up new classroom setup ideas for weeks trying to see
which would best fit the needs of my students and meet the expectations of Star 4 accreditation.”
One of the other interviewees had a very simplistic answer to what motivates her, she said, “I
want to make really good humans. That’s what I think our objective is, to get the best out of our
kids while they are here. We’re raising America with these children, I want to do my best.” The
enthusiasm and self-efficacy each of the eight teachers possess is evident and proves there is no
gap in the motivation influence related to the organizational goal. They are building
relationships with their students creating a supportive environment where the students want to
learn (Rueda, 2011).
Goal Orientation
Goal orientation is an individual’s frame of mind regarding how they can obtain set goals
(Rueda, 2011). The effort that is put forth in reaching a set goal is dependent on the individual’s
interpretation of accomplishment and goal attainment. During the interviews, all eight teachers
were asked the following two questions. “What goals have you set for yourself to prepare for
Star 4 accreditation?” and “What changes do you plan to implement to increase the likelihood
the center will reach Star 4 accreditation?”. The teachers had similar answers for both questions.
The teachers shared that the director provided them with a checklist for classroom set up and the
necessary daily activities that must take place to meet Star 4 accreditation requirements. Goal
orientation is defined as a set of beliefs that represent different ways of responding to goals that
have been set (Rueda, 2011). One participant stated, “I worked closely with interviewee four
because she worked at a center that has previously been through Star accreditation. I set a
deadline one week earlier than what the director had requested so I have time to adjust if
everything isn’t as my director wants.” The other teachers have set goals similar to this
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participant; They plan to have their accreditation check lists completed on or before the deadline
set by the director. Another participant said, “Together our center has a goal of reaching Star 4
accreditation. I enjoy working towards that goal with the other teachers. We all have our own
way of doing things, but when we run into a requirement we aren’t sure how to meet, it is great
to have others to help us.” The eight teachers at Lincoln Early Learning are working specifically
on mastery goal orientation. This specific type of goal orientation, mastery, focuses on learning
and mastering a new task and accomplishing a goal (Rueda, 2011). The team work and
collaboration is evident making the goals of the teachers very similar as they work towards
accreditation at Lincoln Early Learning. The positive responses from all eight teachers leads to
the conclusion that there is no gap in motivation related to goal orientation.
Organizational Culture
According to Clarke and Estes (2011), organizational barriers are problems within an
organization that prohibit the attainment of goals. The goal of the interviews was to determine if
the teachers at Lincoln Early Learning are faced with any organizational barriers. It was found
that all eight interviewees feel they are well supported by their administration team and the
parent organization, Lincoln Learning Solutions. One participant said, “I have worked at a few
early learning centers, this one is the only one where I can leave the room to complete lesson
plans or work on something that I need to outside of the classroom. I don’t have any concern
that I won’t be able to find time to make the necessary changes.” Another interviewee shared, “I
can’t think of any barriers to us reaching Star 4. We have support in all areas. My director
provides coverage when I need to work out of my room and support staff when I need assistance
in my classroom. I am confident we can reach our goal.” According to the responses from the
teacher interviews the director provided opportunities during morning drop off, nap, and
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playtime for them to work outside of their classroom to complete some of the necessary work
towards preparing for Star 4 accreditation evaluation. This is a great example of Clarke and
Estes (2011), which indicates that it is important to have processes within an organization to
assist the efforts of staff in meeting organizational goals. The director implemented a process to
have the teachers work outside of their classrooms without the responsibility of caring for
children to ensure they had time to work through the accreditation checklist and prepare to reach
Star 4. The assumed organizational influences are not validated as an identified gap regarding
the organizational goal. The director provided specific goals for the teachers of Lincoln Early
Learning and supported them by providing additional resources to ensure they had the time to
focus on mastery of the new competence, leading to successful goal orientation (Rueda, 2011).
Summary of Findings
The analysis of the interview transcripts and early learning documents provide a clear
view into the quality level of the Lincoln Early Learning program. The findings include; teachers
have positive communication with parents, they create engaging meaningful classroom set ups,
they demonstrate confidence, and strong organizational culture is evident. The teachers use a
variety of modalities to communicate with parents, strengthening the home to school connection.
The classrooms at Lincoln Early Learning have a variety of play and education materials to
enhance both their social emotional and academic development. All eight teachers are confident,
they demonstrate both positive self-efficacy and strong goal orientation. Lastly, the
organizational culture at Lincoln Early Learning is supportive. Teachers are provided strong
leadership and support is evident from the parent company, Lincoln Learning Solutions. The
next section identifies gaps and provides an integrated plan for future implications based on
research and data analysis.
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QUALITY EARLY LEARNING

In the next section, recommendations for knowledge, motivation, and organizational
influences are identified. Tables were used to organize the assumed influences, the information
indicating if the assumed influence was validated, the level of priority for the assumed influence,
the assumed influence principles, and the recommendation. A table has been created for all
influences including knowledge, motivation, and organizational.
Recommendations for Practice to Address KMO Influences
The goal of this study was to research the quality processes and procedures being
implemented by the teachers at Lincoln Early Learning. The qualitative research was conducted
using both interviews and document analysis. The interview responses and document analysis
reviews evaluated the teachers’ knowledge and motivation, as well as, the organizational
influences. This section will address the recommendations for the teaching staff identified for
each of the assumed influences related to the quality at Lincoln Early Learning.
Knowledge Recommendations
Introduction. The assumed influences have been categorized using Krathwohl’s (2002)
revised taxonomy: (1) declarative, (2) procedural, and (3) metacognitive (Bloom, Engelhart,
Furst, Hill, & Krathwohl, 1956; Rueda, 2011). Declarative knowledge is reflected by the
teachers’ understanding of classroom set up, student observation schedules, and quality parent
communication. Procedural knowledge includes the teachers’ ability to implement standard-
aligned curriculum and physically set up their classroom to meet accreditation
requirements. The teachers’ knowledge is imperative to the organizational success of Lincoln
Early Learning (Clark & Estes, 2008). Table 5 identifies the knowledge influences introduced in
section two along with their validation status based on data analysis. The table also provides
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recommendations for continued quality improvement, so Lincoln Early Learning can maintain
and exceed their current level of quality.
Table 5
Summary of Knowledge Influences and Recommendations

Assumed Knowledge
Influence: Cause,
Need, or Asset*

Validated
Yes, High
Probability,
or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Teachers need to
know the details of
classroom set up,
student observation
schedules, and quality
parent communication
necessary to meet Star
4 accreditation. (D)
V Y Information
learned
meaningfully and
connected to
prior knowledge
is stored more
quickly and
remembered
more accurately
because it is
elaborated with
prior learning
(Schraw &
McCrudden,
2006).
Provide teachers with
pamphlets and other
documentation to
foster continuous
quality improvement
in regards to classroom
set up, student
observation, and
quality parent
communication.

Teachers need to
know how to
implement age
appropriate standard-
aligned curriculum
necessary to meet Star
4 accreditation. (P)
V Y Managing
intrinsic load by
segmenting
complex material
into simpler parts
and pre-training,
among other
strategies,
enables learning
to be enhanced
(Kirshner,
Kirshner, & Paas,
2006).
Provide teachers with
pamphlets and other
documentation to
foster continuous
quality improvement
in regards to creating
standard-aligned
curriculum.
Teachers need to
know how to
physically set up their
classrooms, provide
V Y Designing
learning tasks
that are novel,
varied, diverse,
Provide teachers with
pamphlets and other
documentation to
foster continuous
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QUALITY EARLY LEARNING

support for students
and parents, and
integrate cultural
diversity into their
lessons. (P)
interesting, and
reasonably
challenging
promotes mastery
orientation
(Yough &
Anderman,
2006).

Learning tasks
that are similar to
those that are
common to the
individual’s
familiar cultural
settings will
promote learning
and transfer
(Gallimore &
Goldenberg,
2001).
quality improvement
in regards to how to do
classroom set up,
provide parent and
student support, and
integrate cultural
diversity.

Declarative knowledge solutions, or description of needs or assets. According to
Krathwohl (2002), declarative knowledge, specifically factual knowledge, is the basic element
that must be known so an individual can solve a problem. Teachers must be competent in a
variety of skills to create a quality early learning center and positively affect student success (St.
Clair-Christman, Buell, & Gamel-McCormick, 2011). To provide a quality early learning
environment the teachers at Lincoln Early Learning must know the details of classroom set up,
student observation schedules, and quality parent communication. The data illustrates that the
teachers at Lincoln Early Learning possess knowledge directly related to classroom set up,
student observation schedules, and quality parent communication. There are no identified gaps
in the declarative knowledge necessary to create a quality early learning environment.
The Lincoln Early Learning lead teachers have strong educational backgrounds and at
least one or more years of experience in the field of early childhood. Their education and
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experience provide them with the strong foundational knowledge necessary to operate a quality
early learning center. The lead teachers’ ability to engage in knowledge of terminology, specific
details, and principles and generalizations creates interrelationships that allow them to function
together and create a quality early learning center (Krathwohl, 2002). The use of pamphlets and
other documentation is supported by Mayer (2011), which states that presenting information in
manageable parts is an effective strategy for managing intrinsic load. In addition, the teachers
retrieve prior knowledge and attempt to relate it to new knowledge and skills specifically
required by Lincoln Early Learning. According to Schraw and McCrudden (2006), providing
new knowledge that relates to prior knowledge constructs new meaning.
Procedural knowledge solutions, or description of needs or assets. Procedural
knowledge refers to subject-specific skills and techniques that illustrates that an individual
knows how to do something (Krathwohl, 2002). Lead teachers at Lincoln Early Learning must
possess procedural knowledge related to implementing standards-aligned curriculum, physical
classroom set up, and integration of cultural diversity into the classroom. The data revealed that
Lincoln Early Learning lead teachers have efficient procedural knowledge to provide a quality
early learning environment; no gap was identified. The data indicated that the monthly trainings
coupled with repetitive execution of the learned skills and techniques prepared the lead teachers
with the procedural knowledge necessary to meet this goal. According to Clark and Estes
(2008), the best way to teach “how to” knowledge is through training. The recommendation is
that Lincoln Early Learning continue to provide the teachers with professional development that
will enhance their continuous quality improvement.
The implementation of engaging curriculum plays an important role (Stuber & Patrick,
2010) in Lincoln Early Learning’s ability to maintain a high-quality rating. The interview and
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data analysis results indicate the overall achievement of the center is reaching high quality
standards in regard to the Pennsylvania Keystone Stars Accreditation guidelines for curriculum
standards alignment and rigor. To maintain this level of quality the lead teachers need to
continue to obtain and review pamphlets and documentation that fosters continuous quality
improvement. The data analysis indicates the curriculum being implemented in the classrooms
at Lincoln Early Learning aligns with the Pennsylvania Early Learning Standards. The
pamphlets and documentation provide lead teachers with new techniques and methods for
utilizing their skills on a daily basis to maintain the quality early learning environment
(Krathwohl, 2002). A key element identified in the knowledge influences is the integration of
cultural diversity in the early learning environment. To foster a more enriching learning
experience, the teachers need to focus on integrating cultural diversity within the curriculum.
Providing teachers with pamphlets and documentation on cultural diversity and student and
parent communication will create a community of learners so the teachers and parents can
support one another to best support the student (Yough & Anderman, 2006). Resources like
pamphlets are provided to both teachers and parents to encourage a cooperative environment
creating opportunities for students to attain social and academic goals (Pintrich, 2003). Offering
the pamphlets to parents at the same time as teachers provides an opportunity for partnership
(Scott & Palincsar, 2006).
Motivation Recommendations
Introduction. Both internal and external motivation, also known as intrinsic and
extrinsic motivation, affect an individual's self-efficacy and goal orientation (Clark and Estes,
2008). Table 6 identifies the motivational influences identified in section two along with their
validation status based on research and data analysis. Three common indicators are directly
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related to internal motivation: active choice, persistence, and mental effort (Clark and Estes,
2008). Goal achievement is often a result of increased internal motivation combined with those
indicators (Clark & Estes, 2008; Rueda, 2011). There are also external influences like culture
and social factors that affect an individual's motivation (Rueda, 2011). Teachers’ self-efficacy is
important; they must believe in themselves to create positive environments and relationships
(Ansari, Purtell, & Gershoff, 2015). If a teacher does not show desire to complete a goal the goal
will cease to be met (Clark & Estes, 2008; McGee & Johnson, 2015). As indicated in Table 7,
the motivational influences have been validated and have a high priority for achieving and
continuing to achieve the stakeholders’ goal. Table 6 also identifies recommendations for these
influences to continue to be met based on theoretical principles.

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Table 6
Summary of Motivational Influences and Recommendations

Assumed
Motivation
Influence: Cause,
Need, or Asset*

Validated
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Stakeholders need
to believe they are
capable of
effectively
preparing a
classroom to meet
the Pennsylvania
Keystone Star
three and four
accreditation
protocols.
(Self-Efficacy)
V Y High self-efficacy can
positively influence
motivation (Pajares,
2006).

Stakeholders should
participate in
professional
development that will
continue to foster
their belief in their
capabilities to
prepare a classroom,
providing clear and
accurate feedback on
how to complete.
Stakeholders
should want to
demonstrate effort
towards
improvement and
progress in regard
to the
enhancement of
their classrooms
by adding specific
centers,
appropriate
selection of
manipulatives, and
cultural diversity
in photos, books,
and toys to their
classrooms. (Goal
Orientation)
V Y Focusing on mastery,
individual
improvement,
learning, and progress
promotes positive
motivation. (Yough
& Anderman, 2006)
Stakeholders should
want to continue to
improve their
classroom through
ongoing classroom
enhancements.

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Self-Efficacy. The teachers at Lincoln Early Learning must believe they are capable of
effectively preparing their classroom to meet the standards to reach Star 4 accreditation set by
the Pennsylvania Keystone Stars Program. According to Clark and Estes (2008), individuals
who are motivated to reach goals will continue to be persistent and put forth mental effort until
the goal is met. Teachers who are motivated believe they are capable of creating a learning
space where students are engaged and enjoy the learning experience (Eccles, 2009). According
to Pajares (2006), individuals who possess high self-efficacy can positively influence their
motivation. Based on this principle there are several strategies that can be implemented to assist
the teachers at Lincoln Early Learning with continuing to meet the motivational self-efficacy
goals. Teachers should participate in professional development that will continue to help them
foster self-efficacy, providing them with a strengthened belief in themselves to continue to meet
the accreditation protocols to maintain Star 4 through Pennsylvania Keystone Stars.
The teachers at Lincoln Early Learning are confident in their ability to be able to
effectively prepare a classroom to meet the accreditation protocols of the Pennsylvania Keystone
Stars and reach a Star 4 status. The analysis of the data from the interviews indicates that the
teachers are motivated both intrinsically and extrinsically, giving each of them the drive
necessary to meet the goals (McGee & Johnson, 2015). The teachers emotions also play a role in
the motivation. Data analysis of the interviews illustrate that the eight teachers are happy with
their role as a teacher and are engaged in the ongoing effort to meet the Star 4 accreditation goal
(Lord, Klimoski, Kanfer, 2002).
Goal Orientation. According to Clark and Estes (2008), employees who are confident
proactively create positive emotional environments, identify the value in reaching performance
goals, and are more prone to actively work towards a goal and overall success of the
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organization. The teachers at Lincoln Early Learning should want to demonstrate effort towards
improvement and progress regarding the enhancement of their classrooms by adding specific
centers, appropriate selection of manipulatives, and cultural diversity in photos, books, and toys
to their classrooms. It is important for an individual to show desire to complete a goal or the
goal will cease to be met (Clark & Estes, 2008; McGee & Johnson, 2015). According to Yough
and Anderman (2006), it is important for individuals to focus on mastery, individual
improvement, learning, and progress to promote their own positive motivation. Based on this
principle, several strategies could be implemented to assist teachers in continuing to meet their
goals. Teachers should focus on continued self-improvement, discourse on mastery, learning,
and understanding (Pintrich, 2003 and Yough & Anderman, 2006). The teachers at Lincoln
Early Learning should want to continue to work on their knowledge and skills resulting in
improved classroom setup and implementation of a variety of learning opportunities for students;
meeting the accreditation protocols of the Pennsylvania Keystone Stars program to meet Star 4.
According to Clark and Estes (2008), employee confidence is a powerful indicator of the
mental effort that will be invested into attaining a goal. The physical environment plays an
important role in the safety and daily routine of the students. The classroom must provide space
where students are able to explore and engage in a variety of lessons using several modalities
(Stuber & Patrick, 2010). The teachers at Lincoln Early Learning are confident in their ability to
enhance their classrooms through the addition of specific centers, variety of manipulatives, and
cultural diversity in photos and toys. The interview data analysis highlights the unanimous
response of the teachers indicating their confidence in their abilities. There were no teachers
expressing concern with their ability to make enhancements to their classrooms to meet the
accreditation protocols set by the Pennsylvania Keystone Stars.
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Organizational Recommendations
Introduction. Stakeholder goals that lack the appropriate materials and the processes in
place are inadequate within the organization will hinder the chance for the performance goal to
be met (Clark & Estes, 2008). Table 7 identifies the organizational influences introduced in
section two along with validation status based on the research and data analysis. In regard to the
Clark and Estes (2008) framework, when the stakeholders within the organization obtain the
necessary knowledge, are motivated, and have support from the larger organization the
performance goal is likely to be met. It is essential to have efficient processes and materials
within an organization’s culture because it affects all efforts to meet performance goals (Clark &
Estes, 2008). As indicated in Table 7, the organizational influences have been validated and
have a high priority for achieving the stakeholders’ goal. Table 7 also identifies
recommendations for these influences to continue to be met based on theoretical principles.
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Table 7
Summary of Organization Influences and Recommendations

Assumed
Organization
Influence: Cause,
Need, or Asset*

Validated
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation

Context-Specific
Recommendation
There is support
from the site
director to provide
teachers with time
to complete the
necessary
observations.
(CM)

V Y Organizational
effectiveness
increases when
leaders monitor and
evaluate the
effectiveness of all
aspects of their
organization and use
valid and reliable data
to drive decision-
making.
(Waters, Marzano, &
McNulty, 2003)
Leadership will
monitor data to
understand the
academic and
developmental needs
of the students; thus
guiding
organizational change
to positively affect
student outcomes.
Teachers adapt
their classrooms to
meet the
requirements set
by the
Pennsylvania
Keystone Stars.
(CM)

V Y Organizational
effectiveness
increases when
leaders identify,
articulate, focus the
organization’s effort
on and reinforce the
organization’s vision,
they lead from the
why.
(Waters, Marzano, &
McNulty, 2003)
Leadership will
continue to share the
vision at every staff
meeting and insure all
messaging for the
organization is
consistent with the
vision. Goals will be
directly aligned with
the mission of the
organization.
Teachers are
provided time
outside of their
classrooms to
review and
execute the
necessary
implementations
to advance in star
level accreditation.
(CS)

V Y Organizational
effectiveness
increases when
leaders ensure that
employees have the
resources needed to
achieve the
organization’s goals.
(Waters, Marzano, &
McNulty, 2003)
Leadership will
continue to monitor
the use of resources to
ensure the teachers
are able to execute the
necessary
implementations to
meet goals.
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Cultural models. There are two cultural model assumed influences. For the purpose of
this section the first influence regarding the general resistance by teachers to increase the number
of observations they complete each year is discussed. According to Waters, Marzano, and
McNulty (2003), when leadership monitors and evaluates the effectiveness within their
organization in all aspects the organizational effectiveness increases. It is also evident that when
reliable data is used to drive the decision making within an organization the effectiveness is also
increased. Based on the principle, there are several strategies that could be implemented to assist
leadership in guiding the teachers to continue to meet their goals. The leadership at Lincoln
Early Learning should continue to monitor student data to understand the academic and
developmental needs of the students. Leadership should then share the data with the teachers to
help them understand the request from leadership to provide more opportunities for student
observation and assessment.
According to Rueda (2011), organizational goals can be impeded if cultural models
within the organization are not communicated and understood by all key
employees. Information regarding beliefs and organizational ways of thinking must be shared
with employees to drive toward goal completion. Rueda (2011), continues by sharing a number
of questions that must be answered to make sense of an organization's cultural model. Some
examples include: what are spoken and unspoken rules, how are decisions made, and what
circumstances lead to the current model (Reuda, 2011). The teacher interview results indicate
there is no gap in the cultural model at Lincoln Early Learning. All eight teachers communicated
support from the leadership and feel they will have time throughout the day to conduct additional
student observations.
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Cultural settings. The assumed influence related to cultural setting describes the
teachers being preoccupied with their day to day operations limiting their time to review and
execute all implementations necessary to meet the Star 4 accreditation requirements through PA
Keystone Stars. According to Waters, Marzano, and McNulty (2003), an organization’s
effectiveness and likelihood of meeting goals increases when leadership assures the employees
are provided the necessary resources to be successful. Based on the principle, there are a number
of strategies that can be implemented to assist leadership in providing the teachers with the
resources they need to be successful. The leadership at Lincoln Early Learning should continue
to monitor the use of resources and align them with the priorities within the center. The teachers
should be advocated for as the need for additional resources becomes apparent.
According to Rueda (2011), cultural settings are specific to the who, what, when, where,
how, and the why of the routines that take place within an organization daily. Most cultural
settings are dynamic and constantly changing. The cultural setting of an organization can
influence employee behavior which in turn can impact the performance goals of both individuals
and the entire organization (Rueda, 2011). All eight teachers spoke directly to the support they
receive from the leadership at Lincoln Early Learning. The data analysis of the interviews
validates there is no gap in cultural setting and that the leadership is providing the necessary
resources for the teachers to be successful in meeting the organizational goals.
A recommendation for the larger organization, Lincoln Learning Solutions would be to
build the role of education in the executive team. Lincoln Learning Solutions provides great
opportunities for the employees and students at Lincoln Early Learning. They also have amazing
business sense and are leading a successful education solution organization. However, the
addition of more educators to the executive team could prove to be beneficial.
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Implications for Further Research
Further research in the field of early childhood education and the what quality care and
education means would be extremely beneficial. Based on the findings of this study research
focused on teacher implementation and the connection between students, curriculum, and
teaching would be very interesting. Another research opportunity would be to study the level of
education the teacher at Lincoln Early Learning possess, which is much higher than traditional
early learning educators. This research study could also explore the low turnover rate Lincoln
Early Learning has compared to other early learning centers. Directly related to the teacher’s
professional experience and the low turn over is center sustainability. It would be interesting to
conduct more in depth research to determine the sustainability of a center like Lincoln Early
Learning. Lastly, a research study that explores the generalizability of the processes and
procedures that Lincoln Early Learning has in place could provide insight for other early learning
centers who may not be reaching the same level of quality.
Conclusion
The purpose of this project was to conduct a gap analysis to determine if all the necessary
processes and procedures were being completed by the teachers at Lincoln Early Learning to
ensure a quality learning environment for students. In Pennsylvania, the Keystone Stars
Accreditation Program is the quality assurance program that awards Star levels to early learning
centers for their compliance with state and accreditation regulations. Star 4 accreditation is the
highest level of accreditation in the program. Lincoln Early Learning obtained Star 4
accreditation in time to meet the organizational goal that had been set by the center directors. It
was validated that the teachers at Lincoln Early Learning were able to prove all assumed
influence were being met.
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Recommendations were provided to the directors at Lincoln Early Learning to continue
with the guidance they have been providing their teachers. In addition, as referenced in
Appendix H, the Kirkpatrick Four Level Model of Evaluation was utilized to create an
implementation and evaluation plan. Kirkpatrick and Kirkpatrick (2006) suggest that the four
level plan be used to keep initiatives on track, to motivate training, and to reassure stakeholders
that the organization is continuing to work toward the organizational goals.
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Appendix A: Participating Stakeholders with Sampling Criteria for Interviews
Participating Stakeholders
The stakeholder population of focus is the teaching staff at Lincoln Early Learning.
These stakeholders are responsible for the day to day operations of the classroom, the care and
education of the students, and maintaining a safe and nurturing environment for all students. The
selection of this stakeholder population is due to the impact they have on the students enrolled in
Lincoln Early Learning (Freeman & Brown, 2008). Participants from this population are
selected based on specific criteria. Teaching staff must be employed at Lincoln Early Learning,
work full time, and have a minimum of three years of experience working with early childhood
children. Interviews will be conducted with all teachers who meet the set criteria.
Criterion 1. Employed at Lincoln Early Learning. Participants are selected using
convenience sampling. For this study participants must be employees of Lincoln Early Learning
to participate in interviews, so they have a common occupation (Krueger & Casey, 2009). Due
to the small number of employees at Lincoln Early Learning a total population sampling will be
utilized as a purposeful sampling technique. The total population of the teachers at Lincoln
Early Learning have a specific set of characteristics that align with the research questions
(Merriam & Tisdell, 2016).
Including individuals from other early learning organizations will not benefit this study
because this study is focused on the quality of Lincoln Early Learning and not learning centers in
general. This research does not require a comparison study because the intent is not to analyze
the abilities and qualities of the teaching staff of a general population of early learning
professionals. Instead, the research is directly focused on the teaching staff at Lincoln Early
Learning.
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Criterion 2. Employed Full Time. Employees selected to participate in the study must
be full time. Participants who are full-time spend more time at Lincoln Early Learning and are
more involved with day to day activities and routines with students than part-time staff. These
employees are scheduled in the same classroom; which adds to the consistency for the staff and
students and provide pertinent input for the research study. Full time employees at Lincoln Early
Learning are provided with health benefits, paid time off, and a number of other benefits. These
benefits are a positive incentive that encourages full-time employees to participate in interviews.
The inclusion of part time employees would not be beneficial to this research because
part-time employees do not spend as much time with the students in their classrooms; thus have a
limited view of student achievement and progress. Part-time employees are moved throughout
the building as needed resulting in limited time to build relationships with students. If full-time
staff members are scheduled off, the part-time staff members are scheduled to fill their
vacancies. The inconsistency of classroom assignment does not provide part-time staff members
with significant information for the study.
Criterion 3. Three years of experience working with early childhood age children.
Teaching staff must have three years of experience working with early childhood aged children
to ensure the responses for the study are rich in context. The staff members with three or more
year of experience have a depth of knowledge and have a deeper understanding of the policy and
procedures of Lincoln Early Learning.
Including teaching staff that do not have three years of experience may skew the results.
Newer staff members do not have the necessary experience to include purposeful information for
the study. These staff members do not have the depth of knowledge of the policies and
procedures to reflect on the happenings at Lincoln Early Learning. In addition, part-time staff do
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not receive benefits or paid time off; which may lead to less dedication, limited opportunity to
work with children, and are less involved in the planning and implementation of curriculum.
The purposeful sampling is used to assist the researcher in gaining insight, understanding,
and discovering what they want to know about the presented research questions (Merriam &
Tisdell, 2016). There are a variety of purposeful samplings that can be used in research. These
samples include: typical, convenience, maximum variation, unique, and chain sampling. For the
purpose of this study a convenience sampling approach is used. A convenience sampling is a
non-probability sampling that focuses on the judgement of the researcher (Johnson &
Christensen, 2014). Participants are chosen based on availability and convenience; these
individuals are easily accessible. Researchers describe the characteristics of individuals who are
selected as part of the convenience sample that focus on describing Lincoln Early Learning
population and cannot be generalized to the larger early learning population (Johnson &
Christensen, 2014).
The sample for this study is small. A total of seven participants are selected for the
research study allowing for a purposeful sample selection and a direct focus on the research
questions related to Lincoln Early Learning. The seven participants are the only seven staff
members who meet the criteria for the study. The participants for this study are required to have
a minimum of three years of experience which allows the researcher to gain in-depth insights
from fewer participants. The purpose of the interviews is to collect first-person narratives that
add to the depth of the study (Merriam & Tisdell, 2016).
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Appendix B: Protocols
Good Afternoon, thank you for taking time to participate in this interview. Today’s interview is
being conducted as part of a research study to determine the quality at Lincoln Early Learning.
The results of this research study will assist in determining the steps administration must take to
close any identified gaps in quality and reach Star 4 accreditation. This interview will not be
utilized as part of your evaluation, all information shared during this interview will be used
specifically for this research study. Your salary, benefits, schedule, etc. will not be affected as a
result of your responses. Your openness and willingness to share your honest thoughts,
observations, and concerns is greatly appreciated.
Thank you for signing the informed consent. I am going to audio record the interview, so I can
refer back to our conversation. Do you have any objections to me audio recording our time
together?
Interview Protocol
Research Facility: Lincoln Early Learning
Interviewee (Name and Title):_______________________________________________
Interviewer: Rachel Book Date:

Background Information
1. What is your educational background related to early childhood education?

2. What is your professional experience working with children?
a. How did those experiences impact you as an educator?

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3. Some teachers are motivated by the smile on their students’ faces, some by having
summers off. Tell me about what motivates you as an educator?
a. How does your organization support your motivation?

4. How do you fulfill your continuing education requirements?
a. When you choose a professional development activity, course, webinar, etc. what
do you take into consideration?
b. When thinking about improving yourself professionally what do you prefer to do
to accomplish that?

Influences on Quality

5. I used to love setting up my classroom for the new school year. Seeing all of the
teachers’ different classroom set ups helped me to change it up a bit from year to year.
Describe for me the setup of your classroom.
a. How do students interact in your classroom centers?
b. What areas of your classroom do you feel students impact in learning the most?

6. Walk me through a typical day in your classroom.
a. How do you engage your students?
b. What activities do you feel best meet the needs of your students?
c. How do you know when one of your efforts to teach has been successful?
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7. Throughout a school year the students have to be monitored for progress. Tell me how
you conduct progress monitoring in your classroom?
a. Describe how you identify students who are not meeting expectations?
i. How do you deal with that?
b. How does your progress monitoring assist you in creating your next set of lesson
plans?

8. Describe the various forms of communication in which you engage with parents to
connect them with what their students are doing in the classroom.
a. Which of these do you feel is most effective?
b. In an ideal world how would you communicate with parents?
c. How do you greet families at drop off and pick up?

Focus on Quality
9. Teachers and educational staff have different definitions of the word quality. Tell me
what quality means to you and your classroom.
a. What makes those characteristics of quality?

10. What is necessary within your classroom to ensure a high-quality education environment
is being met?
a. Physical Classroom
b. Manipulatives
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c. Resources

11. Describe some barriers (if any) you have had in providing quality early learning within
your center.

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Document Analysis Protocol

Date of analysis:
Evaluator: Rachel Book
Name of Document:
Author:
Origin of the Document:

Main Points:

Patterns:

Themes:

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Summary:

Reflection:

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Appendix C: Ethics
Due to the use of human subjects in this research the five basic principles of Institutional
Review Boards (IRBs) will be implemented to ensure the rights of the subjects are upheld.
Glesne (2011) states, research subjects must have enough information about a study to make an
informed decision as to whether they want to participate, and they must be able to withdraw at
any time without penalty. In addition, the subjects must not be at risk and the benefits to the
subject and society must outweigh all potential risks. The final principle listed by the IRB states,
only qualified investigators should conduct experiments (Glesne, 2011). In addition to the five
basic principles the researcher will ensure the subjects are treated with respect throughout the
study. There will be no deceit or pressure involved and any promises that are made to the
subjects will be kept (Rubin & Rubin, 2012).
The subjects involved in this research study will complete informed consent forms prior
to the interview. These consent forms will also address the use of recording devices throughout
the research project. In addition to recording permissions being outlined in the informed
consent, research subjects will be reminded prior to a recording being initiated and throughout
any interview. The informed consent form will specifically state that participation in this study
is completely voluntary, it will outline the reasons for the study, and will highlight the subjects’
ability to withdraw from the study at any time. As Glesne (2011) suggests, these informed
consents do not preclude the abuse of research findings; they do not create a symmetrical
relationships. However, they can empower the research subject. When research subjects feel
empowered the research becomes collaborative and cooperative and can exceed the demands of
the informed consent. Research subjects will be made aware that their participation in the
research study, as well as, the data collected through their interviews will remain confidential.
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To do this, the researcher will use unique identification for each research subject and all
identifying factors. To ensure all data that is received is secure, all printed information will be
locked in a filing cabinet in the researchers locked office and shredded following completion of
the study. All digital information will be saved on an external password protected hard drive.
Limited access to research findings will be granted to pertinent individuals such as the primary
researcher, data analytic support personnel, research editor, and the doctoral committee.
This research study will be conducted at Lincoln Early Learning. The researcher for this study is
an employee of Lincoln Early Learnings parent company, Lincoln Learning Solutions. The
researcher has an interest in the results of this study due to the future expansion of Lincoln Early
Learning. The dual roles the researcher will hold during the research study will be explained
prior to the start of interviews. The goal of the preemptive explanation is to inform Lincoln
Early Learning staff, as well as, the staff within the parent organization of the research study and
the goal of the evaluation study. Staff at Lincoln Early Learning are not in a subordinate role to
the researcher. There is no inherent pressure on them to participate in the study. As the
researcher engages in data collection, analysis, and reporting activities for this research study a
few biases must be addressed. The fact that the researcher is part of the parent organization for
Lincoln Early Learning and has a vested interest in wanting to see it succeed long term should be
considered a bias. The opinions of the researcher must be presented in an honest yet professional
and non-judging way (Rubin & Rubin, 2012). The researcher’s extensive experience in the field
of early learning and education can also serve as a bias to the research study, this must be taken
into consideration so the researcher is cautious not to come across as a teacher during interviews.

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Appendix D: Accreditation Classroom Checklist

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Appendix E: Level 1 Evaluation Instrument

Read the comments below and circle the number that best describes your personal response.
1 - strongly disagree 2 - disagree 3 - neutral 4 - agree 5 - strongly agree
Add comments to explain your ratings.

Engagement
I complete my trainings and continuing education credits on a regular basis to maintain 24
hours annually.
1 - 2 - 3 - 4 - 5
Comments:

I complete my classroom accreditation checklists on a monthly basis.

1 - 2 - 3 - 4 - 5
Comments:

Relevance
I feel the monthly, bi-monthly, quarterly, and annual pamphlets, emails, and other initiatives
are beneficial to maintain quality at the early learning center.

1 - 2 - 3 - 4 - 5
Comments:

The one on one meetings with the director are relevant to maintaining a quality early learning
environment.

1 - 2 - 3 - 4 - 5
Comments:

Customer Satisfaction
The teacher’s survey is a good tool to gain insight into customer satisfaction.\

1 - 2 - 3 - 4 - 5
Comments:

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Appendix F: Level 2 Evaluation Instrument

Read the comments below and circle the number that best describes your personal response.
1 - strongly disagree 2 - disagree 3 - neutral 4 - agree 5 - strongly agree
Add comments to explain your rating.

Declarative Knowledge
Quarterly monitoring of students’ observations helps to enhance the quality of the observation
being completed.

1 - 2 - 3 - 4 - 5
Comments:

Director observations of parent communication strategies strengthen the overall parent
communication in my classroom.

1 - 2 - 3 - 4 - 5
Comments:

Procedural Skills
Lesson plan reviews conducted by the director increase the likelihood the lesson plans are
aligned to state standards.

1 - 2 - 3 - 4 - 5
Comments:

Classroom walk throughs and observations by the director lead to increased classroom set-up
accreditation compliance.

1 - 2 - 3 - 4 - 5
Comments:

Attitude
I feel the open discussions during the staff meetings provide an opportunity to dive deeper into
what our expectations are.

1 - 2 - 3 - 4 - 5
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Comments:

I feel the pamphlets, emails, and direct communication with the center directors enhance my
ability to provide quality outcomes and meet my goals.

1 - 2 - 3 - 4 - 5
Comments:

Confidence
I am confident I can do my job and maintain the quality early learning environment at Lincoln
Early Learning.

1 - 2 - 3 - 4 - 5
Comments:

Commitment
I am committed to doing the best I can to provide a quality environment for the students in my
classroom.

1 - 2 - 3 - 4 - 5
Comments:

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Appendix G: Immediate Evaluation - One on One Director Meeting

Level 1: Reaction
• When did you find time to review the pamphlets, emails, and/or documentation that was
provided regarding continuous quality improvement?

• What material did you find to be the most relevant to your job?

Level 2: Learning
• What are the major skills, strategies, procedures, or processes you learned throughout the
last month regarding continuous quality improvement?

Level 3: Behavior
• Why is it important to apply what you learned?

• What barriers do you anticipate that could limit your success at applying what you have
learned?

Level 4: Results
• What initial success will likely occur when you apply what you have learned?

• What specific outcomes are you hoping to achieve?

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Appendix H: Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The implementation and evaluation plan utilized in this study are derived from the New
World Kirkpatrick Model, (Kirkpatrick & Kirkpatrick, 2016). This model is based on the
original Kirkpatrick Four Level Model of Evaluation (Kirkpatrick and Kirkpatrick, 2006). The
New World Kirkpatrick Model suggests the need to embrace evaluation. By doing this, an
organization can determine performance gaps and needs of the organization. This model focuses
on program outcomes by implementing a “reverse order” planning phase; level 4 to level 1. At
level 4 it is determined to what degree the performance outcomes are being met. Once this is
determined and training has been implemented the levels can be evaluated in order (Kirkpatrick
and Kirkpatrick, 2016). Creating an implementation and evaluation plan utilizing the
Kirkpatrick Four Level Model of Evaluation keeps initiatives on track, motivates training, and
reassures stakeholders that the organization is working towards the organizational goals
(Kirkpatrick and Kirkpatrick, 2016).
Organizational Purpose, Need and Expectations
The mission of Lincoln Early Learning is to provide quality early learning care and
education to students from birth to age five ensuring academic and social emotional growth and
development. The organizational goal is to reach Star 4 accreditation through the Pennsylvania
Keystone Stars program by January 2018. There is a need to determine if the teaching staff at
the early learning center possess the knowledge, motivation, and have the organizational support
to meet the goal of reaching Star 4. The stakeholders’ goals are to prepare the early learning
center classrooms and complete 18 hours of continuing education credits to meet both Star 3 and
Star 4 accreditation requirements. These specific goals were taken directly from the
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accreditation requirements documents provided by the accrediting agency, Pennsylvania
Keystone Stars. This research study revealed the stakeholders are meeting all their goals and no
performance gaps have been identified. Attainment of these goals by the stakeholders ensures
Lincoln Early Learning will obtain the highest accreditation level; which is Star 4 through the
Pennsylvania Keystone Stars, reflecting the center’s quality care and education for children birth
to age five. By obtaining Star 4 accreditation the stakeholders not only reach the organizational
goal that has been set, they affirm the quality of education and care they are providing the
students in their classrooms. The study recommendation is that Lincoln Early Learning continue
its good practices with relation to the processes and procedures in place to maintain the quality
early learning environment that is currently operating.
Level 4: Results and Leading Indicators
Table 8 shows the proposed Level 4: Results and Leading Indicators in the form of
outcomes, metrics and methods for both external and internal outcomes for Lincoln Early
Learning. The internal outcomes have been met resulting in positive external response from
clients and the Pennsylvania Keystone Stars.

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Table 8
Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
1. Improved
relationships
between teachers
and parents.
The number of complaints
made by parents to
administration or reported to
OCDEL.
Review call logs and OCDEL
Communication monthly
2. Increased
student enrollment
Number of student
enrollments.
Track the number of student
enrollments
Internal Outcomes
1. Achieve Star 4
accreditation
Met the accreditation
requirements set by
Pennsylvania Keystone Stars
Annual review of accreditation
requirements
2. Improved
classroom
environment for
students
The number of manipulatives
and variety of centers and
activities available for
students throughout the day.
Internal checklist to be reviewed by
administration
3. Increased
employee
confidence
Weekly observation and
quarterly one on one staff
meetings
Compare
outcomes/conversations/observations
4. Increased scores
on quality rating
scales
The total score on the quality
rating scales observation
completed annually
Compare annual observation results

Level 3: Behavior
Critical behaviors. The directors at Lincoln Early Learning will monitor performance
and identify critical behaviors. The first critical behavior the teachers must complete is the 24
hours of required yearly trainings relevant to their classroom and student needs. The second
critical behavior is that teachers must complete monthly quality assurance checklists to ensure
full compliance for accreditation is maintained. The third critical behavior is that the teachers
must maintain current academic assessments and classroom observations to ensure the students
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continue to receive quality care and instruction. The specific metrics, methods, and timing for
each of these outcome behaviors appears in Table 9.

Table 9
Critical Behaviors, Metrics, Methods, and Timing for Teachers

Critical Behavior Metric(s)
Method(s)
Timing
1. Complete 24
hours of classroom
and student specific
continuing
education training
per year.
Number of
completed
training hours.

1a. The director
monitors a tracking log
of all training hours.
1a. Assistant Director
communicates monthly
with all teachers to review
their completed/needed
training hours.

1b. Director assigns
assistant director to
track training hours
monthly and send out
reminders to staff when
they are in need of
trainings.
1b. Assistant Director
reports to Director on a
monthly basis. .
2. Complete
monthly quality
assurance checklists
to maintain
accreditation level.
Monthly
completion of
the checklist.
2a. Director shall
review all teacher
checklists on a monthly
basis and provide
feedback based on their
own walk throughs of
the classroom.
2a. Director reviews on a
monthly basis.

2b. Director shall
assign a partner teacher
to review the monthly
checklist and complete
a classroom walk
through.
2b. Partner teachers report
to director on a monthly
basis.
3. Maintain current
student academic
assessments and
observations.
Quarterly
completion of
checklists and
observations.

3a. Director will
monitor and review the
quarterly student
assessments and
observations completed
by teachers.
3a. Director conducts
quarterly reviews.

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Required drivers. Teachers require the support of their director and assistant director to
reinforce what they learn at training and to encourage them to incorporate the new processes and
procedures into their routines. Rewards should be established for achievement of performance
goals to enhance the organizational support of the teachers. Table 10 shows the recommended
drivers to support critical behaviors of the teachers.

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Table 10
Required Drivers to Support Teachers’ Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Reinforcing

Job Aid including pamphlets, checklists, and other
documentation regarding classroom set-up, student
observation, and quality parent communication.
Ongoing 1, 2, 3
Job Aid including emails and pamphlets outlining
upcoming trainings and professional development
opportunities.
Ongoing 1
Teacher meetings with guest speakers who present on
topics of interest identified in bi-weekly teacher meetings.
Monthly 1, 2, 3
Teacher meeting to troubleshoot collaboratively and for
additional training.
Bi-Weekly 1, 2, 3
Encouraging

Personal emails to teachers from Director or Assistant
Director to share training and professional development
opportunities that would benefit them.
Ongoing 1
Teamwork and peer modeling during teacher meetings. Bi-Weekly 1, 2, 3
Feedback and coaching from Director and Assistant
Director.
Ongoing 1, 2, 3
Rewarding

Performance incentive when accreditation is reissued. Annually 1, 2, 3
Performance incentive when trainings are completed as
scheduled.
Quarterly 1
Public acknowledgement, such as a mention at staff
meetings and notice in center newsletters when goals are
met and maintained.
Quarterly 1, 2, 3

Monitoring

Directors create opportunities at staff meetings to review
critical behaviors and share success stories.
Quarterly 1, 2, 3
Directors will provide one on one opportunities for staff to
self-report training experience and classroom
implementation opportunities.
60 days after
training
completion
1, 2, 3
Director will assess the performance of the learner.
Frequent, quick checks and classroom observations can
help the organization monitor progress and make
adjustments if results do not match expectations at that time
Monthly 1, 2, 3

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Organizational support. The directors at Lincoln Early Learning will continue to support the
teachers’ critical behaviors by guiding organizational change, communicating consistent
messaging, and monitoring the use of resources and execution of processes and procedures.
Organizational change initiatives will be led by the center directors after thorough review of data
to understand the ongoing needs of the students. This will ensure the teachers are continuously
moving in the appropriate direction. Messaging to all staff including the teachers will be done
often and in a consistent manner, outlining the importance of the alignment of the organizational
goals to the organizational mission and vision. Lastly, the director will continue to monitor the
use of organizational resources, processes, and procedures to assure they align with the
organizational goals.
Level 2: Learning
Learning goals. Following completion of the recommended solutions the teachers will
be able to:
1. Create a classroom set-up that is engaging and developmentally appropriate. (D)
2. Complete a predetermined number of student observations per year. (D)
3. Complete 24 credit hours of training or professional development. (D)
4. Engage in quality parent communication processes and procedures. (D)
5. Implement age appropriate standard-aligned curriculum. (P)
6. Integrate cultural diversity into lessons and by use of multicultural toys and
manipulatives. (P)
7. Believe in their own abilities regarding meeting the Pennsylvania Keystone Star
accreditation protocols. (SE)
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8. Demonstrate effort towards continuous quality improvement by continuing to enhance
their classrooms. (GO)
Program. The learning goals listed in the previous section will be achieved with the
continued direction of the directors at Lincoln Early Learning. The directors will continue to
guide the teachers to maintain a quality early learning center. The use of pamphlets, email
reminders, and in person communication will foster continuous quality improvement. In
addition, the directors will initiate involvement in training and continuing education
opportunities. Finally, frequent and consistent communication from the directors to the staff at
Lincoln Early Learning will increase the likelihood of maintaining the quality early learning
environment that has been created.
On a bi-monthly basis pamphlet, emails, and in person communication will continue to
take place. The directors will share information using the above-mentioned modalities to
continue to encourage teachers to maintain their engaging classroom set-up and positive parent
engagement and communication. Additional documentation will be shared with teachers to
provide them with ongoing information regarding standard-aligned curriculum creation and
implementation. This similar type of information sharing will be conducted with a focus on
integration of cultural diversity. The pamphlets, emails, and in person communication will
support the teachers in maintaining a quality early learning environment for students while
providing them with new ideas to continuously grow in their efforts.
To initiate and encourage teacher training and continuing education, the directors will
research upcoming training opportunities and share the information with the teachers. The
directors will explore training options that are pertinent to the current needs of the teachers. All
the teachers at Lincoln Early Learning will complete 24 hours of training and continuing
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education credits on an annual basis. To track this, the directors will request that two hours be
completed per month. When the teachers maintain two hours per month the director is assured
they are meeting the required number of training hours per year.
Throughout the year the directors will continue to provide frequent and consistent
communication to all staff. The open communication has been successful to date. A focus to
maintain this practice is important to ensure quality practices continue at Lincoln Early
Learning. The directors will utilize data and monitor day to day operations to provide
appropriate guidance to the teachers, so they are able to maintain the quality early learning
environment that has been developed at Lincoln Early Learning.
This program will be ongoing for the duration of the existence of Lincoln Early
Learning. The program will continue to be delivered as mentioned above. The early learning
center is meeting all the requirements necessary to meet and maintain Star 4 status through the
Pennsylvania Keystone Stars program.
Components of learning. Prior to problem solving individuals must demonstrate
declarative knowledge. It is important to evaluate an individual's understanding of the
declarative and procedural knowledge that is being introduced. In addition, the learners must
find value in the training, so they are more likely to use their new knowledge in their day to day
job. They must also be confident that they can be successful in applying the knowledge and
skills that have been learned. As such, Table 11 outlines the evaluation methods and the timing
for the components of learning.

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Table 11
Components of Learning for the Training Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”

Knowledge checks through monitoring of student
observations completed by teachers.
Quarterly
Knowledge checks through review of communication
strategies with parents.
Periodically during classroom
observation

Procedural Skills “I can do it right now.”

Knowledge checks through review of the lesson plans
and how they are related to the state standards.
Periodically during lesson plan
review

Demonstration of appropriate classroom set up Monthly classroom observation
Integration of cultural diversity lessons, toys, and
manipulatives into the classroom.
Monthly classroom observation
Attitude “I believe this is worthwhile.”

Instructor’s observation of participants’ statements and
actions demonstrating that they see the benefit of what
they are being asked to do on the job.
Periodically throughout the day to
day walk throughs in the center
Discussions of the value of what they are being asked to
do on the job.
During monthly staff meetings
Confidence “I think I can do it on the job.”

One on one discussion with the director Quarterly one on one meetings
Discussions following practice and feedback.

Monthly during staff meetings
Commitment “I will do it on the job.”

Discussions following practice and feedback.

Monthly during one on one
discussions with the director and at
monthly staff meetings.
Continued use of classroom and accreditation checklists. Monthly review of checklists.

Level 1: Reaction
Table 12 illustrates the reaction the teachers have in regard to continued quality
improvement and guided direction from the directors. The three components of level 1 Reaction;
engagement, relevance, and customer satisfaction are identified in the table below. The focus of
the three components is based primarily on formative methods of evaluation.
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Table 12
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement

Completion of 24 hours of training and continuing
education credits
Ongoing throughout the year
Completion of classroom and accreditation checklists Ongoing throughout the year on a
monthly basis
Observation by director Ongoing throughout the year
Classroom set-up modifications Ongoing throughout the year
Relevance

Pulse check: ask how things are going Monthly during staff meetings
One on one meetings, director asks questions to gain
clarification on what the teachers feel is relevant to
maintaining a quality early learning environment.
Monthly during one on one meetings
Customer Satisfaction

Pulse-check with teachers via survey (online) and
discussion (ongoing)
Quarterly to check in and see how
quality assurance processes and
procedures are going
Center evaluation Twice per year

Evaluation Tools
Likert scale surveys will be distributed to the teachers at Lincoln Early Learning to
evaluate the implementation of ongoing support to maintain and hopefully enhance the quality
learning environment at Lincoln Early Learning. Staff will be asked to complete the Likert scale
surveys on an ongoing basis.
Immediately following the program implementation. After the first month of focused
continuous quality improvement where pamphlets, emails, and documents are shared with staff
and the directors are observing and reviewing checklists, each teacher will meet one on one with
the director. During this meeting the director will collect data via interview to determine the
continuous quality engagement of each teacher. The director will focus questions to gain insight
from the teacher to see if the implementations are relevant to their job.
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For Level 1, during the one on one meetings, the director will conduct interviews using
open-ended questions about the relevance of the content shared via pamphlets, emails,
documents, etc. Level 2 will include checks for understanding. Directors will review teacher
accreditation and classroom checklists for accuracy and understanding. They will also perform
observations to ensure the major concepts that are being communicated are fully understood.
Delayed for a period after the program implementation. Approximately six weeks
after the implementation of the continuous quality improvement plan, and then again at 15
weeks, the directors will administer a survey containing open and scaled items using the Blended
Evaluation approach to measure, from the participant’s perspective, satisfaction and relevance of
the information provided (Level 1), confidence and value of applying the new knowledge (Level
2), application of the continuous quality improvement plan (Level 3), and the extent to which
quality has been maintained or increased (Level 4).
Data Analysis and Reporting
The Level 4 goal set for teachers is measured by the continuous quality improvement at
Lincoln Early Learning. Each month, the director will review the checklists and complete
classroom observations to determine the monthly quality level. There will be a quality meter for
each classroom posted in the hall. The quality meter will provide a visual representation of the
quality learning environment that is being implemented in the classroom. Similar meters will be
created to monitor Levels 1, 2 and 3.
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Summary
The New World Kirkpatrick Model was used to plan, implement, and evaluate the
recommendations for Lincoln Early Learning to optimize achieving the stakeholder and
organizational goals. Utilizing a reverse thought process during the planning phase provided an
opportunity to focus on what was most important, the stakeholder and organizational goals.
Once the desired outcomes were identified, Levels 3, 2, and 1 were utilized to determine
behavior, learning, and reaction of the teachers. Level 3 focuses on the degree to which the
teachers will apply what they learn during the continuous quality improvement plan that is
implemented. This level includes identification of critical behavior that the teachers must
perform to maintain center quality. To ensure teachers are completing the critical behaviors,
required drivers are utilized. Required drivers are processes that are put in place to reinforce,
encourage, and reward performance of critical behaviors. At Level 2 the degree to which the
teachers are internalizing what is being shared to enhance continuous quality improvement. This
is a reflection the teachers skills, knowledge, confidence, and attitude based on their participation
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in the continuous quality improvement plan. Finally, at Level 1 the teachers’ reaction is
monitored; which focuses on how each teacher finds the plan to be engaging and relevant to their
daily tasks at the Early Learning Center.
I expect with the use of the framework the teachers at Lincoln Early Learning will
maintain and exceed the necessary quality learning environment to reach and maintain the Star 4
accreditation through the Pennsylvania Keystone Stars program. There are several advantages
that are evident when implementation and evaluation are integrated. Immediate alterations to
training can be completed when evaluations are taking place during the training. This allows the
leadership to adjust and make changes along the way. Less time is wasted, and more positive
learning experiences occur.
The value of the intervention is important. It is beneficial to ask three questions when
reviewing data; (1) Does the continuous quality improvement plan meet expectations? (2) If not,
why not? (3) If so, why? (Kirkpatrick and Kirkpatrick, 2016). Comparing the current data with
the expected outcomes will assist in identifying problems with the intervention. If no problems
are identified share the successes with staff early to encourage and motivate them to keep going.

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Asset Metadata

Creator Book, Rachel Marie (author)

Core Title Characteristics that create a quality early learning center: An evaluation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 07/31/2018

Defense Date 07/31/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag early learning,education,keystone stars,OAI-PMH Harvest,Pennsylvania,quality

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Mora-Flores, Eugenia (committee chair), Kaplan, Sandra (committee member), Theis, John (committee member)

Creator Email rbook@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-44310

Unique identifier UC11672134

Identifier etd-BookRachel-6582.pdf (filename),usctheses-c89-44310 (legacy record id)

Legacy Identifier etd-BookRachel-6582.pdf

Dmrecord 44310

Document Type Dissertation

Format application/pdf (imt)

Rights Book, Rachel Marie

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

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