Essential Skills of Classroom Management: From Novice to Expert Across the Profession

15th INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT

San Diego, CA 2018

PresentersNathan A. Stevenson, Ph.D. – Kent State University

Regina Oliver, Ph.D. BCBA-D – University of Nebraska, Lincoln

Janet VanLone, MA – University of Connecticut

Brian R. Barber, Ph.D. – Kent State University

@nsteve15

@barbersclass

ObjectivesUnderstand the critical issues related to pre-service teacher preparation in classroom management

Recognize the focal skills and practices necessary for effective preparation in classroom management

Learn 3-5 specific practices to support pre-service and in-service teachers in developing effective classroom management skills

Overview1. Role of Classroom Management in Teacher Practice and Positive

Behavior Supports2. Teacher Training in Classroom Management3. Pre-service training and effective practices4. Mentorship and Coaching of In-Service and Pre-Service Teachers

Academics and BehaviorBehavior management and Instructional quality are inextricably linked

Engaging instruction prevents many/most common behavior problems

Effective classroom management enables engaging instruction

Classroom Management TrainingInadequate classroom management skill is associated with low job satisfaction and high attrition from the profession

Classen & Chiu, 2010; Landers, Alter, & Servilio, 2008

Difficulty handling classroom behaviors consistently ranks at the top, for reasons why teachers leave the profession

Freeman, Simonsen, Briere, & MacSuga-Gage, 2014;

Oliver & Reschly, 2007, 2010

14% of NCATE (Now CAEP) accredited teacher training programs require a specific course in classroom management

Stevenson, 2015

Teacher PD – 3 Key Points1. Initial teacher training is often

supplemented with ongoing professional development

2. Across all areas of professional development, there are very, very, very few studies with evidence of impact on students

3. Behavior change is hard, even for teachers (e.g. develop good behavior management practices once habits are established)

Spectrum of Training Models

None Stand alone courses

Courses w/ field a

component

Personalized Coaching & Mentorship

Increasing demands on personnel, resources, and expertise

Key questionsØWhat does effective classroom management look like? Sound like? Feel like? (Operationalize it, as all good behavior folk do)

ØWhat models of classroom management training are being used for in-service and pre-service teachers?

ØHow effective are these training model?

ØWhat steps can we take to improve initial and ongoing training in classroom management?

How do YOU define classroom management?

Classroom Management Definitions“The provisions and procedures necessary to establish and

maintain an environment in which instruction can occur”—Duke, 1979“The actions and strategies teachers use to solve order in the

classroom—Boyle 1986“Any action a teacher takes to create an environment that

supports and facilitates both academic and social-emotional learning”—Evertson & Weinstein, 2006

Classroom Management ComponentsStructured EnvironmentActive Supervision and Student EngagementSchool-wide Behavioral ExpectationsClassroom Rules and RoutinesEncouraging Appropriate BehaviorBehavior Reduction Strategies

Oliver & Reschly, 2007

Teacher Preparation LiteratureOnly about 50% of states require evidence-based classroom management instruction in teacher preparation for general education teachers (Freeman et al., 2014)

Mixed reviews but generally few teacher preparation programs offer a course on classroom management and even fewer require a course on classroom management as part of teacher preparation (Flower, McKenna, & Haring, 2017; Freeman et al., 2014; Oliver & Reschly, 2010)

Behavior management vs. classroom management

Special Issues: Journal of Emotional and Behavioral Disorders, Vol. 22 and Teacher Education and Special Education, Vol. 40

Barriers in Teacher PreparationLack of state policies regarding inclusion of classroom management in teacher preparation (Freeman et al., 2014)

Competing philosophies—Constructivist vs. Behaviorist (Taylor et al., 2000)

Limited focus on skill generalization in teacher preparation (Cook & Odum, 2013)

Student teaching occurs in classrooms already set up with classroom management

PRE-SERVICE TEACHER TRAINING IN CLASSROOM MANAGEMENT

Janet VanLoneUniversity of Connecticut

Section Overview

■ Summary of systematic review of the literature

■ Research to practice: implementation in course and fieldwork

■ Conceptual framework for supporting pre-service teacher development

What is effective classroom management?

Focuses on prevention and being proactive

Environments are nurturing, structured, have routines

Expectations and clear, stated positively, and are taught

Instruction is engaging and appropriate for the students

Continuum of strategies for recognizing appropriate behavior

Continuum of strategies for addressing inappropriate behavior

Simonsen et al., 2008

Teacher Outcomes Related to Classroom Management■ New teacher attrition rates

– 12% leaving after 2 years, 50% leaving after 5 years (Ingersoll, Merrill, & Stuckey, 2014)

– Disproportionate impact on high needs school districts and students (Simon & Johnson, 2015)

■ High levels of self-efficacy in classroom management – associated with increases in job satisfaction, motivation and

commitment to teaching (Caprara et al., 2006)– decreases in stress and burnout (Canrinus et al., 2012)

Student Outcomes Related to Classroom Management■ Effective classroom management

– Improved academic and behavioral outcomes (Sutherland & Wehby, 2001)

– Improved social and emotional outcomes (Korpershoek, 2016)

■ Ineffective classroom management– Long term life outcomes: delinquency, violence, school failure

(Patterson, Reid, & Dishion, 1992)

Current State of the Field

In Practice(Ficarra & Quinn, 2014; Russ-Campisi, 2017)

Teachers are not familiar with evidence based classroom management practices, or are familiar but fail to implement practices

Most common request for assistance from teachers is related to student behavior and classroom management.

“Train and hope” professional development

In Preparation(Freeman et al., 2014; Flower et al., 2017)

Teachers report feeling unprepared and receiving insufficient training in classroom management

Policy and practice gaps in preparation, particularly in evidence-based classroom management practices

Reduced requirements for secondary and alternative certification programs

Effective Practices in Pre-Service Teachers’ Classroom Management Practices

■ Systematic review of electronic databases■ Screened 1074 abstracts and 214 articles for

inclusion criteria■ 24 articles met all criteria for inclusion■ Ancestral search of reference lists■ 26 articles included in review

Results:Common Elements

Content Delivery

Practice Opportunities

Performance Feedback

CategoriesCoursework

Via Technology

Fieldwork

Setting

Setting Content delivery Practice Opportunities Performance FeedbackTeacher preparation coursework

Explicit, content specific instruction (Tingstrom, 1989; Schelske & Deno, 1994; O’Reilly et al., 1994)Extended course instruction (Gorrell & Downing, 1989)Modeling (Gorrell & Downing, 1989)

Interactive group work (Kurt, 2017; Hazareesingh & Bielawski, 1991)Structured reflection (Stoiber, 1991)

Peer feedback, as part of intervention in course (Judge et al., 2013)

Via technology Video-based instruction (Ellingson, 1991; Hagen et al., 1998; Hazareesingh & Bielawski, 1991; Judge et al., 2013; Sariscsany & Pettigrew, 1997)Computer-based instruction (Cevik & Andre, 2012; Cevik & Andre, 2014; Choi & Lee, 2009; Gorrell & Downing, 1989)Modeling (Hagen et al, 1998; Hazareesingh & Bielawski, 1991)Podcasts (Kennedy & Thomas, 2012; Kurt, 2017)

Guided practice with scaffolding and fading (Sariscsany & Pettigrew, 1997; Choi & Lee, 2009; Ellingson, 1991; Cevik & Andre, 2012; Cevik & Andre, 2014)Computer-basedSimulated and virtual environments (Gorrell & Downing, 1989; Judge et al., 2013; Murphy et al., 1987; Strang et al., 1986)

Email feedback, following simulated classroom environments (Judge et al., 2013)

Field Observations/practice teaching linked with coursework (Merrett & Wheldall, 1982; O’Neill, 2016; Sokal et al., 2013; Schelske & Deno, 1994; Sharpe et al., 1997; O’Reilly et al., 1992)Professional development workshops (Barrett & Curtis, 1986; Hsu & Malkin, 2013; Auld et al., 2010)

General participation in fieldwork over time (Stripling et al., 2008)Discussion supported role play (Auld et al., 2010)

Immediate and specific data-based feedback (O’Reilly et al., 1992; O’Reilly et al., 1994; Sharpe et al., 1997; Auld et al., 2010)

Guidelines for Effective Teacher Preparation■ (1) provide direct, explicit instruction in general

classroom management practices and specific classroom management skills, and whenever possible, include a model or demonstration of the practice/skill

■ (2) provide interactive, structured, guided practice opportunities in course and field work, and whenever possible, provide scaffolded, faded support

■ (3) provide immediate, specific feedback regarding pre-service teacher performance of classroom management practice or skill

■ Additionally, many effective interventions included the use of technology and integrated content through both course and field work.

Research to Practice: Example■ Who? Senior teacher education students, with

support from seminar instructor, student teaching supervisor, and/or cooperating teachers.

■ When? Begins the semester prior to full-time student teaching, students enrolled in one day per week school based practicum. Continues through student teaching semester.

■ What? Using research-based guidelines for effective teacher preparation to teach one specific classroom management skill.

Research to Practice:Teaching one evidence-based skillBehavior Specific Praise

1) Direct, explicit instruction in skill1) Define skill: What is BSP?2) Provide, discuss, develop examples and

non-examples of BSP

2) Provide model, use technology when appropriate1) https://www.teachingchannel.org/videos/

create-a-safe-classroom#

Research to Practice: Coursework to Fieldwork

1) Interactive practice in class with feedback1) With a partner, develop social and behavioral

BSP statements to use in your placement. Decide when you will use them.

2) Share with class

2) Opportunity to practice in field1) Follow up assignment: How will you use skill in

you placement? In discussion post, report back about your use of the skill. Respond to two classmates about their use of the skill.

2) Feedback from instructor

Research to practice: Fieldwork■ Video Analysis during student teaching:

– Review BSP definition, examples, and non-examples

– Supervisor and student teacher watch videos together, noting instances of BSP

– Discuss opportunities for increased use of BSP– Develop plan for increasing (antecedent

strategies, self-management)– Follow up video analysis, with performance

feedback on use of skill

CONCEPTUAL MODEL FOR SUPPORTING PRE-SERVICE TEACHERS MANAGEMENT SKILLS: SCAFFOLDING SUPPORT THROUGH A TIERED SYSTEM AND SELF-MANAGEMENT

Teaching Self-Management to Student Teachers

Tier 3: Classroom management, preventing and dealing with disruptive behavior

Tier 2: Differentiating instruction for all learners, regulating emotions, managing stress

Tier 1: Collaboration with team, establishing family relationships, cultural competence, self-awareness and empathy

• With supervisor or faculty: identify strengths, areas in need of intensified support

• Develop goals, plan of action

• Monitor progress

• Scaffold Support

Self Management through MTSS

Tier 3: I need a lot of support with this skill!

Tier 2: I have some experience/knowledge with this skill, but need more support.

Tier 1: This is a strength for me. I have knowledge, understanding, and some experience with this skill.

Self Assessment: Self Management Plan■ Set Short Term Goal(s)

■ Strategy/Plan for Skill Development

■ How will I set up the environment so that I am successful?

■ How will I increase knowledge/practice?

■ How will I provide recognition and reinforcement for change?

School-University Partnerships to Promote Ongoing and Reciprocal Training in Effective Classroom Management

Project funded by the Ohio Dean’s Compact on Exceptional Children

Establish partnerships for teacher preparation through university-public school partnerships as contexts for mutually beneficial learning, or “simultaneous renewal” 1

Focus on creating shared opportunities for teacher learning and development embedded in practical activities related to the analysis of P-12 student behavioral outcomes

1 (Goodlad, 1994)

PurposeAddress major concern of teacher preparation – CM skills are not taught thoroughly or with adequate supervision in a real classroom context 2

Teachers who have significant problems with behavior management and classroom discipline report high levels of stress and are frequently ineffective 3

◦ concrete examples of P12 student outcomes

◦ collaborative participation by pre-service teachers, veteran teachers and university faculty

◦ potential for learning outcomes of direct relevance to the core institutional mission and responsibilities 2 (Reschly, 2012)

3 (Espin & Yell, 1994)

Guiding Frameworks: Class-wide FocusFocusing on preventive rather than reactive procedures establishes a positive classroom environment in which the teacher focuses on students who appropriately behave 8

Many behavioral difficulties and disorders begin with or are made worse through behavioral processes such as modeling, reinforcement, extinction, and punishment

Pragmatic for beginning educators because student behaviors are not severe, and thus candidates skill level does not factor as heavily into student success

8 Evertson, Emmer, Sanford, & Clements (1983)9 Patterson, Reid, & Dishion (1992)

Guiding Frameworks: Low-Intensity CM Strategies

Many Low Intensity CM practices involve steps that can be followed via an implementation checklist, making them ideal for teacher candidates who do not have fluency with the practice 10

qHave clear goals and proceduresqImplementation fidelity is easily achievedqCompatible with any age, level, content area, and tierqShow proximal effects on student behavior

10 Ennis, Oakes, & Lane (2014)

Guiding Frameworks: High-Leverage PracticesTeacher education is shifting in focus away from specifying knowledge

needed (i.e., learning about teaching) and toward identification of a core set of classroom practices around which teacher education is built (HLPs)

◦ HLPs are applicable and important because they focus on instructional practices

that are effective and are frequently used in the classroom

◦ A manageable number of fundamental practices that can be taught to all pre-service teachers

10 Ball & Forzani (2009)

10 Ball & Forzani (2009)

Programmatic View

Integrated Instruction & Clinical Practice

Ongoing “flipped” instruction via Content Acquisition Podcasts (CAPs)

Exemplar video models with interactive reflection component (EdPuzzleTM)

Continuous practice dialogue between Strategy Experts, candidates, and

faculty on PowerschoolTM LMS

Observation data collected using SUPPORT app via Ipads

Weekly 15-30 min data review meetings with Strategy Expert, Candidates, and

KSU faculty

Engagement Structure

Strategy Experts & faculty set time for practice, data review meetings

Faculty available on-site during practice sessions for observations and consultation as needed

Students receive, in total, immersive instruction and practice across grade levels with 6 universal, low-intensity CM strategies, while practicing skills associated with 6 HLPs

Project Activities1. Met with the building leadership team (BLT) to:

◦ Review office discipline referral (ODR) procedures◦ Review data management system◦ Review building level disciplinary data & discuss patterns◦ Discuss classroom management strategies that may influence the number of ODRs related to classroom disruption

2. Professional development for six content area teachers and three intervention specialists

◦ 15-hours across three days◦ Focused on the six low-intensity classroom management strategies

3. Development of data collection tool (mobile app)

Pilot Results

URP-I11 data suggest high degree of utility, social validity for model

Focus group results provided specific recommendations for improvement:

• Longer rotations• Prioritize lesson planning within context

of ongoing classroom activities

No significant changes in student behavioral outcomes, ODR rates resulting from use of practices (duration too short)

11 Chafouleas, Briesch, Neugebauer, & Riley-Tillman (2011)

Project PracticeTeacher training model for In-Service Teachers in Academic and Behavioral Strategies

Teachers learn 4 Key Instructional Skills/Practices in a “Pay it Forward” or “Train the Trainer” model

Opportunities-to-Respond

(OTRs)Actionable Feedback

Formative Assessment

Problem Solving and

Progress Monitoring

Project Practice: Training Model

Desimone & Garet, 2015; Joyce & Shower, 200; and Rosenfield et al., 2010

ISD Consultant Teacher Coach Teacher Mentee

Project Practice: OverviewConsultants trained experienced teachers in 4 evidence-based instructional practices to mastery Consultants supported teachers as they taught less experienced teachers the same instructional practices to mastery

ALL training occurred in the context of the teachers classroom Teachers were NOT pulled out of the classrooms.Training consisted of 15-30 minutes/week over approximately 20 weeks.

Explanation Modeling Observation Feedback

Data: Opportunities-to-RespondN = 25 N = 25N = 25 N = 18

N = 14 N = 13

Wrap-up and Moving Forward

Thank-you!

Nate Stevenson – nsteve15@kent.eduRegina Oliver – regina.oliver@unl.eduJanet VanLone – janet.vanlone@uconn.eduBrian Barber – bbarber8@kent.edu

ReferencesDesimone, L.M., & Garet, M.S. (2015). Best practices in teachers’ professional development in

the United States. Psychology, Society, & Education, 7, 252-263.

Freeman, J., Simonsen, B., Briere, D. E., & MacSuga-Gage, A. S. (2014). Pre-service teacher training in classroom management: A review of state accreditation policy and teacher preparation programs. Teacher Education and Special Education, 37(2), 106-120.

Joyce, B., and Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of educational Psychology, 102(3), 741.

Landers, E., Alter, P., & Servilio, K. (2008). Students' Challenging Behavior and Teachers' Job Satisfaction. Beyond Behavior, 18(1), 26-33.

References

Oliver, R. M., & Reschly, D. J. (2007). Effective Classroom Management: Teacher Preparation

and Professional Development. TQ Connection Issue Paper. National Comprehensive Center for Teacher Quality.

Oliver, R. M., & Reschly, D. J. (2010). Special education teacher preparation in classroom

management: Implications for students with emotional and behavioral

disorders. Behavioral Disorders, 35(3), 188-199.

Rosenfield, S., Levinsohn-Klyap, M., & Cramer, K. (2010). Educating c onsultants for practice

in the schools. In E. Vazquez, T. D. Crespi, & C. Riccio (Eds.), Handbook of education, training and supervision of school psychologists in school and community: Vol. I(pp. 259-278). New York, NY: Routledge.

Stevenson, N. A. (2015) Classroom management training in teacher preparation: A National

snapshot. Unpublished analyses of data from National Council for Accreditation of

Teacher Education.