Interventions and Strategies Shanna Hirsch Clemson University for Supporting Novice Catherine Bradshaw Teachers’ Classroom University of Virginia Management Practices Brandi Simonsen University of Connecticut Janet VanLone Bucknell University
Brief Introduction Literature Review Coaching Study Agenda Preservice Teacher Study Discussant
Terminology “novice teachers”, “beginning teacher” , “new teacher” Educators within their first three years of teaching
Over 40% of the entire U.S. teaching force has 10 or fewer Present years of experience (Ingersoll et al., 2018).
First Year Teachers 200,000 180,000 160,000 140,000 Past and 120,000 100,000 Present 80,000 60,000 40,000 20,000 0 1987 2015 First Year Teachers Ingersoll, R., Merrill, E., Stuckey, D., & Collins, G. (2018). Seven Trends: The Transformation of the Teaching Force, updated October 2018. Research Report (#RR 2018–2). Consortium for Policy Research in Education, University of Pennsylvania.
Novice Teachers
Underprepared to prevent and address behavior Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. National Staff Development Council. http://www.nsdc.org/news/NSDCstudy2009.pdf
Difficulty managing student behaviors leads to higher stress and burnout for teachers. MetLife Inc. (2013, February). The MetLife survey of the American teacher: Challenges for school leadership. https://www.metlife.com/content/dam/microsites/about/corporate-profile/MetLife-Teacher-Survey-2012.pdf
Background Student discipline and misbehavior as one of the top reasons for leaving the field. Ingersoll, R., & Smith, T. M. (2003, May). The wrong solution to the teacher shortage. Educational Leadership, 60 (8), 30-33.
Professional Development in Classroom Management for Novice Teachers: A Systematic Review Hirsch, S. E., Bradshaw, C. P., Lloyd, J. W., & Randall, K. (Under Review). Novice teacher professional development in classroom management: A review of the literature.
Novice report classroom management as a primary concern, and many report that they would benefit from additional PD (Bowsher et al., 2018). There is increased awareness of the need to support Purpose novice teachers due to concerns related to burnout and attrition (MetLife Inc., 2013), However, the literature related to classroom management PD for novice is sparse and has not been summarized.
What are the characteristics of the participating teachers and in what types of settings have researchers studied PD for novice teachers? What methods of PD were utilized in studies with novice teachers? Research What outcomes have been examined in studies of PD for novice teachers? Questions To what extent did novice teacher classroom management PD studies address Council for Exceptional Children (2014) quality indicators (QIs)? Which PD methods studied with novice teachers showed positive findings ?
Search Procedures
Included Excluded Intervention Study Literature reviews 1) Research Single subject Opinion Design Experimental Design (experimental or quasi experiment, Practice/Teacher Campbell & Stanley, 1963) Surveys Meta-analyses Descriptive(Qualitative) studies Case studies (pre-experimental designs – Campbell & Stanley, 1963) Dissertations Duplicates (if a dissertation is also an article – we will only count 1) Publication the article) Inclusion International publications (in English) Publications in languages other than English Professional development in classroom management Professional development aimed at self-growth (yoga, 1) Critical Criteria mindfulness) Feature 1 IV - Complete Classroom Management (e.g., COMPs) Professional development in academic subjects (e.g., math, Content reading) Discrete practices (e.g., OTRs and BSP) Workshops delivered over a short period of time, or Inservice teachers completing university courses 1) Critical Multi-sessions, or Feature 2 IV- Coaching or consultation, or Online (web-based) PD Teachers who provide core academic content in K-12 public, Preservice teachers 1) Critical private, or charter Teachers with four or more years of experience Feature 3 Paraprofessionals First through third year of teaching (Training for New Behavior specialists Participants Teachers Only) Career and technical educators Specials (art, music, physical education, caregivers)
Results Novice Classroom PD 7 teacher management
Year Briere, D. E., Simonsen, B., Sugai, G., & Myers, D. (2015). Increasing new teachers’ specific praise rates using a within- school consultation intervention. Journal of Positive Behavior 3 Interventions, 17, 50-60 Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48 , 1-12 Evertson, C. M., & Smithey, M. W. (2000). Mentoring effects on protégés’ classroom practice: An experimental field study. 2 Journal of Educational Research, 93, 294-304. Gage, N. A., Grasley-Boy, N., & MacSuga-Gage, A. S. (2018). Professional Development for Teacher Behavior Specific Praise: A Single-Case Design Replication. Psychology in the Schools, 55 , 264-277. https://doi.org/10.1002/pits.22106 Gage, N. A., MacSuga-Gage, A. S., & Crews, E. (2017). Increasing teachers’ use of behavior specific praise using a multi-tiered system for professional development. Journal of 1 Positive Behavior Interventions, 19 , 239-251. https://doi.org/10.1177/1098300717693568 Hirsch, S. E., Lloyd, J. W., & Kennedy, M. J. (2019). Professional development in practice: Improving novice teachers’ use of universal classroom management practices. Elementary School Journal. doi.org/10.1086/704492 *Rathel, J. M., Drasgow, E., Brown, W. H., & Marshall, K. J. (2014). Increasing induction-level teachers’ positive-to- 0 negative communication ratio and use of behavior-specific 2000 2000-2013 2014-2015 2016-2017 2018-2019 praise through e-mailed performance feedback and its effect on students’ task engagement. Journal of Positive Behavior Year Interventions , 16 , 219–233. https://doi.org/10.1177/1098300713492856
Need 3 6 Assess and address Actively engage prerequisite faculty with similar Practice-Based knowledge and needs skills Professional Development (PBPD) Framework Contextualize PD Model and 4 7 (focus on teaching independent concrete skills) practice Use similar Feedback on materials that will independent be used in the practice 5 6 classroom (Ball & Cohen, 1999)
Primary Dependent Variables 7 What 6 outcomes 5 have been 4 examined in studies of PD 3 for novice 2 teachers? 1 0 Direct Observation - Discrete Teacher Direct Observation - Student Other (i.e., self-report, narrative Behaviors feedback) Reported Not Reported
Treatment Integrity and Social Validity 7 What 6 outcomes have been 5 examined in 4 studies of PD 3 for novice 2 teachers? 1 0 Procedural Fidelity of PD Social Validity of PD Reported Not Reported
7 Key Points Original, peer- reviewed studies
Key Points All of the studies reviewed provided multiple professional development sessions, indicating evidence of on-going, practiced-based professional development.
5 Key Points Single-Case Studies
2 Key Points Randomized Controlled Trials
Current evidence suggest novice teacher classroom management professional development may Key Points be a potentially effective method of improving teacher and student outcomes.
Good Behavior Game with MyTeachingPartner
Using Video Analysis To Support Novice Teachers’ Classroom Management Practices Study 1: Pre-service Teachers Study 2: Early Career Teachers Janet VanLone
Things that ARE NOT Classroom Management
Focuses on prevention and being proactive Environments are nurturing, structured, have routines What does the Expectations and clear, stated positively, and are taught research say Instruction is engaging and appropriate for the students about Continuum of strategies for recognizing appropriate behavior classroom Continuum of strategies for addressing inappropriate behavior management? Considers context and culturally relevant practice (Simonsen et al., 2008)
Classroom management
Classroom Management Developing good habits early on
The Effects of Video Self- Analysis on Pre-Service Teachers’ Behavior Specific Praise Rates
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