National Comprehensive Center for Teacher Quality
Effective Classroom Management: Teacher Preparation and Professional Development
Online Discussion Board Summary
February 4 was the kickoff for TQ Connection’s first online discussion featuring the new TQ Research & Policy Brief,
Effective Classroom Management: Teacher Preparation and Professional Development. Participants were invited to read the brief and participate in an online discussion related to the topic. Center staff offered discussion questions to help stimulate the dialogue early in the week before participants’ online discussion. A summary of the dialogue is provided here.
The discussion threads can be categorized into three overarching themes:
• Classroom management content addressed in general and special education preservice teacher preparation.
• Quality field experiences, student teaching opportunities, and their relationship to adequate preparation in classroom management.
• Instructional strategies as a tool to prevent disruptive behavior.
Classroom Management Course ContentThe TQ Research & Policy Brief highlighted a Classroom Management Innovation Configuration (IC) including seven key components: structured environment, active supervision, student engagement, schoolwide behavioral expectations, classroom rules, encouragement of appropriate behavior, and behavior reduction strategies. NCCTQ’s discussion question and online poll encouraged some discussion about the course content offered to both general and special education teacher candidates. Though unscientific and with few participants, the poll indicated that the majority of participants felt that “implementing classroom rules and routines” was addressed most frequently within classroom management coursework. However, a recent study of required coursework syllabi from 27 of 31 special education teacher preparation programs in a large-population state revealed that, in general, behavior reduction strategies were addressed most frequently and were most likely to be paired with guided practice. Evidence suggests that training in the other components was less well implemented (Reschly, Holdheide, Smartt, & Oliver, 2007).
Distinctions between classroom management preparation in general and special education coursework also sparked some discussion. Participants indicated that in special education teacher preparation, a special course—coupled with field experience—on classroom management was required. Though general education teacher candidates were not required to take a specific course, classroom management content was dispersed over other required courses. Some participants felt that this was inadequate and suggested a required classroom management course for general education teacher candidates. As indicated in the TQ Research & Policy Brief, teachers with the competencies to develop, implement, and sustain a classroom management plan are more likely to stay in the profession.
Use of the Classroom Management IC can assist general and special education teacher programs in detecting disparity in the critical components and level of implementation in their curriculum. For training or assistance in the use of this IC, please contact Dr. Dan Reschly, Vanderbilt University, at 615-322-8150 or
danreschly@vanderbilt.edu. The National Technical Assistance Center on Positive Behavioral Interventions and Supports is also a valuable resource. The Center can be accessed at:
http://www.pbis.org/main.htm.
Reschly, D. J., Holdheide, L. R., Smartt, S. M., & Oliver, R. M. (2007). Evaluation of special education teacher preparation coursework in reading, behavior, and inclusive practices. Springfield: Illinois State Board of Education.
Quality Field ExperiencesSeveral online participants shared dialogue concerning supervised practice as a means to improve classroom management skills. As indicated in the issue brief, providing teacher candidates with knowledge about classroom management is a good start but may fall short if candidates are not provided ample opportunity to practice implementing strategies within a real classroom context. This is further complicated when teacher candidates are student teaching in classrooms with preexisting classroom management plans. Candidates in these conditions may not have opportunities to establish and implement classwide management plans and may struggle when confronted with the challenge in their first year of teaching.
Some existing teacher preparation models immerse teacher candidates in field experiences throughout the required coursework. Professional Development Schools (PDS) are one such approach highlighted within the TQ Research & Policy Brief. The following sample references highlight nontraditional teacher preparation programs:
Connor, K. R., & Killmer, N. (1998). A comparison of contextual teacher preparation student teachers with traditionally prepared student teachers. Paper presented at the Annual Meeting of the Mid-Western Educational Research Association. [ERIC Document Reproduction Service No. ED 425 155]. Retrieved February 14, 2008, from
http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED425155Robbins, V., & Skillings, M. J. (1996). University and public school collaboration: Developing more effective teachers through field-based teacher preparation and new teacher support programs. Paper presented at the Annual Meeting of Association for Supervision and Curriculum Development. [ERIC Document Reproduction Service No. ED 404 315.] Retrieved February 14, 2008, from
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/14/e7/78.pdfWait, D. B., & Warren, L. L. (2001). Are professional development school trained teachers better classroom managers? [ERIC Document Reproduction Service No. ED 451 156.] Retrieved February 14, 2008, from
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/e5/d9.pdfInstructional StrategiesIt is important to stress that providing challenging, yet attainable, instruction and using diverse instructional methods are prerequisites to effective classroom and behavior management. One participant commented about his disappointment that the TQ Research & Policy Brief did not emphasize the importance of providing instruction at the students’ educational level and that in his experience, disruptive behavior could be eradicated if students were provided instruction at a level at which they could succeed. NCCTQ recognizes the strong link between quality instruction and classroom management. A decision was made not to include the array of strategies and resources available regarding instructional strategies within this brief. Plans are under way for an NCCTQ issue brief on effective instructional strategies. In the meantime, there are several valuable resources to note pertaining to evidence-based instructional strategies:
•
The Office of Special Education Programs: Ideas That Work•
What Works Clearinghouse •
Center for Evidenced-Based Practice: Young Children With Challenging Behavior •
National Center for Accessing the General Curriculum
Matching instruction to students’ skill levels using diverse instructional methods is an effective way to create a positive classroom environment; however, quality instruction is not enough, and application of classroom management strategies is a necessary component in effective instruction.
Thank you all for taking the time to participate in the on-line dialogue. This dialogue is most informative when the participants – coming from various backgrounds and disciplines - share their experiences, frustrations, and suggestions to improve the connection between general and special education teacher preparation.
