Professional Development in Practice: Improving Novice Teachers' Use of Evidence-based Classroom Management Practices

Employing evidence-based classroom management (EBCM) practices can reduce disruptive behavior and improve academic engagement (Brophy & Good, 1986; Simonsen et al., 2014). Additionally, teachers who use EBCM practices report higher levels of efficacy about themselves, their instruction, and their students (Kelm & McIntosh, 2012). Novice educators possess minimal knowledge of EBCM practices (Stough & Montague, 2015). The limited preparation during their preservice programs, minimal induction support, and poorly designed in-service professional development may contribute to their lack of knowledge (Ingersoll & Strong, 2012). Despite much excellent work, scholars in the field have not yet adequately addressed professional development methods to improve novice teachers’ use of EBCM practices and monitor student outcomes (Yoon, Duncan, Lee, Scarloss, & Shapley, 2007). Without such tools, educators will continue to have ill-prepared novice teachers and a cycle of teachers entering and leaving the field (Ingersoll & Merrill, 2010). This purpose of this study was to examine the effect of a strategically designed practice-based professional development (PBPD) workshop on EBCM practices with six elementary teachers during their first three years of teaching. Using a multiple-baseline design, I found that a program of PBPD increased teachers’ knowledge, practice, and self-efficacy, and changes in teachers’ actions also increased student engagement. In addition, teachers implemented EBCM practices with fidelity and rated the PBPD as socially acceptable.