Multitiered Support Framework for Teachers’ Classroom-Management Practices: Overview and Case Study of Building the Triangle for Teachers

Many teachers enter the field without sufficient training in classroom management and continue to experience challenges throughout their careers. Therefore, school-based leaders need a multi-tiered support (MTS) framework to (a) provide training to all teachers in classroom management (Tier 1), (b)...

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Bibliographic Details
Published in:Journal of positive behavior interventions 2014-07, Vol.16 (3), p.179-190
Main Authors: Simonsen, Brandi, MacSuga-Gage, Ashley S., Briere, Donald E., Freeman, Jennifer, Myers, Diane, Scott, Terrance M., Sugai, George
Format: Article
Language:English
Subjects:
Case Studies
Classroom management
Classroom Techniques
Educational Practices
Inservice Teacher Education
Middle School Teachers
Middle schools
New England
Teacher Education
Teachers
Training
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Summary:Many teachers enter the field without sufficient training in classroom management and continue to experience challenges throughout their careers. Therefore, school-based leaders need a multi-tiered support (MTS) framework to (a) provide training to all teachers in classroom management (Tier 1), (b) identify teachers who require additional assistance (universal screening), (c) support the identified teachers (Tiers 2 and 3), and (d) continue to monitor teachers’ classroom management to adjust (i.e., intensify or fade) supports. In this article, we describe key features of the MTS continuum of intervention and assessment and present a case study to illustrate implementation of some components of the framework with four middle school teachers.
ISSN:1098-3007
1538-4772
DOI:10.1177/1098300713484062