This session is appropriate for teachers interested in enhancing their own classroom practice and other school professionals who support teachers (e.g., mentor teachers, school psychologists, administrators).
In this strand, participants will (a) learn the critical features of evidence-based practices in classroom management (first two sessions), (b) develop an action plan to improve implementation fidelity of these practices in a classroom with which they are familiar (third session), and (c) discuss systems that need to be in place to support classroom management in a school (fourth session).
• By the end of the first and second sessions (focused on critical features), participants will be able to (i) describe the critical features of each practice, (ii) provide examples of each practice appropriate to their school context (e.g., grade level, ability level), and (iii) discuss issues with implementing each practice.
• By the end of the third session (focused on assessment and development of an action plan), participants will (i) complete an assessment of a classroom with which they are familiar (i.e., their own classroom or a classroom with which they consult/work) and (ii) develop an action plan for that classroom to increase the fidelity with which evidence-based practices are implemented.
• By the end of the fourth session, participants will be able to (a) discuss various approaches to professional development for classroom management and (b) identify possible approaches for their own context (e.g., schools, districts, agencies).
Check back after May 1st
|Dr. Brandi Simonsen is an associate professor of special education in the Neag School of Education and a research scientist with the Center for Behavioral Education and Research at the University of Connecticut. Dr. Simonsen teaches, conducts research, and publishes in the areas of school-wide positive behavioral intervention and support (PBIS), classwide PBIS, targeted and individualized interventions to support students with intense learning and behavioral needs, and implementing PBIS in alternative education settings.|