Professional Development in Practice

Employing universal classroom management practices (e.g., opportunities to respond, praise, precorrect) can reduce disruptive behavior and improve academic engagement for students with and without disabilities; however, novice educators often possess minimal knowledge of universal classroom management practices. This study examined the effect of a strategically designed professional development workshop on universal classroom management practices with 6 elementary teachers during their first 3 years of teaching. Using a multiple-baseline design across groups of teachers, results indicated that a program of professional development increased teachers’ practice and decreased reprimands. Descriptive data revealed changes in teacher knowledge and student engagement. Implications for future research as well as novice teacher professional development are discussed.