A teacher-centered approach to the adoption and implementation of behavior supports

Those charged with supporting teachers’ implementation of classroom management strategies face challenges facilitating teacher behavior change. The purpose of this paper is to help support personnel (e.g. coaches, leaders) center teachers’ experiences, preferences, and existing classroom and school environments, within research-supported approaches that would prompt the adoption and implementation of behavior supports. The authors present a general model that includes (a) program assessment and goal setting, (b) building accountable teaching communities, (c) delivering high quality professional development, (d) supporting implementation through teacher-centered coaching, (e) and facilitating maintenance of behavior supports.