Tier 1 in the classroom

Abstract

A critical feature of School-wide Positive Behaviour Support is the use of evidence-informed classroom practices. Several evidence-informed classroom management and instructional practices that increase the likelihood of academic engagement, positive behaviour, and student connectedness have been identified. These practices include explicit strategies for fostering quality teacher–student relationships, establishing and teaching expected classroom behaviours and procedures, actively supervising, giving high rates of specific feedback, and providing frequent opportunities for student engagement in instruction. Reductions in classroom disruption, increases in student engagement, and enhanced student and teacher wellbeing have been noted when teachers use such practices consistently and intentionally. However, research has shown that these practices are generally implemented at much lower levels in classrooms than recommended. School systems that support teacher use of evidence-informed practices must be built to encompass high-quality professional learning opportunities and ongoing job-embedded support. Systems must also be established to collect and use measurable outcome data to target ongoing student support and to enhance teacher implementation of identified practices. The authors outline key evidence-informed classroom management and instructional practices, describe a multi-tiered model of professional learning, and present an Australian school case study.