Elementary School Teachers’ Self-Assessment of Use of Positive Behavior Support Strategies and Goal Setting Related to Equity-Focused Features

Abstract

The goal of the Maximize Program is to collaborate with educators to develop resources and procedures to facilitate teachers’ use of equity-focused behavioral supports. In this study, we describe teachers’ responses to the first iteration of the interactive Maximize Technology Platform. Ninety elementary school teachers from three schools were encouraged to use the platform to learn about the foundational concept of equity literacy, complete a self-assessment of practices, and set a goal for improvement. We observed teachers’ platform use, self-reported use of 10 behavior support strategies, goals set for improving equity-focused features of these strategies, and reported progress during the first quarter of the academic year. Over 70% of teachers reported frequent use of four strategies: Classroom Expectations, Praise, Greetings, and Community Circles. Fewer teachers reported using Student Choice, Effective Questioning, and Corrective Feedback. Variations in use between general education and other teachers were observed. Over 60% of teachers set an equity-focused goal. Variability in the types of goals set and rates of reported improvement highlight the complexity of this work. Results offer promise about the use of interactive technology to facilitate professional learning and goal-setting about equity initiatives and offer insights for leveraging interactive technology to facilitate teachers’ implementation of equity-focused practices.

Keywords

• positive behavior supports
• equity
• teachers
• self-assessment
• classroom management
• technology