By Nick Kier, M.A.T., Daria Lorio-Barsten, M.Ed., and Kara McCulloch, M.S.
The task of observing and providing feedback on teacher classroom management can be overwhelming. Multiple evidence-based practices, including the physical structure, student engagement, teacher use of praise and corrective statements, and other techniques, can impact behavior in a classroom (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008) and, therefore, need to be taken into consideration.
McDaniel and Mitchell (2015) have developed a comprehensive observation and planning tool that facilitates critical evaluation of classroom management features and provides objective ratings for subsequent coaching. By using this tool during brief observations (approximately 20 minutes), administrators and coaches can still obtain a thorough snapshot of evidence-based classroom management components present in the classroom.
The Comprehensive Classroom Management Tool (CCM) consists of three sections: Student Engagement, Teacher Management, and Classroom Context. In the Student Engagement section, the observer records the behaviors of a sample of students. For the Teacher Management section, the observer takes data on student opportunities to respond, teacher use of correction and praise statements, and teacher response to classroom disruptions. Finally, in the Classroom Context section, the observer scores the components of classroom routines, rules, expectations, and reinforcement systems.
The CCM and additional resources may be found at the Alabama Positive Behavior Support Projects page. Included are two documents: a PDF version of the tool with operational definitions and an Excel file for recording and graphing observation data. Additionally, the page provides three instructional videos to support observers.
The tool may be used for multiple purposes, including teacher self-reflection of a video-recorded lesson, peer-to-peer or multi-tiered systems of supports team assistance, and administrator or department lead feedback. The tool is best used to identify baseline data, assist teachers in setting personal goals, and celebrate growth.
McDaniel, S. C., & Mitchell, B. S. (2015). Comprehensive classroom management tool. Birmingham, AL: University of Alabama. Retrieved from http://alabamapbis.ua.edu/projects.html
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. doi: 10.1353/etc.0.0007