Progression of Learning Across the Career

Manages Behavior

Exploring & Aspiring

Gains knowledge about behavior including the *functions of behavior  and defining the stages of the *acting-out-cycle

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Preparing

Understands *research-based (a) behavior management,  (b) effective classroom practices, and (c) strategies for discouraging inappropriate behaviors

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Emerging

With a *Mentor

develops *research-based (a) classroom behavior expectations and (b) effective classroom practices; and implements strategies to discourage inappropriate behaviors and methods for identifying students needing more intensive behavioral support

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Developing

​Evaluates (a) implementation of classroom behavior expectations; and (b) effectiveness of classroom practices and uses behavioral data for decision-making

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Mastering

​Coaches/Mentors aspiring, preparing, and/or emerging teachers on:

the implementation of *research-based (a) classroom behavior expectations; (b) effective classroom practices; and (c) using behavioral data to identify students needing more intensive behavioral support

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Leading

Provides leadership, training, mentoring, resources, and supports for teachers and others
in the ​larger professional community to:

(a) *research-based classroom behavior expectations; (b) effective classroom practices; and (c) using behavioral data to identify students needing more intensive behavioral support

MTDS Glossary 

Mentor

A mentor within MTDS is defined as any teacher who meets the minimum criteria included in the mentoring guidelines and may include (a) district-assigned mentor or administrator; (b) colleagues serving as informal mentors; (c) RPDC/Educational consultants; (d) professors and university supervisors; (e) retired teachers; (f) teachers involved in mentoring consortiums (g) anyone who meets the mentoring standard guidelines 

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Research-Based

Research-based strategies and practices are those that have proven effectiveness through scientific educational research.  However, a strategy or practice can be research-based, but still not be effective in a local setting.  The Every Student Succeed Acts now requires schools to evaluate the level or tier of evidence used to determine the effectiveness of the strategy or practice as well as to determine the effectiveness of the strategy/practice within the local setting.  Research-based practices provide teachers with classroom strategies that have been studied and have evidence of their impact on student learning, behavior, etc..  The use of evidence-based strategies/practices, those proven to work in the generalized setting, also implies ongoing evaluation of the effectiveness of the research-based practices within the local setting as well to make sure the strategy is working.  This is good practice in the classroom too!  Not all strategies work for all students.  The key is to figure out what works best for each student.  Starting with research-based practices and then collecting evidence that the strategy is working helps teachers meet the unique needs of their students. (see glossary for evidence-based)

Resource: 
Research & Proven Practices of Robert Marzano
Research Proven Practices of John Hattie
Research Proven Practices of Doug Lemov
Principles of Instruction:  Research-Based Strategies that All Teachers Should Know

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