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.
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.
Provides leadership, training, mentoring, resources, and supports for teachers and others in the larger professional community on (a) *research-based classroom behavior expectations; (b) effective classroom practices; and (c) using behavioral data to identify students needing more intensive behavioral support.
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.
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)