Leveraging Technology to Support Early Career Teachers in High Poverty Schools: A Feasibility Study

• In Event: 3-179 - Strengthening the Skills of Beginning Teachers: Novel Approaches to Teacher Training in Behavioral Classroom Management

Integrative Statement

Introduction. Early career teachers (four or fewer years of experience) working in high poverty schools face profound and predictable challenges managing behavior (Shernoff et al., 2015, 2016). Studies document that teachers receive limited preservice training in behavior management (Grossman & McDonald, 2008) while inservice training tends to be workshop-based with limited evidence of skill transfer (Garet et al., 2001; Penuel, Fishman, Yamaguchi & Gallagher, 2007).

Interactive Virtual Training for Teachers (IVT-T) is a simulation training model designed to maximize skill transfer by allowing teachers to practice responding to avatars who engage in off-task, inattentive, and non-compliant behaviors in virtual classrooms. Simulation training models are used to train pilots to navigate challenging flying conditions (Fletcher, 2009), train novice clinicians to conduct risk assessments (Beutler & Harwood, 2004; Horswill & Lisetti, 2011), and help teacher candidates identify and respond to student bullying (Schussler et al., 2017). Technology-based training models may be a viable option for districts interested in scaling up the dissemination of evidence-based practices by aligning with core features of effective professional development, including extensive practice responding to disruptive avatars, reflecting on decisions, and receiving immediate performance feedback (Antonenko, Dawson & Sahay, 2017; Desimone et al., 2009; Penuel et al., 2007).

Methods. Teachers (N = 27) working in three high poverty K-8 schools (89% of students eligible for free or reduced lunch) in a medium-sized Northeastern city participated during Year 3 of a four-year Development and Innovation Grant from the Institute of Education Sciences. Teachers were mostly (82%) female, 40% held Bachelor’s and 60% held Master’s Degrees. Mean age was 28 (SD=38) mean years of teaching experience was 4.5 (SD = 2.1). Teachers (33%) self-identified as Latino/a, 22% as African American, 25% as European American, 4% as Asian, 4% as Middle Eastern, 4% as Caribbean, and 8% as Other. Teachers had completed approximately 8 weeks of IVT-T and contributed data at baseline and post intervention.

Teacher rating scales assessed satisfaction with the interface (Chin et al., 1988; Bangor, Kortum, & Miller, 2008) and tracking logs captured frequency and duration of using IVT-T (fidelity). Independent observations of instruction using the Classroom Strategies Assessment System (CSAS; Reddy, Fabiano, Dudek, & Hsu, 2013) evaluated transfer of the behavior management skills from the virtual to the live classroom while the Teaching Strategies Questionnaire (TSQ; Webster-Stratton et al., 2001) assessed self-reported use of the evidence-based behavior management practices. Descriptive analyses of usability ratings will identify the number and type of usability problems. We will examine correlations between teacher satisfaction and fidelity and the frequency of using positive behavior management strategies (CSAS and TSQ) which will provide preliminary evidence that teachers are successfully transferring behavior management skills to their classrooms.

Findings from this study may inform how technology-based training models can supplement existing tiered approaches to supporting early career teachers, with technology serving as Tier 1 and Tier 2 support, leaving fewer numbers of teachers with more intensive behavior management needs to work directly with indigenous school personnel, including school psychologists and coaches (Shernoff et al., 2016).

Authors

• Elisa Shernoff, Rutgers University
  Presenting Author

• Christine Lisetti, Florida International University
  Non-Presenting Author

• Dulal Bhaumik, University of Illinois at Chicago
  Non-Presenting Author

• Alban Delmarre, Florida International University
  Non-Presenting Author

• Stacy Frazier, Florida International University
  Non-Presenting Author