A Randomized Evaluation of the Effects of a Classroom Management Coaching Program for Teacher Candidates

Elementary school teachers report feeling underprepared for classroom management challenges, and teacher candidate preparation programs are a critical point of skill development. Applied training in evidence-based classroom management strategies is recognized as a major need for teacher candidates by accrediting organizations and researchers, yet there are no randomized studies of classroom management training programs in the general education teacher preparation context that include observations of change in teacher candidate strategy use over time. We conducted a small-scale randomized trial to compare a novel instructional engagement and classroom management program (Pre-service Classroom Management Coaching; PCMC) to an internship-as-usual control condition. The PCMC’s model offers a multi-dimensional training approach that is aligned with research-supported professional learning practices and includes foundational content, classroom observational data, coaching with modeling, practice and performance feedback, and opportunities to learn from peers and experts within one academic semester. Twenty-four elementary general education teacher candidates were randomized to one of the two conditions. PCMC teachers demonstrated improvements in observed behavior management and instructional skills compared to controls; yielding moderate to large between-group effect sizes at the end of the semester (d = .38 to .90). Participants rated PCMC as highly acceptable and feasible. Little differential change in self-reported self-efficacy or teaching stress was found. Results provide initial support for the PCMC program for enhancing elementary teacher candidate’s classroom management skills and offer a promising blueprint for further investigation.