Administrative Support for New Teachers of Students with Emotional and Behavioral Disorders in Behavior Support Classrooms
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| Title: | Administrative Support for New Teachers of Students with Emotional and Behavioral Disorders in Behavior Support Classrooms |
|---|---|
| Language: | English |
| Authors: | Jonte' C. Taylor (ORCID |
| Source: | Beyond Behavior. 2025 34(3):170-177. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Intended Audience: | Administrators |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Beginning Teachers, Beginning Teacher Induction, Students with Disabilities, Emotional Disturbances, Behavior Disorders, Administrator Role, Teacher Competencies, Faculty Development, Culturally Relevant Education, Teacher Student Relationship, Expectation, Classroom Techniques, Teacher Expectations of Students |
| DOI: | 10.1177/10742956251384190 |
| ISSN: | 1074-2956 2163-5323 |
| Abstract: | Preparation before the school year begins is essential for new teachers working with students who have significant behavior support needs. District and school administration can help new teachers increase their likelihood of success with purposeful planning that both connects to classwide systems and supports students' positive and effective behaviors. Prior to the school year beginning, administration can support new teachers by providing professional development opportunities that focus on using (a) culturally inclusive pedagogies and practices, (b) strategies that promote positive student/teacher relationships, and (c) tools that communicate expectations to students clearly. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490661 |
| Database: | ERIC |
| Abstract: | Preparation before the school year begins is essential for new teachers working with students who have significant behavior support needs. District and school administration can help new teachers increase their likelihood of success with purposeful planning that both connects to classwide systems and supports students' positive and effective behaviors. Prior to the school year beginning, administration can support new teachers by providing professional development opportunities that focus on using (a) culturally inclusive pedagogies and practices, (b) strategies that promote positive student/teacher relationships, and (c) tools that communicate expectations to students clearly. |
|---|---|
| ISSN: | 1074-2956 2163-5323 |
| DOI: | 10.1177/10742956251384190 |
