Abstract Schools are adopting tiered systems to prevent and respond to students’ academic, behavioral, and social needs. Foundational to tiered systems is the capacity of educators to implement high-quality classroom management and instructional practices. In this study, school leaders provided professional development to staff as they prepared to adopt a tiered system districtwide. We examined self-assessments of research-based strategies for 61 middle school educators who participated in school-led professional development, a book study. The purpose was to understand educators’ current views of their knowledge and skills of practices covered. Results suggested educators reported being more knowledgeable and confident in classroom management practices, followed by instructional strategies, and low-intensity strategies. Participants expressed that the book study supported school goals. Limitations and directions for future inquiry are explored.

中文翻译：

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审查教育者对课堂管理和教学策略的看法：学校支持学生行为需求的能力

摘要学校正在采用分层系统来预防和响应学生的学术，行为和社会需求。分层系统的基础是教育者实施高质量课堂管理和教学实践的能力。在这项研究中，学校领导者为员工准备在整个地区采用分层系统时提供了专业发展。我们研究了参加学校主导的专业发展，书本研究的61名中学教育者基于研究策略的自我评估。目的是了解教育者对他们所涵盖的实践知识和技能的当前看法。结果表明，教育工作者报告说他们对课堂管理实践更加了解和自信，其次是教学策略和低强度策略。与会者表示，这本书的研究支持了学校的目标。探索了未来查询的局限性和方向。