Reimagining Targeted Classroom Management Supports for Teachers to Increase Teacher Retention Perceptions in the Reading School District

With teacher attrition and retention issues causing a nation-wide crisis of instructional vacancies in our public schools, research was conducted in a large, urban, high-need middle school in Pennsylvania to determine if a peer-led classroom management support system was effective for teachers already considering resignation. A mixed-methods, embedded design model that included a quantitative survey and a qualitative structured interview was used to determine how targeted booster professional development, peer observations, and observational feedback of professional practice impacted teachers’ retention perceptions. The intervention system focused on the evidence-based practices of Restorative Practices and Positive Behavior Intervention Supports, and it was purposefully designed to meet the professional development requirements of the federal Every Student Succeeds Act (ESSA): sustained, intensive, collaborative, job-embedded, data-driven, and classroom-focused. The designated master teachers who led the intervention system protocols were required to meet rigorous selection criteria. Results indicated that the intervention system had positive impacts due to its peer-led nature and perceived increase in skillset, support, and connectedness. The results also indicated that the classroom management support system was effective in changing most of the study participants’ retention perceptions, particularly for those who identified as female and within their first three years of teaching.