<p><em>This quantitative, quasi-experimental design study examined 75 pre-service teachers’ perceptions of their own self-efficacy regarding</em><em> </em><em>classroom management. Data was collected at three different intervals throughout the student teaching experience, which was also accompanied by a training seminar focusing on classroom organization and management (Classroom Organization and Management Program). Results showed that pre-service teachers exhibited significantly higher perceptions of self-efficacy at different intervals throughout their student teaching. Data from this study provides Educator Preparation Programs (EPPs) with further data, which will allow them to create program curricula and strategies to better prepare pre-service teachers to become successful and confident classroom teachers. </em><em></em></p><em></em><em></em>

Effectively preparing teachers to meet the needs of the vast majority of students who are coming to school with adverse childhood experiences is of critical importance to 21 st century learning. Trauma-informed practices are primarily about providing safe spaces and environments that foster and support children's social-emotional development so they are able to reach their potential. To be able to recognize when someone is experiencing adversity or not feeling safe, educators need to use appropriate listening skills, understand how to make connections, and provide support for other perspectives; seeing as best they can through the child's eyes. This paper will examine the need for educator preparation programs to provide trauma-informed practices that build social-emotional competencies and empower students who are affected by adversity to help them cope with the trauma.

Extensive field experiences can significantly impact the preparation of teacher candidates. Living in a high-stakes era of accountability, education reform efforts have shifted toward educator preparation programs. Such programs are being examined to measure whether they are preparing effective teacher candidates who are ready for today's classrooms. In fact, the current accrediting body for teacher education programs, Council for the Accreditation of Educator Preparation (CAEP), seeks to advance equity and excellence in education. Institutions of higher education and their partnering local education agencies understand the importance of clinical partnerships, purposeful placements, and reflective practices as they relate to teacher preparation. This study sought to create a pilot teacher residency model in an effort to make continuous improvements to the educator preparation program and prepare highly effective teachers.