Classroom management is critical for students' behavioral and academic success, and researchers have identified numerous discrete teacher behaviors within several broad areas of classroom management skills. Unfortunately, these skills are often overlooked during pre- and in-service professional development (PD). Additionally, research suggests in-service PD is most effective with substantial follow-up and expert coaching following an initial training, which is not feasible for many schools. To address these issues of resource allocation and efficient intervention delivery, researchers suggested applying a multi-tiered support (MTS) framework to in-service teacher PD (i.e., MTS-PD; Myers et al., 2011; Simonsen et al., 2014). MTS-PD relies on screening and progress monitoring of teacher classroom management behaviors, and organizes PD support across three tiers: Tier 1 -- universal PD, Tier 2 -- targeted PD and follow-up, and Tier 3 -- intensive PD support and follow-up. In this study, I conceptually replicated two prior MTS-PD studies (i.e., Gage et al., 2018; Gage, MacSuga-Gage, & Crews, 2017). Following a school-wide training on behavior-specific praise (BSP), I conducted screening observations to identify teachers in need of additional support. Four teachers were identified and agreed to participate in a multiple-baseline design study focused on providing a targeted professional development training on BSP followed by emailed and texted visual performance feedback to increase BSP. Though one teacher went on leave and therefore left the study prior to receiving the intervention, there was a functional relation between this performance feedback and teachers' increased use of BSP among the three remaining teachers. The three teachers consistently used more positive than negative feedback during the intervention period, with the exception of one observation for one teacher. No differences were found in BSP use across instructional contexts or changes in student behaviors. Teacher acceptability surveys indicated the three teachers approved of the performance feedback intervention and preferred receiving it via text due to ease of access. The results of this study provide further support for the MTS-PD framework along with meaningful considerations for future research, including support criteria and performance feedback modality. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]