Performance feedback has been shown to improve teachers' classroom management skills. Typically, a researcher provides the performance feedback, not school-based personnel. Therefore, we investigated the effects of performance feedback on classroom management skills when the feedback is delivered by school-based personnel. We used a concurrent multiple baseline design across participants to examine the effects of visual performance feedback provided by a school behavior resource teacher on four teachers' use of behavior specific praise. One White behavior support teacher, two White teachers, and two Black teachers, all with more than 5 years of teaching experience participated in the study. We used visual analysis and Tau-U single-case design effect sizes to evaluate the multiple baseline design. Results indicate a functional relation between visual performance feedback provided by a school behavior resource teacher and teachers' increased use of behavior specific praise The results suggest that school-based personnel can be trained in data collection, brief coaching sessions, and implementation of visual performance feedback to support teachers in increasing their use of behavior-specific praise. This study provides evidence that school-based personnel can help teachers increase their use of BSP during instruction.