Empowering the Compliantly Challenged Teacher

Session #16A & 16B

Presented by: Regina Roberts, Coordinator of School-wide Intervention

ProgramsTangipahoa Parish

Be Responsible

Be Respectful

Be Positive

Training Expectations

Be an active listener Be on time

Silence cell phonesListen while others are speaking

Display a good attitudeBe kind to the presenter

POSITIVE BEHAVIOR SUPPORT

ACKNOWLEDGMENT SYSTEM

Receiving a bone requires cooperation with the established training expectations (Be Respectful, Be Responsible, Be Positive)

Not everyone who behaves appropriately will receive a bone

You cannot ask for a bone and you cannot “stage” expectations

Refrain from sharing your bones with others At the end of the session you will be able to

include your bones in the drawing for a prize; write your name on the back

Do these comments sound familiar?

In order for PBS to be effective a school should: Establish faculty buy-in Establish a committed team Have staff commitment Develop expectations for all students,

and all staff in all settings.

If these things are plausible, then we can assume that effective implementation of PBS is about the adults in the school and not the children!

Keeping with this concept, we must then consider the components of a change process for both (1) how teachers interact and react to student behavior and (2) the implementation of a new reform

(1) Effective implementation of PBS is about the adults in the school and not the children! It depends on how the

adults act and react.

Cesar Millan-The Dog Whisperer World renowned dog behavior specialist “When I go to a clients home, the owner

usually thinks the problem lies with the dog. I always have in the back of my mind that the issue is most likely with the owner. I often tell my clients, I rehabilitate dogs, but I train people.”

In the PBS process we are training a school team of adults, to train adult teachers who then interact with and “rehabilitate” the students.

A dog’s very survival depends on a strong, stable, and organized pack, where every member knows its place and follows the rules established by the pack leader.

“After all, humans are pack animals, too!”

Therefore, schools need strong pack leaders, in both principals and teachers.

(2) the implementation of a new reform

In implementing PBS teachers may be asked to change their practice and perceptions.

For some its like riding a dead horse. Some have well-intentioned yet unrealistic

solutions. Schools today continue to ride their own

version of a “dead horse” Most affected by this practice are teachers

and students who suffer under reforms that often just do not make sense.

The message printed in the book is to emphasize the importance of applying common sense practices.

Leading in a Culture of Change

Michael Fullan-Dean of the Ontario Institute for Studies in Education; University of Toronto.

Recognized as an international authority on educational reform.

Mostly addresses those in leadership roles…principal and administrators.

Relationships

The single factor common to every successful change initiative is that relationships improve…if relationships improve, things get better.

In education, an important goal is to make a difference in the lives of students. But the means of getting to that end are crucial.

If you don’t treat others well and fairly, you will be a leader without followers.

(Fullan, (2001)

“Practice changes before perception”

People don’t buy-in without seeing results.

They believe after seeing and doing. You cannot mandate what matters. Respect those who resist and embrace it

by looking at the purpose and perspective behind the resistance.

Conflict is essential to any successful change effort; it is the route to deeper change and satisfaction.

Redefine Resistance

“We are more likely to learn something from people who disagree with us than we are from people who agree”

“We need to respect resisters because they sometimes have ideas that we might have missed.”

“People resist for what they view as good reasons.”

Deconstructing ResistanceJim Knight, University of Kansas, Center for Research on Learning

Do they think they can do it? Are they getting the right stuff? Are they getting to drink the water? Do I respect them as artists? Am I letting them do the thinking? Am I ignoring history?

How do we do it?

If implementing SWPBS involves change in both (1) how teachers interact and react to student behavior and (2) the implementation of a new reform…then how do we get it done?

How do we do it?

We know SWPBS has data to indicate it can be effective, but will require a change.

We know resistance and perception are both facilitators and barriers to this process

So how do we make this matter for a school faculty?

EFFECTIVE LEADERSHIP

Energetic-enthusiastic-hopeful leaders that cause greater…Moral purposeUnderstanding of the change processRelationship building Knowledge creation and sharing

(Fullan, 2001)

ENTHUSIASMYour enthusiasm will be

infectious, stimulating, and attractive to others. They will love you for it. They will go for you and with you. Norman Vincent Peale (1898-1993)

Effective Leadership

“No other individual has more impact on the school environment than the principal.”

“The strength of a principal is measured by the ability to bring out the best attributes of the staff.”

“An appreciated staff will go to the moon for an effective administrator, while a stifled and belittled staff will spread negativity throughout the entire school.”

(Clark, 2004)

Talking the talk…walking the walk

D.C. Reeves Elementary School-Principal, Danette Ragusa

Ponchatoula, Louisiana 3rd-4th grade Approximately 750 students 62% Free/Reduced Lunch Ethnicity 60% white; 39% black; 1% other SET Score & Date Performed Score 80;

Date – 2/13/07(demonstration site)

Faculty Buy-in

Show teachers that the PBS process can be effective in obtaining desired behaviors in students by developing a PBS process for teachers.

“If I can show teachers that they will work for acknowledgment, than they will believe the students will work for acknowledgment.”

Having your cake and eating it too!

Establishing a PBS process for teachers demonstrated that it can be effective, and teachers begin “behaving” the way you want them to.

Teacher Expectations

Be Positive

Be Patient

Be Prepared

• matrix

Acknowledgment System

Principal will give Bee Ticket to teachers who are demonstrating expectations

Principal will give labeled, verbal praise on expectation demonstrated by teacher

Teachers will maintain their own Bee Ticket to be redeemed for menu items

Menu

Free Duty = 10 tickets

Coupons/Gift Certificate = 20 tickets

DVD player for classroom = 30 tickets

Dinner cooked for the family = 40 tickets

Consequences

Private, individual consultation with the principal

Discuss expectation area in need of improvement

Devise solution and follow-up

average office referral per teacher

11

18

12

0

2

4

6

8

10

12

14

16

18

20

2005-2006 2006-2007 2007-2008

school year

nu

mb

er

Survey Free dress day Extra copies on copy machine/copy paper Classroom materials Wal-mart gift card Fast food gift card Extra lunch time Gas Card Pedicure/manicure Card stock paper Anti-Aging cream Botox

Outcomes

Faculty buy-in Provided great credibility for PBS

process Created positive, enthusiastic school

climate Built positive relationship between

administrator and teachers Teachers are happily teaching,

students are happily learning

Resources

Leading in a Culture of Change, M. Fullan (2001).

The Excellent 11, R. Clark (2004) Cesar’s Way, C. Millan (2006) If You’re Riding a Horse and It Dies,

Get Off, J. Grant & C. Forsten, (1999)

Contact Information

• Regina Roberts, M.ED. Coordinator of School-wide Intervention Programs

Tangipahoa Parish School System 1745 Southwest Railroad Avenue, Suite 302 Hammond, LA 70403 Phone 985-310-2146 regina.roberts@tangischools.org