leadership capacity gs 24 apr 2015 - pbis.org · action plan “plan” ......
TRANSCRIPT
4/27/15
1
PBIS Leadership: Arranging
Opportuni7es for Successful
Implementa7on
George Sugai University of Connec:cut
Na:onal Technical Assistance Center on Posi:ve Behavioral Interven:ons & Support
Center on Behavioral Educa:on and Research
www.pbis.org www.neswpbs.org
PURPOSE
A couple of leadership
lessons from PBIS
implementa:on (& from
yesterday & today!)
Sneak in reinforcement of thing
s
I agree with!
School leadership & contribu:ng factors on student learning.
Louis, Leithwood, Wahlstrom, & Anderson (2010).
School Leadership
School Conditions
Teachers
Classroom Conditions
Administrator Leadership
Collec:ve Leadership Shared
Distributed
Wahlstrom, Louis, Leithwood, & Anderson, 2010
LEADERSHIP DIMENSIONS
Establishing goals & expecta:ons (ES .35)
Strategic Resourcing (ES .34)
Planning, Coordina:ng, & evalua:ng teaching & curriculum (ES .42) Promo:ng & par:cipa:ng in
teaching learning & development (ES .84)
Ensuring orderly & suppor:ve environment
(ES .27)
Robinson (2007)
School leaders needed to turn school around
Be instruc:onal leader & organiza:onal CEO
Hiring & retaining quality teaching force important
5+ years to turn school around to last
Instruc:onal leader transfers 3-‐4 years
????
Center for Public Educa:on
4/27/15
2
“Analyze” wicked problems…but no data
Randy
Reauthoriza:on creates opportuni:es
Sam
Look for outcomes of implementa:on systems
David
“Doing” works if “doing” is posi:vely reinforced
Ronnie
Deliberate prepara:on of Principal’s as competent
instruc:onal leader Jack
Making Explicit
Leaders are effec:ve & explicit teachers Brian
Research-‐informed designing backward
Tom
Research-‐ & implementa:on-‐based prac:ces
Bryan
Common Vision/Values
Common Language
Common Experience
Quality Leadership
Effec:ve Organiza:ons “Organizations are groups of individuals whose collective
behaviors are directed toward a common goal & maintained by a common outcome”
Skinner, 1953, Science of Human Behavior
School Climate & Discipline
School Violence & Mental Health
Dispropor:onality & School-‐Prison Pipeline
Role of Leadership?
PBIS Framework
Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings
Secondary Prevention: Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT
ALL#
SOME#
FEW# SYST
EMS
PRACTICES
DATA
OUTCOMES
Supporting Important Culturally
Equitable Academic & Social
Behavior Competence
Supporting Culturally Relevant
Evidence-based Interventions
Supporting
Culturally
Knowledgeable
Staff Behavior
Supporting
Culturally Valid
Decision Making
PBIS (aka SWPBS, MTSS-B, MTBF, RtI-B…) !!!!!!!!!!!!!!!!for!enhancing!adop.on!&!implementa.on!of!!
!!!!!!!!!!!!!!!of!evidence4based!interven.ons!to!achieve!
!!!!!!!!!!!!!!!!!!!!&!behaviorally!important!outcomes!for!
!!!!students!
Framework
Continuum
Academically
All
LEADERSHIP*TEAM*Coordina4on,*Readiness,*Priority*
Funding* Visibility*&*Dissemina4on*
Poli4cal*Support*
Policy*&*Systems*Alignment*
Professional*Development*
Coaching*&*Technical*Assistance*
Evalua4on*&*Performance*Feedback*
Content*Exper4se*
Local*Implementa4on*Demonstra4ons*
Personnel*Selec4on*
Implementa:on Drivers
• SWPBS prac:ces, data, systems
• Policy, funding, leadership, priority, agreement
District Behavior Team
• 2 yr. ac:on plan • Data plan • Leadership • Team mee:ng schedule
School Behavior Team • SWPBS
• CWPBS • Small group • Individual student
School Staff
• Academic • Expecta:ons & rou:nes
• Social skills • Self-‐management
Student Benefit
Internal Coaching Support
External Coaching Support
Basic PBIS Implementa:on Framework
Team Support
Regional/State Leadership
LEADERSHIP
4/27/15
3
Agreements
Team
Data-based Action Plan
“Plan”
Implementation “Do”
Evaluation “Check”
General Implementa:on
Process
State
District
School
Students
Staff
Principal, Superintendent
All Staff, Students, Administrators
= Leadership
School/District/State
Leadership Team
Collect data, analyze, & decide
Select evidence-‐based
prac:ce
Establish measurable outcome
Implement deliberately & con:nuously
Arrange to implement with
fidelity
Monitor implementa:on
& progress
Develop implementa:on plan/system
Policy Visibility
Poli:cal Support
Technical Assistance
Defendable theory of ac:on & logic model
Instruc:onal leadership
Applica:on of RtI logic
Team-‐driven
Con:nuum of evidence-‐based
prac:ces
Data driven decision making
Universal screening
Con:nuous progress
monitoring
Treatment & procedural fidelity
Selec:on & alignment of prac:ce
Measurable defini:on of
need
Content fluency
Professional development • Scien@fic
method • Behavioral
preven@on sciences
What general prac:ces/ac:ons in PBIS leadership? “Power of Habits” Charles Duhigg, 2012
CUE
• Dessert • Tv • Tease • Rule viola:on
HABIT
• Eat • Sit • Hit • Suspend Student
REWARD
• Sa:sfied • Entertained • Teasing stops • Student removed
• Healthy diet • Exercise • Problem solving • Reteach SS
CHALLENGE: Leadership prepara:on is capacity to change habits of organiza:ons
Sub:tle: “Why We Do What We Do in Life & Business”
• Sa:sfied? • Entertained? • Teasing stops?
• Student removed?
Establishing/Replacing Habit Charles Duhigg (2014)
CUE • Remove compe:ng cue
• Add desired cue
HABIT • Teach acceptable alterna:ve
• Teach desired alterna:ve
REWARD • Remove reward for old habit
• Add reward for new habit
Successful leadership behavior considers all 6 elements
SUGAI LEADERSHIP GUIDING PRINCIPLES
Am I condi:oned posi7ve reinforcer?
What’s smallest thing I can do to have biggest effect?
What 2 things can I stop doing to do that 1 new thing?
Will student benefit be maximized?
Am I willing to bet my next month’s salary on that decision?