Positive Behavior Supports: How to DesignImplement a Systemwide Professional Development Plan

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Positive Behavior Supports How to
Design/Implement a System-wide Professional
Development Plan

• Sarup Mathur, PhD
• Arizona State University
• September 16th

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Professional Development

• High quality, sustained, intensive, and classroom
  focused in order to have a positive and lasting
  impact on classroom instruction and the teachers
  performance in the classroom (NCLB, PL 107-110)

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Theoretical Framework

• Research on student behavior and achievement
• Increase teacher competencies
• Refine the quality of teaching and behavior
  management skills
• Redesign and reform the existing professional
  development processes

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Process Questions

• What data are you using to identify specific
  professional development needs?
• How do you find out who needs professional
  development?
• What areas do you need to consider for PBIS
  professional development?
• How do you know your training was effective?

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Fact Finding Process

• Research/Surveys
• Procedure, Findings, and Implications
• Applications
• Link between PD, Student Behavior, and Outcomes

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Research Findings

• PD is not a part of the typical school day
• Although ongoing training available, PD
  activities are not associated with outcomes
• Salary increases and state requirements as
  primary reasons for PD
• Personal funds were used for PD activities
• 50 rated quality and quantity as adequate or
  fair

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Findings PD Needs

• A majority of responses indicate the need for
  more PD opportunities
• Four Barriers
• Funding
• Time
• Relevant topics
• Trained substitutes
• Four Areas
• Discipline and classroom management
• Instructional practices
• Aligning curriculum with state standards
• Transition

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Feedback

• What does PD look like in your experience?

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Goals of this workshop

• Positive behavioral outcome(s) to be accomplished
  with this professional development experience
• Skills and knowledge participants (teachers,
  administrators, and other staff) will accomplish
  to produce the positive behavioral outcomes and
• A system-wide accountability system to support
  the student behavioral outcome(s) related to this
  professional development experience.
• The rationale for developing the three
  objectives is based upon Banduras Theory (1971)
  what we think, hope, or anticipate influences
  what we do (in actions) and what we produce (in
  outcomes).

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1 Analyze Student Performance Data Identify
Behavioral Needs
2 Identify Target(s) for Educator Learning and
Development
5 Provide Ongoing Support for Learning and
Implementation of New Knowledge, Skills, and
Processes
Improving Student Outcomes Through PD
3 Identify Evidence-Based Interventions Aligned
with Target Areas
4 Design and Implement Professional Development
Intervention(s) and Evaluation
Modified Back mapping Model from Assessing
Impact Evaluating Staff Development, Killion,
2002
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Good News

• You are already here
• Create a List
• What are the obstacles?
• What are the solutions?

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STEP ONE

• Develop a Professional Development Plan for
  yourself.
• Engage in back mapping
• Goal/objectives knowledge, attitude, skill,
  aspiration, behavior
• Activities
• Timelines
• Field test your implementation

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STEP TWOEngage in Collaboration

• Who do you need to work with?
• You already have a team that you would work well
  with.
• Do you have planning time, opportunity for
  communication, or conferencing?

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STEP THREEOngoing Tracking

• Do you have materials to implement positive
  behavioral supports?
• Do you have planning time to integrate positive
  behavioral supports?
• How often are you able to apply positive
  behavioral supports?
• How many teachers in your sites are applying
  behavioral supports and strategies?
• Do you have access to coaching, if you need that?
  

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Models of PD

• Individually Guided Development
• Observation and Assessment
• Involvement in Program Development or Improvement
  Process
• Training
• Inquiry Action Research
• Mentoring/Coaching
• Sparks and Loucks-Horsley (1989)

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Individually Guided Development

• The teacher designs his or her own professional
  development activities. An assumption of this
  model is that individuals are motivated by being
  able to select their own learning goals and means
  for accomplishing those goals. A belief that
  underlies this model is that self-directed
  development empowers teachers to address their
  own problems and by so doing, creates a sense of
  professionalism.

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Observation/Assessment

• Positive Behavioral Supports are improved if a
  colleague or other person observes a teacher's
  classroom and provides feedback. Having someone
  else in the classroom to view your management
  plan and provide feedback or reflection also is a
  powerful way to impact classroom behavior. The
  person observing acts as another set of "eyes and
  ears" for the teacher. Observers also learn as
  they view their colleagues in action.

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A Question to Think

• I have been told many of you are doing this with
  data collection of office referrals and
  suspensions.
• Are you connecting this to your professional
  development?

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Involvement in a Development or Improvement
Process

• Systemic school-improvement processes typically
  involve assessing current practices and
  determining a problem whose solution will improve
  behavioral outcomes. The solution might include
  developing positive supports, implementing and
  designing social skills programs, or changing
  classroom management practices. Consequently,
  involvement in the improvement process can result
  in many new skills, attitudes, and behaviors.

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A Question to Think

• I have been told all of this was done as part of
  your implementation of SWPBIS
• How successful are you in implementing this?

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Training

• A training design includes an expert presenter
  who selects the objectives, learning activities,
  and outcomes. Usually the outcomes involve
  awareness, knowledge, or skill development, but
  changes in attitude, transfer of training, and
  "executive control" need to be addressed as well.
  The improvement of teachers' thinking should be a
  critical outcome of any training program. The
  most effective training programs include
  exploration of theory, demonstrations of
  practice, supervised trial of new skills with
  feedback on performance, and coaching within the
  workplace)

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Good News What is being done in PBISAZ

• The State Professional Development Team is trying
  to identify state resources and fill gaps.

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Inquiry/Action Research

• Teachers formulate questions about their own
  practice and pursue answers to those questions.
  Inquiry involves the identification of a problem,
  data collection (from the research literature and
  classroom data), data analysis, and changes in
  practice followed by the collection of additional
  data. The inquiry can be done individually or in
  small groups. This model is built on the belief
  that the mark of a professional teacher is the
  ability to take "reflective action."

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Mentoring/Peer Coaching

• Mentoring refers to a process of bringing
  together a more knowledgeable professional with a
  less experienced colleague for collaboration and
  feedback on teaching and learning. Mentors
  advice, support, encourage, and model for their
  mentees, who, in turn, provide mentors with
  opportunities to use and reflect on their
  expertise.
• Peer coaching is based on the three-phase model
  of Planning ? Observation ? Feedback, where pairs
  of teachers, visit each others classes and
  provide each other with insights and advice on
  their management. Peer coaching is particularly
  suitable for teachers who need to learn new ways
  to implement new behavioral interventions in the
  classroom.

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Small Group Discussion

• Which of these models works best for your
  personal professional development goals?

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Implications

• Move to a systemic approach to PD
• Promote accountability
• Increase positive behavioral outcomes

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Questions/Answers