Empowering the Compliantly Challenged Teacher Session 16A

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Empowering the Compliantly Challenged
TeacherSession 16A 16B

• Presented by
• Regina Roberts, Coordinator of School-wide
  Intervention Programs
• Tangipahoa Parish

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Training Expectations
Be Responsible
Be an active listener Be on time
Be Respectful
POSITIVE BEHAVIOR SUPPORT
Silence cell phones Listen while others are
speaking
Be Positive
Display a good attitude Be kind to the presenter
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• 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

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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.

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• 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

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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.

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• 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 dogs 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.

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(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.

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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
  rolesprincipal and administrators.

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Relationships

• The single factor common to every successful
  change initiative is that relationships
  improveif 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 dont treat others well and fairly, you
  will be a leader without followers.
• 
  (Fullan, (2001)

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Practice changes before perception

• People dont 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.

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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.

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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?

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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
  reformthen how do we get it done?

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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?

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EFFECTIVE LEADERSHIP

• Energetic-enthusiastic-hopeful leaders that cause
  greater
• Moral purpose
• Understanding of the change process
• Relationship building
• Knowledge creation and sharing
• (Fullan, 2001)

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ENTHUSIASM

• Your 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)

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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)

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Talking the talkwalking 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)

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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.

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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.

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Teacher Expectations

• Be Positive
• Be Patient
• Be Prepared

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• matrix

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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

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Menu

• Free Duty 10 tickets
• Coupons/Gift Certificate 20 tickets
• DVD player for classroom 30 tickets
• Dinner cooked for the family 40 tickets

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Consequences

• Private, individual consultation with the
  principal
• Discuss expectation area in need of improvement
• Devise solution and follow-up

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(No Transcript)
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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

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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

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Resources

• Leading in a Culture of Change, M. Fullan (2001).
• The Excellent 11, R. Clark (2004)
• Cesars Way, C. Millan (2006)
• If Youre Riding a Horse and It Dies, Get Off, J.
  Grant C. Forsten, (1999)

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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 [phone]
  regina.roberts_at_tangischools.org