Positive Behaviour for Learning: Building teacher capability
CHERI 5 September, 2014
Jill Schofield – Principal, Positive Behaviour for Learning
A Continuum of Support for All
Tier One Universal Prevention • All students • Preven-ve, proac-ve
Tier One Universal Prevention • All se3ngs, all students • Preven-ve, proac-ve
Tier Two Targeted Group Interventions and Classroom Problem Solving
• Some students (at-‐risk) • High efficiency • Rapid response
Tier Two Targeted Group Interventions and Classroom Problem Solving
• Some students (at-‐risk) • High efficiency • Rapid response
Tier Three Intensive Personalised Support • Individual Students • Assessment-‐based • High Intensity
Tier Three Intensive Personalised Support • Individual Students • Assessment-‐based • Intensive, durable procedures
Academic Systems Behavioural Systems
80-‐90%
5-‐10%
1-‐5%
Team Functions
PRACTICES
Supporting Staff Behaviour
Supporting Decision Making
Supporting Student Behaviour
Positive Behaviour
for Learning
OUTCOMES
Social Competence and Academic Achievement
Integrated Functions: All Tiers
Team approach
Progress monitoring
Data-based decisions
Evidence-based practices
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Universal Prevention School-wide Essential Features
Growing the Green
1. Principal support, par6cipa6on and leadership
2. Common purpose and approach to discipline
3. Clearly defined set of expected behaviours
4. Procedures for teaching and prac-sing expected behaviours
5. Con-nuum of procedures for encouraging expected behaviours
6. Con-nuum of procedures for discouraging problem behaviours
7. Procedures for record-‐keeping, decision making and ongoing monitoring
Parramatta HS
School context: – ParramaRa High School-‐ one of the first schools to become a
‘demonstra-on’ SW PBL Close to ParramaRa CBD – 88% Language Background other than English – 10% Refugee popula-on – Semi Selec-ve since 2010
– Enrolments have increased from 716 (2006) to 848 (2013)
A message from the school: The successful implementa5on of PBL has dras5cally reduced an5-‐social behaviour and the number of suspensions -‐ Student voice has been cri5cal to our success -‐ Working with teachers and students on the journey has been
essen5al -‐ doing it with them
Parramatta HS
I am ….. All settings In the Canteen This Looks like:
In The Corridor this Looks Like:
In The Playground This Looks Like:
Respectful • Consider the feeling of others
• Value their culture and their point of view.
• Show regard for their safety • Care properly for the school
environment and the property of others
I line up in the correct place and wait my turn.
I walk quietly and safely on the left.
• Treat others with care and consideration
• Play the right games safely in the right areas
Responsible • Resolve disputes with others peacefully
• Co-operate willingly with others in the school community
• Volunteer to contribute constructively to school life
• Be proud of the school • Be accountable for my
actions
I will take my food outside to eat.
I only eat my food outside the building. I place my rubbish in
the bins and pick up other rubbish I see.
Honest • Tell the truth • Be trustworthy in my
dealings with others • Treat others fairly • Keep my word • Work to the best of my
ability
I only go to the canteen to : • Buy something • Use bubbler • Use toilet
I will only be in corridors and stairwells to :
• Move to class promptly
• Go to my locker • See a teacher
I only go to the areas I am allowed to
Parramatta High School Expectations Matrix
Pre school PBL implementa6on Develop a common language Use the matrix to develop a common language to:
• Teach expected behaviours
• Reinforce acknowledge posi-ve behaviour
• Correct inappropriate behaviour
UWS Research Report Teacher:
“I think with the PBL, it’s improved everyone’s ability to be able to handle their own problems in the classroom.” Another stated, “it’s not just pushing your problems to your head teacher or someone else. It’s showing them what steps you should follow before you refer them. So there are things that you can do to minimise your problems in the classroom in the first place.”
Parent:
The redemp-ve nature of this approach to discipline was described by one parent who explained how her child was suspended early in the years when PBL was being introduced. He understood the expecta-ons and eventually ended up becoming a school leader.
UWS Research Report: ParramaRa HS
Conclusion: A transformed community
One staff member expressed the difference as, “the bigger things are becoming smaller and the smaller things are diminishing completely.” Suspensions and referrals have fallen, aKendance has improved and staff members feel empowered to more effec6vely manage behaviour.
Effective Classroom Practices *** Remember….all Tier 1 school-‐wide essen6al features, plus…..
Expecta6ons and rules
Procedures and rou6nes
Encouraging appropriate behaviour
Discouraging inappropriate behaviour
Ac6ve supervision
Mul6ple opportuni6es to respond
Ac6vity sequence and choice
Task difficulty
Pendle Hill Public School Helpful, Safe, Respectful Learners
Pendle Hill Public School
Background • Pendle Hill PS – near Wentworthville • 242 students which includes an early interven-on class
and a preschool • 11 classes • mul-cultural community with 59% of students coming
from LBOTE • 5% of families are refugee or humanitarian visa holders • 25% mobility each year • Refuge and associated community in school drawing area
Universal
Policy Staff training Programs Data Reward ARendance
Classroom Systems
Classroom rules/expecta-ons Classroom management procedures
Checklists -‐ peer based
Peer observa-on process based on essen-al features of classroom implementa-on
Classroom System
Pendle Hill Public School
Peer Observation Process Comments
I thought it was a really worthwhile experience.
I got a great idea from Maggie’s lesson that I used in my class the next day. Brett and I thought it was good. It was good that we got to choose our peer partner because we felt comfortable with them. We felt more open to have honest conversa6ons.
I got different ideas from watching the lesson.
I liked seeing how different teachers deliver their lesson.
I liked seeing different behaviour management techniques and behaviour reward systems. I was a little nervous before the lesson. The feedback was useful.
Classroom Observation Process
A strategy to help teachers understand, analyse and refine their own teaching.
• Pre-observation planning PLAN
• Classroom observation OBSERVE
• Post-observation reflection REFLECT
APPLY Applying to practice
Planning for Classroom Universals
Create systems to support staff Schedule professional learning and training Implementa-on support Work smarter not harder
Use data based decision making to: Assess strengths of classroom prac-ces Establish priori-es for improvement of classroom prac-ces Iden-fy strategies to assess effec-veness
Systems for Success Supporting Staff
• Classroom practices initial training • Review sessions (see data) • Training new staff and casuals • Additional training key topics
Teacher Professional
Learning
• Implementation plan • Peer observation, mentoring
programs • Whole school programs • Tools – Classroom Management
Checklist
Implementation support
Embedding PBL • Working smarter not harder • Align classroom practices with
current policies, reforms and school planning
Meaningful Professional Development Outcomes
Staff Professional Development
Change in Teacher Practice
Change in Student
Outcomes
Change in Teacher Beliefs
A Model of the Process of Teacher Change
Guskey, 1986
Have a plan
Plan carefully with key outcomes in mind
Continue to grow the green!
Positive Behaviour for Learning Public Schools NSW
PBL Wiki http://pblsupport.pbworks.com