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