Empowering the Compliantly Challenged Teacher Session #16A & 16B

Empowering the Compliantly Challenged TeacherSession #16A & 16B Presented by: Regina Roberts, Coordinator of School-wide Intervention Programs Tangipahoa Parish

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

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

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.

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

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.”

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 dog’s 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.

(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.

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 roles…principal and administrators.

Relationships • The single factor common to every successful change initiative is that relationships improve…if 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 don’t treat others well and fairly, you will be a leader without followers. (Fullan, (2001)

“Practice changes before perception” • People don’t 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.

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.”

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?

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 reform…then how do we get it done?

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?

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

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)

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)

Talking the talk…walking 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)

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.”

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.

Teacher Expectations • Be Positive • Be Patient • Be Prepared

matrix

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

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

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

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

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

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

Contact Information • Regina Roberts, M.ED.Coordinator of School-wide Intervention Programs Tangipahoa Parish School System1745 Southwest Railroad Avenue, Suite 302Hammond, LA 70403Phone 985-310-2146regina.roberts@tangischools.org

Empowering the Compliantly Challenged Teacher Session #16A & 16B