As an administrator, you know the importance of making the most of classroom time. By using PBIS to improve student behavior, schools across the nation have recovered hours of valuable class time previously spent on discipline.
Based on literature regarding effective school administrators, ten principal leadership strategies related to PBIS have been identified:
- Maintaining standards regarding which innovations their school would employ
- Making a public statement of support once the faculty selected an innovation
- Establishing a representative leadership team to lead the process of implementing the innovation
- Supporting the team members to have the time and resources to accomplish the task
- Guiding rather than dictating decision-making
- Taking a leadership role to model and reinforce implementing the innovation with fidelity
- Regularly attending and participating in team meetings
- Providing recognition to faculty for their hard work
- Serving as the spokesperson to community stakeholders about the worth and importance of the innovations
- Establishing objective means to monitor and provide feedback to all staff about the effect of the innovation
Colvin, G., & Sprick, R. (1999). Providing administrative leadership for effective behavior support: Ten strategies for principals. Effective School Practices, 17, 65-71.
Examples of Administrative Leadership in PBIS include:
• Include Schoolwide Positive Behavior Support (SW-PBS) in School Improvement Plan.
• Write SW-PBS into school policy.
• Serve as gate-keeper for "high yield" strategies; prioritize SW-PBS.
• Provide support/training for all staff in building.
• Counsel and support teachers who are not implementing SW-PBS.
• Provide financial support and time for SW-PBS team and activities.
• Establish a representative team including teacher leaders, support staff, etc.
• Recruit and support the SW-PBS Coach.
• Collaborate with team to establish process for school-wide communication system about SW-PBS.
• Prioritize time for SW-PBS team members and acknowledge efforts.
• State frequent and public support for SW-PBS with all staff, parents and students.
• Make SW-PBS a standard faculty meeting agenda item.
• Provide ongoing information about building SW-PBS goals and activities to key school groups (e.g. district organizations, district administration, parent organizations, student organizations).
• Expect teachers to list social skills lessons on posted class schedule, to directly teach social skills lessons and to post classroom expectations, common routines and lesson of the week/month.
• Support the establishment of a system to provide tangible, specific positive feedback to students when they meet expectations.
• Support teachers in using the building process for addressing behavior violations.
• Establish a data collection & reporting process that provides complete and accurate "time out of instruction" information.
• Regularly use data for decision-making.