Coaches are the champions of PBIS in schools!
“Although individuals can refer to themselves as PBIS “coaches” or “facilitators,” most implementation efforts emphasize the roles, responsibilities, and activities of coaching. Given this emphasis, efficiencies are developed by integrating the coaching functions into job descriptions of existing school personnel (e.g., school psychologist, behavior specialist, social worker, school counselor, cluster/complex administrator). Individuals who provide these coaching supports and functions meet with school teams as frequently as monthly for newly implementing school teams, and as infrequently as quarterly for established teams. Their primary objective is to provide prompts and reminders of important implementation activities” (National PBIS Implementation blueprint, http://pbis.org/common/pbisresources/publications/SWPBS_ImplementationBlueprint_vSep_23_2010.pdf)
Individuals within a coaching network may be located within a school (internal coaching) or at the district or regional level (external coaching), and may be responsible for one to many school teams depending upon geographic distribution, school and district size and enrollment, level of implementation (emerging v. established), and other position specific responsibilities (e.g., school psychologist, social work, counselor, special education, administrator, grade level teacher).
Coaching for “emerging” teams, that are in process of establishing major systems elements (e.g., securing staff agreements, conducting self-assessments and data reviews, developing school-wide action plans), is frequent and on-going to ensure accurate, continuous, and effective implementation.
At least monthly, coaches, for example,
(a) Attend team meetings,
(b) Make contact (e.g., email, telephone) with team leader and/or administrator,
(c) Review and report school data,
(d) Complete and/or check team progress on Team Implementation Checklist and Self-Assessment Survey (http://www.wisconsinpbisnetwork.org/coaches/pbis-in-action/fidelity-tools.html)
(e) acknowledge team progress and outcomes, and
(f) Report school progress to district and state leadership.
Coaching for “established” teams, that are focused on action plan implementation, includes many of the same functions for emerging teams, except that the emphasis is, for example, on
(a) Monitoring accuracy and consistency of implementation (Team Implementation Checklist, Self Assessment Survey, Benchmarks of Quality),
(b) Maximizing targeted outcomes,
(c) Increasing implementation efficiency,
(d) Acknowledging progress and outcomes,
(e) Communicating progress to district and state leadership, and
(f) Facilitating review of data and action plan enhancement.