Sustained, needs-based PBIS professional development with in-classroom coaching to build teacher capacity¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article describes a one-year professional development model in which eight self-contained ED teachers received 20 two-hour training sessions plus four classroom observations, with content guided by a needs assessment. Each session combined review, new material, and guided practice. The authors conclude that building capacity "should involve not only workshops, but ongoing coaching and attention to fidelity of implementation."

Design Implications¶

Context¶

Requirements¶

• Support must continue over an extended period; the authors note teacher support should continue for 12 to 15 months to build capacity in a given area.

Constraints¶

• The study did not include schoolwide measures of PBIS implementation and did not control for child factors such as SES.

Target Learners¶

• Special education teachers of students with emotional disturbance in self-contained settings

Target Learning Goals¶

• Implementing PBIS with fidelity: functional behavioral assessment, behavior intervention planning, data-based decision making, and positive classroom environment skills

Related Strategies¶

• Design professional development that is intensive, on-site, peer-based, responsive, and grounded in teachers' real classroom experiences
• Positive Behavior Interventions And Supports
• Positive Behavioral Interventions and Supports (PBIS)
• Sustained teacher professional development with coaching and professional learning communities
• Provide 70 hours of professional development in three phases: intensive training, practice, and implementation
• Combine summer professional development with school-year on-site coaching and provision of complete instructional materials
• Run eight one-hour professional learning community sessions spread across the school year

Examples¶

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Key Sources¶

• Benner, G. J., Beaudoin, K. M., Chen, P.-Y., Davis, C., & Ralston, N. (2008). The Impact of Intensive Positive Behavioral Supports on the Behavioral Functioning of Students with Emotional Disturbance: How Much Does Fidelity Matter? JBAIC, Volume 1, No. 1. https://eric.ed.gov/?q=Impact+of+Intensive+Positive+Behavioral+Supports