How can we help teachers use PBIS more effectively?
PBIS teams should use data to determine the areas in which teachers might want to become more effective and then utilize the problem-solving process to identify solutions to address the issues. Just as PBIS schools teach students behavioral expectations, they also find that teachers utilize PBIS supports and strategies more effectively if they have been taught what is expected of them. Using the PBIS team members and in-school coach to teach those expectations and provide follow-up support is particularly beneficial. In addition, sharing data with teachers about their role in implementation and including them in the problem-solving process will help to strengthen implementation throughout the whole school environment.
How can we get more cooperation from regular education teachers for behavior modification plans/strategies?
The answer to this question will depend upon why teachers are not supportive of BIPs in the first place. Collecting data to determine barriers for support will help your team address this issue. Knowing if this is an issue about the forms, the process, lack of implementation, lack of understanding, difficulty with data collection during the plan, or inappropriate selection of interventions will help you to strengthen this process at your school in a way that will be viewed as beneficial to your teachers.
What role does the teacher/in-school coach play in PBIS implementation?
A teacher who serves as an in-school coach is a valuable resource for PBIS schools. In general, all PBIS schools are expected to have an In- school coach. This person can help support implementation in many ways. By engaging in on-going professional development to expand his/her PBIS expertise, the in-school coach can bring that knowledge back in support of the PBIS team In addition, the teacher/coach can also provide technical assistance, access teacher feedback, and provide hands-on modeling of practices for teachers.