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Weekly meetings. Sharing something positive from the week at weekly meetings. Giving quick compliments or acknowledgements to staff throughout the day.

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Having an understanding of finding a balance of going with the flow while also testing, putting demands on students, and everything else in between that needs to get done day to day. Helping each other out in the little ways that all adds up.

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Have fun activities for group lessons so that all staff are excited to engage with students in group. Usually I offer prizes, and that seems to motivate everyone, students and staff.

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Remembering to laugh! Sometimes you just need to laugh, especially during tough days.

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How comfortable they feel charging the device, modeling on the device. If they need additional training.

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To go off Grace- I feel like everyone has their one "I will do this... but I will never do that" thing. For example, one of my RBT's will get any punch in the face, but she will not change a poopey diaper.

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We talk a lot about the students progress and make sure to tell one another when a student uses a new word or does a new skill. That way when the student is working with different staff members, they can look for those new skills. This makes the environment collaborative and positive, which also makes it engaging.

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Buying fun halloween T-shirts for my staff and letting them choose from 7 options ! And then we can all wear them on the day before halloween!

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It's important for me to me know their boundaries and what they're comfortable with. I also just want to know basic things about them.

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What are they comfortable with handling within the classroom and what responsibilities would they prefer over others?

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In my building we order lunch and eat lunch together for our staffs birthdays. We also have baby showers for expecting parents and bridal showers for soon to be brides. It's nice to do something fun together in between all of the hustle and bustle of working with the students.

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Having daily check-ins and rapport with your staff that includes getting to know them as people outside of the classroom.

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What are they comfortable with?

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What do they prefer to be called/addressed?

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Granting Autonomy to our assistants and knowing why they are passionate in our classroom and our population.

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Monthly potluck breakfasts.

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Allergies, boundaries they have, subjects/ parts of day they enjoy and want to support with during the day.

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How I can best support them- do they have skills they want to improve that I could help them with?

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Wanting to know why they are interested in my classroom and with my population.

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Let staff be a part of decorating the room and setting up the schedule.

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Let staff be a part of decorating the room and setting up the schedule.

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Buy in is HUGE be passionate and authentic about the initiative 

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Buy in is HUGE be passionate and authentic about the initiative 

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Listening to your professional assistants. Granting Autonomy to decorate the room. Giving autonomy to express themselves through the environment.

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Always asking "What do you need. How can I help?" Being a classroom teacher can be very overwhelming. As a non-classroom having teacher, I want other staff to know I have theor back.

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Always asking "What do you need. How can I help?" Being a classroom teacher can be very overwhelming. As a non-classroom having teacher, I want other staff to know I have theor back.

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Happy Hour

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What they like and dislike about the way the classroom is run

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What they like and dislike about the way the classroom is run

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Spent the first two weeks before school started teaching engagement activities and building relationships with staff 

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Spent the first two weeks before school started teaching engagement activities and building relationships with staff 

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What questions they have

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Ask what they think keeps them motivated

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Ask what they think keeps them motivated

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Letting them know I am there for them. Also staff "buy in". We are doing this for the good of the student.

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Letting them know I am there for them. Also staff "buy in". We are doing this for the good of the student.

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Hallway potluck lunch

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Weekly staff meetings

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Use this as a model to edit or create your own!

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Could use with students, with individual staff, or as a class. How would you use this resource?

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Questions can be used when harm has been caused or feedback is given- a restorative circle or conference could be facilitated by a trained restorative practitioner.

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List of Possible Teacher Incentives (PBIS)

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List of Possible Teacher Incentives (PBIS)

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Just like incentives are a great way to engage students and create excitement for your PBIS initiative, incentives for teachers are a great way to encourage buy-in from your staff and nurture fidelity in your PBIS initiative. Everyone loves to be recognized for the good things that they do, and your staff is no exception. Our list of Teacher Incentives is designed to give your staff the feel-good boost they need, while keeping your budget in check.

Incentives are categorized by:

Price: our estimate of your school's cost

Category: Recognition, Privilege, and Tangible

Value: one trophy represents an incentive that can be easily earned in one to two weeks; two trophies, a grading period; three trophies, half the school year or more

To view additional information and a long description of each PBIS Incentive, just click the next to the Incentive title. What better way to recognize the great things your staff is doing than by acknowledging them, just like you do your students?

The Ultimate List of Teacher Incentives

A smiley face balloon, + note of appreciation, attached to goodie bag of Air Heads!

See images of the gift on Twitter.

Price: Inexpensive

Category: Recognition
Value:
Submitted by: Kate Ashmore, Caldwell Elementary

Do you have a teacher incentive idea that would be a great addition to our list? We'd love to hear about it!
Share Your Idea

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The Ultimate List of Teacher Incentives. Now with more than 75 ideas!

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Engage teachers in the school-wide PBIS program with Teacher Rewards (from PBIS Rewards) and The Ultimate List of Teacher Incentives.

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Template only-This document would need to be customized to match the expectations of your school/classroom.

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Consider printing, laminating, and ask staff to complete activities as it applies to your classroom!

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Administration & Leadership

Being vulnerable and taking the time to build a strong foundation helps nurture the change you want to see in your school.

This year has been a challenge, and just getting through it is something to celebrate. As leaders, we've really had to think about who we are, who we want to be, how we want to lead, and how we want to work with our staff.

In times of calm and normalcy, relationships are important, but in times of uncertainty and difficulty, relationships are vital. Those relationships allow for impactful actions to be taken that benefit students and staff. Building relationships is a daily practice.

Key Ways to Build Relationships

1. Be authentic: Relationships are difficult when you aren't living in your truth. When you only share parts of yourself, leading will be difficult. Once you know who you are and what you value, you can share that authentically with your staff. Taking time to share your interests, hobbies, and passions will allow you to relate to staff because it humanizes you.

Additionally, sharing your goals (in and out of school), your flaws, and even about your family life will help to open conversations with educators as individuals. Lastly, laugh. Being able to joke, smile, and bring joy into a space is a valuable tool for a leader to use frequently.

2. Be there: Being present for staff can take many forms. On a regular basis, it's important to make intentional decisions to be there for our staff. This isn't to be taken lightly. In conversations, focus on what staff members are sharing with you. This starts from the simplest actions, like physically leaning in when talking, making eye contact, nodding, and even smiling (you can see a smile through a mask).

Visibility is a key part of being there. Roaming the halls gives you a chance to be there for staff at the moment they need it. As you roam, you will likely hear, "Oh yeah, I was going to ask..." or "Glad I bumped into you..." or "Do you have a couple of minutes?" Consider sitting in the teachers' lounge (or wherever your staff hangs out) periodically. Find balance there so as not to disrupt their safe spaces. Casual moments with your community are equally as important as scheduled time.

Being there also includes your ability to respond to concerns. This means checking your email throughout the day. If staff contact you via messaging, apps (like WhatsApp or Slack), or other methods, be sure to check there as well. Finding ways to acknowledge and then act on those requests will help build trust with your team.

3. Listen: This sounds simple, but due to the reality of how the day of an administrator goes, listening and finding the time to do it can feel overwhelming. Furthermore, listening isn't passive-follow it with actions that impact the work of educators. Begin with asking questions. Avoid telling educators what to do, and learn about their needs. The answers that teachers give will help build relationships but also direct next steps.

As you listen, affirm the work that staff are doing. When you affirm, you celebrate teachers' work. You can also affirm them by working to give them time to continue to make a difference in students' lives. This may include removing items from the teachers' responsibility, being an advocate for them, or standing in the gap when needed.

Because there's a lot to take in, jotting notes will help ensure accurate follow-up, which is also part of listening. When you act on what teachers need, it shows that you not only heard their concerns but also value them. Let your notes help you successfully move forward with change.

Remember that simply listening isn't enough. Show that you've listened by taking action.

4. Know them: School leaders often talk about the wonderful skills of their teachers. They can suggest professional development that educators can lead. They might even be able to connect teachers to create a support system. Although each of these is important, knowing your staff as people is crucial. Knowing that Ms. Brown's oldest son plays soccer, that Mr. James's partner is in a play, or that Mx. Turner is in a band is important. These small nuggets are gateways into building a relationship. Teachers are people. Knowing someone's passion, interest, and even fears can be the key to offering better support.

There are many ways to get to know your teachers. Consider using a beginning-of-the-year survey. Similar to what a teacher might send home to parents, survey your staff. Ask them questions like "What brings you joy after 3:30 p.m.?" or "If you weren't a teacher, what would you be?" or "What are you most proud of?" Their answers will help you get to know them as individuals. Follow up with one-on-one meetings, or answers could be shared in a staff meeting.

5. Share the decision-making process: So many decisions are made in school every day. Some are large, while others are small. No matter the size, find ways to involve staff in finding solutions. Whether that means allowing them to have input on the schedule, lesson plan template, spirit week days, or an emergency plan, their voice matters. Giving space to teachers and staff to be part of the solution is empowering.

You could also do this when teachers present you with a problem. Simply ask, "How can I help you get to a resolution?" or "If you had a magic wand, how would you solve the problem?" If their requests or suggestions are reasonable, use them. If they won't work, share some of the roadblocks in their suggested solution. Giving space to make decisions, find answers, and move forward shows that you trust your staff. Trusting is the basis of a thriving relationship and allows impactful change to be possible.

6. Apologize for your mistakes: We're human and we make mistakes. We fail. A failure or mistake isn't the issue; an inability to admit that we were wrong is. Take the time to admit when you dropped the ball, misspoke, or simply forgot. Teachers will forgive you when this happens. Education isn't perfect. Just as we want our students to understand, education happens through mistakes. Allow your fumbles to be spaces where the school moves forward instead of backward. Saying "I apologize" and then correcting the mistake is likely all you need to help forge a relationship built on trust.

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6 Simple Ways to Build Trusting Relationships With Staff

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Being vulnerable and taking the time to build a strong foundation helps nurture the change you want to see in your school.

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An overview of the strategy that is typically used with students but could help with staff, too!

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In this Intervention Brief, we explore 2x10 Relationship Building, an intervention that empowers educators to build authentic relationships with students and increase their sense of belonging. You can find the 2x10 Relationship Building strategy in the intervention library of Student Success, Panorama's MTSS intervention management platform for school districts.
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Quick Summary
Intervention Name: 2x10 Relationship Building (or Two-by-Ten Relationship Building)

Tier(s): 2

Grade Levels: K-12

Description: Support students by spending two minutes per day (for 10 consecutive school days in a row) connecting with a student individually and offering extra social-emotional support.

[Free Download] 15 SEL Intervention Ideas for School and District Teams

2x10 Relationship Building Intervention Overview

2x10 Relationship Building-originally coined the "two-minute intervention" by researcher Raymond Wlodkowski and popularized in Allen Mendler's Connecting with Students-is a Tier 2 intervention that helps build teacher-student relationships, reinforce positive behaviors, and convey genuine support to an individual who might be typecast as a "challenging student."

At its core, the 2x10 strategy is about consistently building relationships with students. Educators (or school leaders) select a particular student and set a goal to engage in a 2-minute conversation with that student for 10 consecutive school days. These conversations might happen at the beginning or end of a class period.

Research shows that implementing the 2x10 intervention can lead to significant improvements in individual student behavior and the broader classroom climate.

Not only can the 2x10 strategy create a positive connection between an adult and an individual student, but adults can also use it to model core SEL competencies such as social awareness, self-awareness, and relationship skills through empathy and active listening.

Who Does the 2x10 Strategy Work For?
The 2x10 Relationship Building intervention works best for students who are having a hard time maintaining positive relationships in the classroom, exhibiting disruptive behaviors, or are in need of extra emotional support. It provides students with a safe outlet to communicate their feelings, emotions, and needs to a trusted adult. This targeted intervention can be used as a behavior support for individual students in elementary school, middle school, or high school.

Consider the following criteria when identifying students who will benefit from the 2x10 strategy:

Students who respond positively to adult attention and connection

Students who are struggling to connect with peers (or adults) in the school community

Student who struggle with emotion regulation, social awareness, and disruptive behavior

How to Implement the 2x10 Strategy

1. Choose one student whom you would like to strengthen your relationship with.

2. Select when you are going to approach the student (e.g., at the beginning of a class period).

3. Find the student and start a conversation with them. To build a productive relationship with a student, adults will likely have to initiate the connection.

4. The focus of these conversations should be:

Brevity.These conversations should last two minutes or under.

Student Voice.Invite them to share something non-academic with you about their day or life. Here are some great get-to-know-you question prompts.

Honesty.Model transparency and authenticity by sharing something personal/non-academic with the student.

If you use Panorama: You can select the "2x10 relationship building" strategy when creating an intervention plan for a student. Monitor the student's progress over time by logging notes. Everything will be saved to the student's profile and visible to other educators with access to Panorama.

Example of a student intervention plan in Panorama (mock data pictured)

"After implementing 2x10 relationship building in response to Panorama survey data, we had an increase of over 6 percent of students who felt a favorable sense of belonging and connection to adults. That's about 75 to 80 kids. Those students also improved their attendance, academics, overall sense of well-being, and SEL strengths."
-Luke Rasmussen, Executive Director of Secondary Education (Read the full story)

Tips for Effective 2x10 Strategy Implementation

Keep the content of the conversation focused on the student's personal interests, not their schoolwork or behavior. Use an interest inventory to ask questions, or use context clues (e.g., what the student is wearing or likes to talk about in class) to help drive the conversations. Find out what their favorite food is or what their hobbies are. The goal is to get to know the child outside of school in an authentic manner.

Consistency is key. Even if the conversations are shorter than ten minutes, they can be beneficial if they occur every school day. Holding a 30-second conversation for 10 days in a row with a student conveys more care than having just one 30-minute conversation.

Ask open-ended questions, and don't be afraid to probe if students start to open up.

Be a persistent, positive role model.

Keep the momentum going after the 10 days and continue to engage the student on a regular basis.

Additional Resources on the 2x10 Strategy and Other Behavior Interventions

Download this packet of 15 evidence-based SEL interventions [includes instructions and templates for use].

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2x10 Relationship Building: How to Do It (and Why It Works!)

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The 2x10 Relationship Building strategy is a Tier 2 behavioral intervention that empowers educators to ritualize a classroom management technique to create a personal connection with students

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Use this calendar to track the implementation of the 2x10 strategy with staff (or students!)