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Meet with your staff frequently and allow them time to voice their concerns and grievances. Use these concerns to drive your PBIS meetings and address the staff needs. Be proactive when possible to address issues with staff before they become a problem. Also use this time to educate staff on PBIS strategies and implementation.

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A diverse team allows for multiple suggestions and points of view. The team can benefit from having a naysayer on the team by embracing their point of view and using it to their benefit.

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Identify the problem, then what are they doing to further increase the problem,  only identifying the problem can you solve it.
Pair with a teacher that is having good classroom management success.  Possibly have building coaches for behavior and during embedded professional development provide some SWPBIS peer to peer coaching.

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As a team look at the data and identify which teachers are being successful in their classroom management, what disruptive behaviors are escalating in other classrooms. Peer coaching could be implemented- pairing teachers that have positive behavior classrooms with those that are more disruptive based. Research positive classroom management systems and decide how to provide professional development to the staff.

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-Do the students feel like they are being ask to do different things than when they were more enthusiastic
-Review how students are selected for the team- were teachers given a chance to give good nominations
-Review goals for team- are they given chances to give meaningful feedback or are they just doing busywork

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-website - update website with new information gained from IU meetings (staff tab)
-Staff binders - all teachers receive a PBIS binder with materials
-Letter - put a letter with new updates in staff mailboxes
-Equip grade level team leaders to give information to their teams
-Faculty meeting mini training(s) on new PBIS information gained

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#1  As a PBIS Coach, you are concerned about the lack of staff buy-in throughout the building.  Specifically, you are noticing that teachers are not passing out acknowledgment tickets.  You would like to address this with staff, but you know you will NOT have back up from your administrator.  What can you do?

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#1  As a PBIS Coach, you are concerned about the lack of staff buy-in throughout the building.  Specifically, you are noticing that teachers are not passing out acknowledgment tickets.  You would like to address this with staff, but you know you will NOT have back up from your administrator.  What can you do?

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#2  Through your observations and review of the ODR data, it is evident that teachers in the building are implementing classroom management practices that may be increasing the likelihood of disruptive behaviors.  As a PBIS Coach, you feel that many teachers are in need of professional development training and more on-site coaching.  Where do you start?

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#2  Through your observations and review of the ODR data, it is evident that teachers in the building are implementing classroom management practices that may be increasing the likelihood of disruptive behaviors.  As a PBIS Coach, you feel that many teachers are in need of professional development training and more on-site coaching.  Where do you start?

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#3: Your Core Team works well together and understands the benefits of explicit instruction and the various pieces of the PBIS framework, but the majority of the building’s teaching staff does not. Many teachers feel frustrated as they weren’t “allowed” to go to the training sessions at the IU. As the PBIS Coach, how can you ensure that the information you gain is adequately disseminated?

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#3: Your Core Team works well together and understands the benefits of explicit instruction and the various pieces of the PBIS framework, but the majority of the building’s teaching staff does not. Many teachers feel frustrated as they weren’t “allowed” to go to the training sessions at the IU. As the PBIS Coach, how can you ensure that the information you gain is adequately disseminated?

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#4: It’s year 6 of implementation, and the once dynamic student voice team has nearly fallen apart. As the PBIS Coach, how would you go about working with your Core Team to assess the problem and revive interest in this important piece of student buy in?

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#4: It’s year 6 of implementation, and the once dynamic student voice team has nearly fallen apart. As the PBIS Coach, how would you go about working with your Core Team to assess the problem and revive interest in this important piece of student buy in?

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#5  Your school climate and culture are in need of attention.  The administration and several teachers have recently been approached by parents regarding feedback they have received from their children, and it is concerning.  As a progressive leader within the building, you have looked into the implementation of PBIS as a means of systematically addressing some of these concerns and your administrator is on board.  When selecting team members your administrator unilaterally decides to make a naysayer of PBIS a core team member.  How do you address resistance to change from within the core team?

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#5  Your school climate and culture are in need of attention.  The administration and several teachers have recently been approached by parents regarding feedback they have received from their children, and it is concerning.  As a progressive leader within the building, you have looked into the implementation of PBIS as a means of systematically addressing some of these concerns and your administrator is on board.  When selecting team members your administrator unilaterally decides to make a naysayer of PBIS a core team member.  How do you address resistance to change from within the core team?