WHOLE SCHOOL BEHAVIOUR

MANAGEMENT

A SCHOOL REVIEW AND DEVELOPMENT

OPPORTUNITY

John HarperBased on ‘Foundations For Behaviour Management’ by Trevor

Clarke and Diane Andrews

FOUNDATIONS FOR AN

EFFECTIVE BEHAVIOUR

MANAGEMENT PLAN

Discipline

System

Effective

Leadership

Systems That

Value Diversity

BEHAVIOUR

MANAGEMENT

(SYSTEMS)

Pastoral

Care System

Effective

Teaching

Practices

(Pedagogy)

Professional

Development

Copied with permission from Trevor Clarke and Diane Andrews

SYSTEMS PROFILING – P1(Foundations For Behaviour Management)

PASTORAL CARE – How are the social needs of

the students catered for in the school?

VALUING DIVERSITY– How is the School

catering for the diverse backgrounds from which

the students come from?

EFFECTIVE PRACTICES – What cultural and

pedagogical practices are being used in the

classroom that promote positive student outcomes

in both learning and behaviour?.

SYSTEMS PROFILING – P2

LEADERSHIP – What is the role? Where

do you see the value within your school?

PROFESSIONAL DEVELOPMENT – How

is this reflecting the needs of the staff and

the school? What form will it take?

SCHOOL WIDE BEHAVIOUR SYSTEM

What are your expectations? How will it

support behaviour change in the students

in your school?

THINGS TO THINK ABOUT -1

Any System needs to support the desired culture of the school.(Doig, C. 2000: Sugai G.et al.(1998))

All stakeholders need to have input into any change. (Sugai G. 2009)

Purpose is to promote best possible environment for teaching and learning. (Andrews D. & Clarke T. (2006)

THINGS TO THINK ABOUT -2

The need for the

community to have

confidence in any

systems change

that is made.

Must relate closely

to core beliefs and

values of the

school.

THINGS TO THINK ABOUT -3

Ownership of any change is a collective responsibility of the staff, students and contributing community and should primarily be based on improving student outcomes. (Dimmock, C.(1995)

Behaviour Management needs to be seen as complimentary to all school systems – not an add on.

(Andrews D. & Clarke T. (2006)

SO, WHERE ARE WE GOING? -1DATA PROFILING

SCHOOL WIDE DATA GATHERING? -Involves observations, interviews, reviews of current practices.

ANALYSES? – Looking at what the data is telling us at a school, classroom and individual level.

PROFILE REPORT? – A report that outlines current positives and issues at all levels with supporting priorities and recommendations.

WHERE ARE WE GOING? – 2FOCUSSED DEVELOPMENT

Focusing and reflecting collectively on

identified issues at all levels.

‘Brainstorming’ and becoming collectively

involved in developing interventions and

trialling these.

Mentoring individuals/groups through

agreed change processes.

Further personal and collective reflection

and review on trialled processes.

WORKSHOP – 1BEHAVIOUR TYPES

SEVERETY, FREQUENCY AND LOCATION

In groups of 3/4, list types of behaviours that occur in your school that cause concern.

Rank these in the following 3 groupings. Mild, Moderate, Severe.

Indicate how often these behaviours occur.

Identify where the problem behaviour areas are in your school.

WORKSHOP -2SCHOOL LEVEL ANALYSES

What are the behaviours causing

most concern at a whole school level?

What is currently the processes to

deal with these concerns?

S.W.O.T. – What are the Strengths,

Weaknesses, Opportunities and

Threats related to the current

processes used in your school?

WORKSHOP 2 (Cont.)

AT THE CLASSROOM LEVEL

In your groups (3/4) discuss what classroom systems work for you in your class.

Discuss what classroom systems cause difficulties.

What support structures are their in your school to support you and your students during those difficult times.

How can these be improved?

WORKSHOP 2 – (Cont. Again)

AT AN INDIVIDUAL LEVEL

In groups of 3/4 discuss what

interventions you have used to

motivate your students to learn in

your class.

Think of one practice at the individual

level that you would like to try in your

class to promote a more positive

behaviour change.

WHERE TO GO NEXT?

(Brainstorm)

Systems level – Who will do this? What new/changed intervention will be trialled?

Class Level – What will each teacher trial as class initiatives? (change in class management, pedagogy etc.)

Individual – What supportive strategies will I use to support behaviour change with….?

WHAT DO WE DO NOW?

Commit to a collaborative change

process.

Consult with and involve the local

school community and BOT.

Involve support agencies (RTLB, GSE

etc)

Provide for adequate resourcing

LOOKING AHEAD

(ACTION RESEARCH)

Trialling and monitoring new initiatives.

Reflecting on data gained and revising initiatives and interventions to suit.

Involving all stakeholders.

GOOD LUCK

What do you expect your school’s

behaviour management plan will look

like in a year’s time?

REFERENCES

Andrews, D.& Clarke, T. (2006). Foundations for behaviour management: A systems

approach. Kairaranga, The journal of New Zealand Resource Teachers of Learning and

Behaviour, 7(1), 35 – 38.

Dimmock, C. (1995). Restructuring for school effectiveness: Leading, organising and

teaching for effective learning. Educational Management and Administration, 23 (1), 5 –

18.

Doig, C. (2000). Developing a successful behaviour management programme. In Quality

the Richmond way. (pp. 9-25, 71 – 73). Wellington: New Zealand Council for

Educational Research.

Stanley, P. (2008). The new multi-ministry response to conduct problems: A S.W.O.T.

analysis. Kairaranga, The journal of New Zealand resource Teachers of Learning and

Behaviour, 9 (1), 13 – 19.

Sugai, G. (2009). School wide positive behaviour support: reaching all students. Paper

presented at Taumata Whanonga – Behaviour Summit, Te papa, Wellington , New

Zealand.