School Transformation Process And School Development

-Our PBIS Team has been working to develop ideas for next year. Attached is a detention reflection sheet (for students to fill out during detention), a student goal sheet that students would fill out during advisory at beginning of the year, a positive behavior matrix, and a positive behavior ticket (to be given when we see students doing something positive). Please review the following documents and if you have any feedback please let me know. It would be nice for you to show students the behavior matrix during advisory some time this week or next to get their feedback as well.

It can come from being in charge in a school project for language arts literacy or running a fundraiser to help raise awareness to a disease. They take charge in something with an effective sense and choose to embrace their acts of self assessment.What their group or themselves is good at,their weaknesses and strengths.Once they figure that out,everything goes smoothly.Even from a project once the topic is clearly explained and managed by the leader there is no problem getting across from the littlest of obstacles. True acts of leadership here in Terence C Reilly, is not being carried out by bad influences.They have a good ethic of relations with other classmates and prove to work collaboratively.Although teamwork and cooperation is part of a leadership, it all leads up to an effective communication within others.Students have different leadership skills,but never do it in a bad way. They are integrated and not even in schoolwork do they have to be leaders. You can hall moniter and you’re the leader of the hallway or perhaps setting up a new fundriser you had created.You are managaing something for

It is exceedingly important for schools to ensure a balanced and stable environment that provides safety, well-being, and acceptance to all students. In order to do this, as well as generate a positive communal learning atmosphere that empowers the entire student body of the school and the individual classroom, there needs to be a school-wide positive behavioral intervention and support (PBIS) system implemented. The defined explanation of PBIS is “a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all student” (Sugai and Simonsen, 2012). The goal of a PBIS application to a school’s community is to develop appropriate standards

A school’s Behavior Matrix can create a school climate that reinforces good behavior, a positive and safe environment, encourages responsibility of actions, builds positive relationships, ensues high expectations, and builds community (Muscott, Mann & LeBrun, 2008). The consistency of responses, consequences, and rewards will create an atmosphere that promotes positive behavior and discourages negative behaviors. The strategies set forth by the Behavioral Matrix are set up for the entire school population focusing on the students that do not necessarily have behavioral issues. It is mainly for the purpose of increasing student achievement, discourage problematic behaviors, and increase positive interactions throughout the school environment (Bradshaw & Pas, 2011). Therefore, the goal of a Behavioral Matrix is in fact to strengthen positive behaviors that are already in place and give a consistent disciplinary action guideline to move those individual that commit negative infractions towards positive direction. Positive Behavior Support systems are set up to acknowledge the good that students accomplish, and does not allow infractions to define who they are and allows for them to reinstatement the good

Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.

Throughout this entire course we have learned many concepts and strategies to synthesize and use leadership as a means of working in a group setting. These concepts allowed us to learn not only how to lead other

A leader takes diligent time in considering the ability to adhere to other people’s interests and presents their followers with a positive mindset. This summer, I accepted an invitation to participate in the Dale Carnegie Young Adult Leadership Program. Attendees of this program learned several skills that can be applied to future experiences, especially on how to become an effective leader. Everyday, the attendees acted as leaders by accomplishing various tasks that forced them to reach out of their comfort zones. We acted as leaders by leading group

A true leader stands high on on the pillars of success: dedication, servitude, respectability, and honesty. The mark of a fulfilled life is not one who has collected many awards, not one who has an insurmountable amount of money and fame, it is one who has touched the most souls in his journey of life. A leader destined for greatness will touch many people along their journey to the top. In my short years on this Earth I have made it my mission from the start to leave a lasting impact on everyone I come in contact with and as a student of Howard University I will continue my mission without fault. From birth my parents noticed I had an insatiable thirst for knowledge, a heart of gold and an unconquerable ability to lead. In the 5th grade I was awarded the

The role of leader did not appeal to me, the only reason why I didn’t look forward to leading was because I didn’t think anyone would follow. Mr. G expressed to me that I needed to take pride in what I do and set the standard for others to follow. I took these words and put them into action with my first step starting with the track team. I quickly began to inspire others to reach beyond their capabilities and perform with maximum effort. The classroom processed the same way, Mr. G made each and everyone of his students give their best efforts on each test we took and our test scores gradually

One of the main strategies to meet this goal is the PBIS implementation. According to the PBIS committee leader at Flat Rock Middle School, PBIS stands for Positive Behavior Intervention and Support. It is a proactive and social culture strategy and needed for all students in a school to achieve social, emotional, and academic success. Attention is focused on creating and sustaining primary, secondary, and tertiary systems of support that improve the lifestyle results (personal health, social, family, work, recreation) for all youth by making targeted misbehavior less effective, efficient, relevant, and desired behavior more functional. Even though, PBIS has made a positive impact on the percentage of disciplinary incidents within the school.

Welcome parents and student to Franklin County Elementary. Our superintendent of education has recently decided to implement a school wide positive behavior support. This approach to discipline includes school-wide, targeted, and individualized strategies for achieving social and learning outcomes while preventing problem behavior with all students. It involves modifying our processes and procedures to help decrease problem behaviors. You will see that we have added reminders throughout the school (in the classrooms, hallways, lunchroom, bathrooms, etc.) as a friendly reminder of the rules to encourage good behavior. Our goal is to get more remarks for positive behavior than incident reports for negative behavior every week. The remainder of this paper will outline our School Wide Positive Behavior Support, explaining behavior expectations, rewards, error correction procedures, and data collection procedures.

Since August of 2015, I have had the privilege of working with an incredible leader in Andrea Williams, principal of Theresa Bunker Elementary School. She is the epitome of a well-rounded leader who exemplifies all of the qualities of a leader as described by House’s path-goal theory of leadership. Mrs. Williams works diligently each day to create a productive work environment. She is direct when she needs to be and is extremely respected by her faculty as a fair leader. As I have observed her over the past two years I have seen her leadership skills in action. I have been extremely impressed with her drive, passion, fairness, supportiveness and ability to create a positive climate and culture that makes work a

My leadership can be seen in my experience as the Director of Resource in my school of 600 students, Preschool through the eighth grade. I supported parents, teachers and administrators as they maneuvered the obstacles involved in identifying learning needs as well as the challenges that follow after identification. I worked directly with teacher and families to complete the necessary paperwork and advocated on their behalf with the public school system. Under the role as director, I was solely responsible for

As the leader of a 21st century school one must embody the qualities that best reflect the ever-changing face of education. Traditionally, the leader of a school focused a large portion of time and energy on typical managerial functions within the school. These tasks, although important, will not propel a school to achieve excellence. Today’s school leaders must be visionaries who create a sense of purpose driven unity. As a transformational leader, one must also be the beacon of learning in establishing and effectively cultivating professional learning communities. One must recognize and further develop the leadership skills of those within the school in order to ensure the vision and mission of the school is achieved. Keeping in

Preventing misbehavior is widely preferable rather than dealing with it after it has occurred. A Preventive discipline plan involves steps taken in a classroom to avoid disciplinary problems. Potentially this discipline deals with the distractions in the classroom and how a classroom environment can be modified so it is more compatible with the learning needs of its children (Edwards, 2004). Preventive discipline plan refers to the strategies that can be implemented to inhibit inappropriate behaviors from occurring in the first place (T.L.Musy, Personal communication, October 10th, 2006). Kounin’s concepts of withitness and overlapping skills of a teacher help in preventing discipline problems (Evertson, Emmer, and Worsham,