As your team begins the process for implementation of specific ETLPs, the components of training, coaching and feedback will be critical to assist teachers in an ongoing cycle of goal setting, implementation and self-monitoring of their progress. To ensure this process is efficient and effective in your district/building;
- Utilize the Self-Assessment and Practice Profiles and both pre and post data.
- Collate data, analyze, and communicate de-identified results to teachers.
- Identify a specific ETLP of focus, the potential desired student outcome, and determine the evidence that will be used to measure progress toward the goal.
- Utilize the online lessons and materials for the 8 ETLPs as professional learning for all, some or a few teachers.
- Establish and sustain a system for ongoing self-monitoring.
- Have individual teachers set SMART goals for implementation of the specified ETLP, focusing on the Essential Function and descriptor(s) of their own choice.
- Provide resources to individual teachers to self-monitor.
- Conduct walk through observations.
- Collect data on the desired student outcome.
- Collate ETLP implementation and outcome data, analyze and communicate de-identified results.
Questions to consider,
- What does your team already have in place?
- How do you know, what is the evidence?
- What does your team need to plan for and provide?
- What resources will this work require to be implemented with fidelity, consistency and equity (materials, time, personnel)?
- What is your timeline for this activity?
- What is your outcome goal for teachers?
- What is your outcome goal for students?
Add new steps to your action plan including outcome goal(s), steps to achieve, resources needed, evidence that the step has been implemented.
For more information on building systems of ongoing support for implementation of Effective Teaching and Learning Practices (ETLPs) see the Professional Learning Module.
- Blase, K. A., & Fixsen, D. L. (2005, Summer). The National Implementation Research Network: Improving the science and practice of implementation. CYF News, pp. 8-12.
- Briere, D. E., Simonsen, B., Sugai, G., & Myers, D. (2015). Increasing New Teachers’ Specific Praise Using a Within-School Consultation Intervention. Journal of Positive Behavior Interventions, 17(1), 50–60.
- Doran, G.T. (1981). There’s a SMART way to write management’s goals and objectives. Management Review, 70(11), 35-36.
- McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of Combined Efforts in School-Wide Academic and Behavioral Systems and Incidence of Reading and Behavior Challenges in Early Elementary Grades. Journal of Positive Behavior Interventions, 8(3), 146–154.
- Missouri Schoolwide Positive Behavior Support (2019). Missouri Schoolwide Positive Behavior Support Handbook.
- Scott, T., Hirn., R. and Cooper, J. (2017). Teacher and student behaviors: Keys to success in classroom instruction. Rowman& Littlefield.
- Joyce, B., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.
- Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458.
- Simonsen, B., MacSuga, A. S., Fallon, L. M., & Sugai, G. (2013). The effects of self-monitoring on teachers’ use of specific praise. Journal of Positive Behavior Interventions, 15(1), 5-15.
- Simonsen. B., MacSuga-Gage, A.S., Briere III, D.E., Freeman, J., Myers, D., Scott, T.M., & Sugai, G. (2014). Multitiered support framework for teachers’ classroom-management practices: Overview and case study of building the trainable for teachers. Journal of Positive Behavior Interventions, 16, 179-190.
- Stitcher, J. P., Lewis, T. J., Whittaker, T. A., Richter, M., Johnson, N., & Trussell, R. (2009). Assessing teacher use of opportunities to respond and effective classroom management strategies. Journal of Positive Behavior Interventions, 11(2), 68-81.