Leadership for Behavior

The purpose of the Tier 1 SW-PBS Leadership Team is to provide leadership for the development, implementation, and evaluation of universal procedures in the entire building for all students and staff. Time is the most valuable resource for educators. Meeting and planning time is often scarce, so we must learn to work smarter, maximizing our time and outcomes. Unproductive meetings can dim enthusiasm for your work and slow efforts, while effective team processes excite, inspire, and fuel progress (Missouri SW-PBS, 2019).

This module will provide information on establishing an efficient and effective SW-PBS Leadership Team that is representative of your school and has established a meeting schedule, working agreements, agenda and notes format, decision-making procedures, team member roles, and a system for collaborative teaming.

Learning Objectives

  • Create a SW-PBS Leadership Team that is representative of the school.
  • Create a SW-PBS Leadership Team meeting schedule.
  • Create clearly defined working agreements.
  • Create a standard meeting agenda and format.
  • Create a decision-making procedure.

Essential Functions

  • A building leadership team has been established that is representative of the school and meets on a monthly basis.
  • The building leadership team has established efficient and effective meeting structures that include working agreements, meeting agenda and notes format, and decision-making procedures.
  • The building leadership team has assigned team member roles and a system for collaborative learning.

Recommended Prerequisites

Participant Handouts

Pre-Post Knowledge Check

Pre-and post -Knowledge checks are a component of high-quality professional development. It is recommended that all consultants and other trainers/facilitators use them as they tailor their professional development for their audience. The pre-post knowledge check and the answer key are posted below for downloading and administering.

Presenter Materials

Powerpoint with Presenter Notes

Implementation Supports

Additional Resources

  1. Carroll, T. (2009). The next generation of learning teams. Phi Delta Kappan, 91(2), p. 13.
  2. Garmton, R.J. & Wellman, B.M.(2009). The adaptive school: A sourcebook for developing collaborative groups. Norwood, MA: Christoper-Gordon.
  3. Hattie, J. (2015). What works best in education: The politics of collaborative expertise. British Columbia Teachers’ Federation.
  4. Johnson, M., S., Reinhorn, S. K., & Simon, N. S. (2016). Team Work: Time well Spent. Educational Leadership, 73(8), 24-29.
  5. Katzell, R.A. & Guzzo, R.A. (1983). Psychological approaches to productivity improvement. American Psychologist, 38, 468-472.
  6. Mathews, S., McIntosh, K., Frank, J. L., & May, S. L. (2014). Critical Features Predicting Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports. Journal of Positive Behavior Interventions, Vol 16(3), pp 168-178.
  7. McIntosh, K., Predy, L. K., Upreti, G., Hume, A.E., Turi, M.G., & Matthews, S. (2014) Perceptions of contextual features related to implementation of school-wide positive behavior support. Journal of Positive Behavior interventions, 16(1), 31-43.
  8. Missouri SW-PBS (2019). Missouri schoolwide positive behavior support tier 1 implementation guide.
  9. Missouri SW-PBS (2019). Missouri schoolwide positive behavior support handbook.
  10. Office of Special Education Missouri Department of Elementary and Secondary Education & Institute for Human Development, Northern Arizona University. (2019, May). District continuous improvement framework (MMD/DCI): Blueprint for district and building leadership (3rd ed.). Jefferson City, MO: Author. Available at https://www.moedu-sail.org/wp-content/uploads/2017/03/Blueprint-2019-2020.pdf
  11. U.S. Department of Education (2014). Guiding principles: A resource guide for improving  school climate and discipline. http://www2.ed.gov/policy/gen/guid/school-discipline/index.html