In the previous three columns, we have described the perfect alignment between Tools for Teaching and PBIS. In a nutshell, Tools for Teaching describes an advanced generation of discipline management procedures that are both positive and extremely cost-effective. Rather than increasing the teachers workload with program management, they reduce the teachers workload due to their efficiency and their focus on prevention.
Effective professional development produces personal growth and lasting change. Yet, personal growth is challenging -- particularly when it involves changing old and familiar patterns of behavior. It requires continuing effort and support over time. When beginning a program of professional growth and change, it is helpful to view the process through the trainee's eyes.
The principal is the key decision maker for training and follow-through at the school site. Tactical decisions that are made before training begins often determine its ultimate success or failure. Here are some key tactical decisions:
In this age of cyberspace, a book can be much more than the pages between a cover. As soon as the manuscript for Tools for Teaching second edition was completed, we started to write a study guide that would allow teachers to conduct training of the highest quality at their school sites. The resulting Study Group Activity Guide is provided free at our Web site (www.fredjones.com).
The Study Group Activity Guide structures both training and follow-through. Initial training is organized into twelve 45-minute after school meetings during which teachers master the skills contained in Tools for Teaching. Each meeting includes:
During follow-through, the focus of the professional learning community (PLC) formed during training shifts from simple skill building to the adaptation of those skills to more complex classroom management situations. The Study Group Activity Guide provides detailed protocols to structure role-playing of current classroom problems, so participants feel safe. Finally, a Group Problem Solving Process helps participants solve unique classroom management dilemmas as they arise.
The focus of the PLC evolves over time in a predictable fashion. During the first six months, the focus is on discipline management. But, after that becomes second nature, the focus shifts to instruction, as teachers attempt to implement Say, See, Do Teaching. Say, See, Do Teaching requires that learning be experiential and interactive, and collaborating on new ways of achieving that goal drives innovation and sharing. That focus on instruction can keep study groups vital for well over a decade given proper leadership.
While study group meetings include sharing, the Web site also provides opportunities for teachers to share their ideas and experiences with colleagues worldwide. Sections of the Web site devoted to sharing include a Preferred Activity Bank, applications of Bell Work, tips for substitute teachers, a message board, and a college report page. We hope youll visit our Web site to learn more about training methods, teacher services and upcoming workshops.[content block]