Principals in Positive Behaviour for Learning (PBL) schools actively participate with the PBL school leadership team to ensure whole-school behaviour support is included in school improvement planning. Principals also facilitate access to professional learning opportunities for all staff to enhance their skills to support student behaviour.
Effective school staff are critical to developing safe and inclusive classrooms, where students are supported and engaged in learning. A whole-school approach to curriculum provision, using a continuum of support, caters for the learning needs of all students including those with diverse needs.
Successful teachers define, teach, reteach and model the expected behaviours. They provide regular opportunities for students to practise the expected behaviours in the settings in which they will be used. They also actively supervise students, promote the expected behaviour, prevent and correct inappropriate behaviour and acknowledge positive behaviour continuously.
Great teachers differentiate behaviour support practices and strategies, based on data related to student progress and responsiveness, to teach appropriate behaviour and social and emotional skills. They also differentiate approaches and support to recognise disability, while not accepting inappropriate behaviour. Teacher interventions aim to increase student functioning and self-regulation in school and beyond.
Training and support
Each state school region has a PBL coordinator who provides professional development and coaching support to PBL schools. Queensland state schools should contact their regional offices for information about accessing these supports.