| The study centered around two teams of teachers and their success and struggle in utilizing professional development to gain the knowledge necessary to adequately implement the Positive Intervention and Behavior Supports (PBIS) framework initiative into all areas of the school. Data collected through personal interviews, classroom observations, and investigation of archived data revealed the answers to the research questions. The research questions that guided the study were: (a) What do teachers report as the primary agents of change which influence the implementation of PBIS either positively or negatively? (b) What do teachers say are the team dynamics which impact the successful implementation of PBIS? (c) What specific strategies, processes, and behaviors do teachers report as being imperative to successful implementation of the PBIS framework? (d) How has the implementation of PBIS impacted the personal teaching experience of those teachers participating in the program? Five themes emerged from the data: (a) PBIS produces results, (b) collaboration versus competition, (c) teachers are invested in student achievement, (d) one saboteur can destroy a team, and (e) delivery of professional development is as important as content. Results indicated that for teachers to accept new initiatives which require dramatic changes in their classroom instruction or management, they must first accept the need for the change. Next, they must believe the program or initiative will provide an answer for their need. Finally, teachers must see positive results to maintain the new program. Recommendations are that administrators should remain cognizant of these factors when developing professional development opportunities in any content area. |
