2 Katheryn Gonzales Dec 20, 2022Dec 20, 2022 at 1:18pm Manage Discussion Entry In my professional experience as a kindergarten teacher in a Title 1 elementary school, I have been through several programs that the district or my school has adopted. One specific program that has been especially difficult for the administration at my school to implement is the use of a Positive Behavior Intervention System (PBIS). PBIS is an evidence-based practice designed to support student needs and to create a positive, predictable, and safe environment for students. The staff at my school has been resistant to this change because of a lack of training, a misguided understanding of what PBIS requires, and a lack of implementation support from the administration. As a kindergarten teacher, the needs of our youngest learners in my school are not the same as those of fifth-grade students. Preschool and kindergarten teachers are frustrated with the lack of support specific to their student's needs. According to Adams & Miskell (2016), trust from an educator's point of view can be characterized as "…a teacher's willingness to risk vulnerability based on the confidence that district administrators act benevolently, competently, openly, honestly, and reliably" (para. 9). The trust that teachers have for administration and district leaders is relational and formed by the observation and judgment of the actions they witness. To create trust and teacher buy-in, evidence-based research suggests the importance of communicating a clear vision, mission, values, and goals (Gurley et al., 2015). Another important evidence-based strategy that promotes trust and buy-in is transparency (Covey, 2009). According to Adams & Miskell (2016), high levels of trust come from openness, cooperation, and relationship. At the same time, low levels of trust come from limited information and a lack of shared knowledge. Teacher pushback can deter the change process because unless a teacher sees or understands they need change, they will push back against the change. The first strategy I would employ to combat teacher pushback is to examine the need for change (Fullan, 2016). I would use the following strategy to fight teacher pushback, especially in the case of PBIS implementation at my current school. I suggest the school give more time for implementation to provide adequate resources and materials to each grade level. The adoption of a new program is not more important than the implementation of the program. According to Fullan (2016), the school needs to take a whole-system perspective by going back to the "four drivers," which are capacity building, collaborations, pedagogy, and systemness. References Adams, C. M., & Miskell, R. C. (2016). Teacher trust in district administration: A promising link of inquiry. Links to an external Links to an external site. site. Journal of Leadership for Effective and Equitable .