This document discusses leading behavior for learning and outlines key areas school leaders should focus on, including understanding context, physical environment, structures and systems, leadership behavior, support, cultural change, sustainability, and imperatives. It provides questions for leaders to consider in each area and assess where their school is at. The document acknowledges further resources available on leading behavior for learning from the National College for School Leadership and University of Manchester websites.

1. Leading Behaviour 4 Learning
Nick Burnett
i-for-k

2. Teaching Behaviour?
“If a child doesn’t know how to read, we teach.”
•
“If a child doesn’t know how to swim, we teach.”
•
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
•
“If a child doesn’t know how to behave, we…….....
……….teach? ………punish?”
•
“Why can’t we finish the last sentence as
automatically as we do the others?”
Tom Herner (American Federation Teachers’ President, Counterpoint 1998,
p.2)

3. Leading Behaviour 4 Learning
Understanding Context
Physical Environment
•
Structures and Systems
•
Leadership Behaviour
Support
•
Cultural change
•
Sustainability
•
Imperatives
•
NCSL and University of Manchester 2004

4. Has behaviour got worse?

5. Understanding Context
Do leaders collect and engage with evidence
in order to develop a deeper understanding
of the school?
Is use made of various forms of qualitative
data in order to probe behind patterns
suggested by statistical evidence?
Do staff listen to the voice of students?
Is use made of evidence about external
factors that impact on the school?

6. Understanding Context
Evidence
Hard
Soft
Analysis
Use of software
Whole School Approaches
Models to review current practice

7. Understanding Context
Use of software
EarlyMark via i-for-k web-site
Whole School Approaches
Team-Teach
PBIS
Assertive Discipline
Models to review current practice

8. EBS Self-Assessment Survey
School wide systems
Non-classroom settings systems
Classroom setting systems
Individual Student systems
Adapted from EBS Self-Assessment Survey version 2.0 August 2003 ©2000 Sugai, Horner &
Todd, Educational and Community Supports University of Oregon

9. Reducing Risk and Restraint
Employer Strategy
Policy
Critical Friends
Risk Assessment
Incident Records
Positive Handling Plan
Complaint, concern and reflection
Staff training
Team-Teach Australia

10. Behaviour 4 Learning
Whole school issues
Out of class behaviour
Multidisciplinary working
www.behaviour4learning.ac.uk

11. Physical Environment
To what extent is improvement and
continued upkeep of the school's physical
environment a priority?
Have there been recent improvements to
school buildings?
Are efforts made to create a sense of
personal identity towards the school?
How is the school regarded in the local
community?

12. Structures and Systems
Are there clear policies and procedures
regard to attendance, behaviour, the
management of crisis incidents?
Is there continuity of policy practice in
these areas?
In what ways do the senior management
team monitor teaching and learning in
the school?

13. Leading a challenging school

14. Leadership Behaviour
How do leaders communicate with the staff body?
Do leaders communicate with staff and students on
an informal level?
Are leaders 'visible' within the daily life of the
school?
To what extent are staff involved in the
management of the school?
Are staff over dependent on the Principal and or
other senior colleagues?
Are decisions made democratically?

15. Supporting Staff to
Support Students

16. Support
Are all human resources effectively used to
support members of the school community?
Are individual support systems in place?
Is the school organised and run through the
work of teams?
Within school
Between schools
To what extent is the Principal supported in the
school by other members of staff?

17. Support

18. Careless Cultures

19. Cultural Change
Is collaborative working amongst staff
encouraged?
Is the professional development of the staff a high
priority?
How well does the school cope with periods of
change?
To what extent do staff see themselves as learners
in the school?
To what extent do staff see their actions as being a
powerful influence on the behaviour of the pupils?

20. Sustainability
Does the school have long-term plans for the
development of the school, both for pupils
and teachers?
To what extent are staff aware of these plans?
In what ways is the improvement of pupil
behaviour a part of these plans?
In what visible ways can this be seen
throughout the school?

21. Imperatives
Are performance management systems
viewed by staff as relevant to the
development of the school?
How are external accountability procedures
used to foster school improvement?
Has the school developed ways of working
which turn external pressures into
opportunities for moving policy and
practice forward?

22. Leading Behaviour 4 Learning
Where are you and your school in relation to:
•
Understanding Context
•
Physical Environment
•
Structures and Systems
•
Leadership Behaviour
•
Support
•
Cultural change
•
Sustainability
•
Imperatives

23. Acknowledgements
and Further Resources
•
www.ncsl.org.uk
•
Case studies and supporting materials
•
www.behaviour4learning.org.uk
•
Wide range of video and supporting
materials

24. Contact Details and More Info
Nick Burnett
www.i-for-k.com.au
nick@i-for-k.com.au
0405 411871