Citation

Colvin G, Kameenui EJ, Sugai G. Educ. Treat. Child. 1993; 16(4): 361-381.

Copyright

(Copyright © 1993, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

Schools face serious challenges in their attempts to educate children. Calls for instructional excellence, integration of students with diverse needs, and "doing more with less" make teaching extremely difficult. Students with social and academic behavior problems perform poorly under most conditions, let alone in the context of school reform. Clearly, a different model is needed for improving schools and effectively serving all students, especially those who are at-risk of failing. The purpose of this paper is to describe a schoolwide staff development model that is based on a proactive instructional approach to solving problem behavior on a school-wide basis and utilizes effective staff development procedures. Specifically, instructional programs to teach appropriate behavior are developed by a schoolwide, building team ("Teacher-of-Teachers") that implements and sustains the procedures among staff. This model is discussed in the context of traditional models of staff development, reactive approaches to school discipline, and students with diverse learning and behavioral histories.

Language: en