Professional development in schools: predictors of effectiveness and implications for statewide PBIS trainings

ABSTRACT

Research has identified several factors that contribute to the effectiveness of professional development opportunities in schools including improvement of participants’ knowledge, administrator support, incorporation of active learning activities, duration, fostering coherence, and timing. The current case study examined how these six factors contributed to the effectiveness of Positive Behavioral Interventions and Supports (PBIS) trainings conducted in Ohio, USA. More specifically, this case study (a) examined whether there was a relationship between each of these factors and the effectiveness of these training sessions and (b) identified the combination of factors that best predicted the effectiveness of these training sessions through multinomial regression analysis. Results revealed the effectiveness of the trainings was significantly related to incorporation of active learning, level of coherence between learning activities at the training and structures in place at participants’ schools, increase in knowledge, and training date. Implications for future PBIS trainings and professional development events in general are discussed.

KEYWORDS:

• Professional development
• professional learning
• Positive Behavioral Interventions and Supports
• coaching

Acknowledgments

This manuscript was written with contributions from Dr. Cricket Meehan and Dr. Mary Peters from Miami University. The authors would also like to acknowledge staff from the Ohio Department of Education, State Support Teams, School Climate Transformation Grant, and Ohio PBIS Network for their instrumental role in Ohio PBIS training and data collection.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The data reported in this article were developed under a grant from the Department of Education [CFDA 84.184F]. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

Notes on contributors

Katelyn Palmer

Katelyn Palmer, EdS, is currently a practicing school psychologist in southwest Ohio. As a former graduate student, she assisted with several research projects related to Positive Behavioral Interventions and Supports. Additional research interests include developing effective professional development events for educators and implementing school-wide supports and universal screenings to address mental health issues among students.

Amity Noltemeyer

Amity Noltemeyer, PhD, is a Professor and Chair of the Educational Psychology Department at Miami University. Her research interests include Positive Behavioral Interventions and Supports, child/adolescent resilience, disproportionality in school discipline, and school climate. Noltemeyer manages externally funded grants, including her role as co-director of Ohio’s School Climate Transformation Grant. She is a Past President of the Ohio School Psychologists Association, and currently serves as Editor of School Psychology International journal.