Date of Award
Master of Education (MEd)
About eight years ago a school district, located in the foothills of western Maine, implemented a Tier-1, universal, school-wide positive behavior interventions and supports (SWPBIS) framework to provide school staff with positive behavior supports to achieve positive outcomes for all students. A key factor to the initial success of SWPBIS was staff buy-in. Research has shown that teacher and staff support is needed, not just for the implementation phase, but for the continued success of the framework. In the eight years since implementation, one of the district’s elementary schools has seen a staff and teacher turnover rate of over 50%. Also, a recent Fidelity Evaluation Report (FET) on the health of the framework reported the absence of a formal process of professional development for new staff. Research supports the benefit of developing targeted training by understanding individuals’ perceptions of a phenomenon. Such is the focus of this research project –to understand teacher and staff perceptions of SWPBIS in order to create targeted professional development of the framework at this school.
Hatch, Laurie L., "Understanding Staff Perceptions of SWPBIS" (2020). M.S.Ed. in Educational Leadership Research Projects. 96.