Roles and Responsibilities
Successful Implementation of
Positive Behaviour Intervention Supports
NB Department of Education and Early Childhood Development / Districts / Schoolwide
NB Department of Education and Early Childhood Development
- Oversee the implementation of Positive Behaviour Invention Supports (PBIS) at the provincial level, New Brunswick Department of Education and Early Childhood (EECD).
- Provide collaborative opportunities for training and guidance to school districts on the different phases of PBIS implementation based upon the latest evidence-based research and briefs. (NB research)
- Assist New Brunswick anglophone K-12 school districts in usage of existing data systems for districts/schools to measure the fidelity and effectiveness of PBIS.
- Collaborate with NB anglophone K-12 school districts on PBIS Professional Development.
- Provide current evidence-based resources and research on promising practices in positive behaviour strategies.
- Provide opportunities for NB school districts and school-based PBIS teams to meet to enhance their practice of PBIS.
- Provide opportunities for New Brunswick PBIS research in collaboration with post-secondary institutions, districts, and schools.
Districts
- Collaborate with the New Brunswick Department of Education and Early Childhood (NB EECD) on the implementation and support of PBIS in New Brunswick schools.
- In partnership with New Brunswick Department of Education and Early Childhood, provide opportunities for training and guidance to schools on PBIS implementation.
- Prioritize the collection and analyzing of data related to the Positive Learning and Working Environment that supports the School District Improvement Plan and School Improvement Plans.
- Provide support to school district leads and schools in their PBIS implementation efforts, which may include training, resources, guidance and being a PBIS ambassador.
Schoolwide
- Establish a school-based PBIS Team in which the school principal champions and leads.
- Implement PBIS with fidelity at the school level.
- In partnership with the PBIS Lead create and deliver PBIS professional development that is culturally relevant and responsive to the school and broader school community.
- Provide PBIS school presentation for PBIS designated meetings.
- Participant in PBIS research as required.
- Prioritize and strengthen the use of existing school-based data to make decisions on existing interventions.
- Align Positive Behaviour Intervention Framework (PBIS) with the School Improvement Plan (SIP).
- Adhere and support New Brunswick Department of Education and Early Childhood (NB EECD) Provincial Policies 322, 703, 701, 713 and 705.
Erika Traikov
Acting Vice Principal , Salisbury Regional School , New Brunswick, Canada
PBIS encourages us to reassess current practices and contemplate their underlying purpose. It prioritizes the utilization of data, facilitating informed decision-making. This emphasis on data not only provides us with a clearer understanding of our school’s dynamics but also enables us to gauge the effectiveness of our initiatives. It’s about uniting our building grades 5 – 12 and working towards a common goal. You witness the use of a unified language among the staff, reinforcing the essence of PBIS.
Shayla Mutch
Principal, North and South Esk Elementary, ASD-North
We love how involved our students are in the PBIS process. They are the ones who come up with the ideas for our “expectation videos”, and who become the stars of the video. They have the best ideas!.
