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Module 2 Application

The Scale of Effective School Discipline and Safety

American College of Education

EL5033
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The Scale of Effective School Discipline and Safety

Module 2

An extremely important factor of an effective PBSS is the “readiness or willingness of a

staff to implement, support and model” the entire process. After sixteen years of teaching, I have

garnered that many staff members like to have some type of input or at least have their opinions

heard and considered. With questionnaires, like the one provided in Module 2 of EL5033, an

administrative team can get a fair amount of input toward the implementation of a school-wide

PBSS. As long as the team does not dismiss the data, it can move forward in the promotion of a

long lasting positive climate.

Part 2: Data Analysis

Scale 1: Teachers’ Effective Classroom Management Skills

Median Score: 2.15.

Effective classroom management skills seem to be agreed upon by the majority of the

teachers surveyed. A key bit of data in this section is the 5:1 ratio of positive interactions versus

negative interactions. This too was noted as an important factor in our module videos by Dr.

Knoff (n.d.). One other interesting bit of data here shows us, “teachers at this school

continuously monitor students’ academic and social behaviors” (SESDS Questionnaire).

Scale 2: Teachers’ Positive Behavioral Interactions and Respect

Median Score: 2.83.

The designation of “uncertain” seems to prevail within this scale. From the data

collected this appears to be the most neutral. Perhaps the staff polled needs to see more positive

examples of respect and overall positive experiences. Here again I fall back to Dr. Knoff’s 5:1
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ratio of positive interactions. As a building principal, I would try to have some separate

conversations with staff on how they felt the school climate was lacking positivity.

Scale 3: Holding Students Accountable For Their Behavior: Administration and Staff

Median Score: 2.42

Before looking I felt the data in this scale would be skewed in a negative direction.

Perhaps some negative experiences within my teaching career jaded me. After reviewing the

data I noticed most participants agreed students were held accountable for their behavior.

Although there did appear to be a slight increase in referrals to the Dean’s office and particular

staff members not consistently enforcing student rules, there is however a positive school spirit.

Enforcing student rules and expectations is a clear path to maintain a positive school climate.

Morning announcements could, would and should be a useful tool for reinforcing expectations

and consequences as well as promoting a positive climate.

Scale 4: Teachers’ Contribution to a Positive Climate

Median Score: 2.30

Here, it is obvious the staff feels their peers are a positive force in contributing to the

overall climate at the school. There were a few outliers, however most of the scores were in

agreement. Based on this scale, I feel the staff would be have a favorable outlook on change or

the implementation of a school wide system.

Scale 5: School Safety and Security: Staff, Students, and School Grounds

Median Score: 2.30

Because of the smaller sample size, the opinion of one teacher may skew the overall data,

but I do feel the staff believes in the school, as a whole, is protective of their personal property.

Perhaps taken aside and having a one-to-one may be the appropriate approach to deal with
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Teacher Two’s individual situation. Hopefully this was an isolated incident that with some

smoothing over will help bring her back into the fold and help implement the school wide PBSS.

Part 3: Responses to SESDS Results

According to Cramer and Bennett, “ideally, teachers should create a culture of tolerance

and respect in the classroom where all students are accepted and encouraged by the teacher and

by each other, regardless of their backgrounds and abilities” (2015). Taking into consideration

that mindset as well as the data, I would concur with everyone else this particular school is ready

to move forward with a PBSS. Yes, there are the occasional teacher complaints but no system is

perfect and no person is happy all the time. Although, being the staff’s mindset is generally

positive, it is clear that they do care about their peers, the students and the school as a whole.

Even though this would be a time intensive task, I would like to speak to as many

individuals as possible in order to address any glaring, immediate needs. I feel getting the right

staff members on board early could ultimately help pique the interest of the possibly fringe

feeling faculty. For example, if I, as an administrative team member confided in Ms. Ewing that

we indeed had a lax in security and were taking he appropriate steps to rectify the situation she

may ultimately be willing to commit to a school wide system.

Based on what I have learned so far from the Module 1 analysis and the SESDS about

student behavior in my school, I would target students’ interpersonal, social problem-solving,

and conflict resolution. Dr. Knoff promotes, “a universal teaching process that results in student

learning, mastery, and self-management” (n.d.). Being we cannot always be present when

students have to make tough decisions with their peers and own behavior, modeling and

demonstrating the best way to act in certain situations can perpetuate upon itself year after year.

With a PBSS and a focus on the “Stop and Think” approach, students will not only leave school
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career and college capable, they will also be able to matriculate into society with less tendencies

toward violence and able to promote themselves in a more self-confident manner.

References
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Cramer, E.C., & Bennett, K. D. (2015). Implementing culturally responsive positive behavior

interventions and supports in middle school classrooms. Middle School Jorunal, 46(3),

18-24.

Knoff, H. (n.d.). Universal stop & think social skills language. EL5033 Module 2.

https://ace.instructure.com/courses/1772752/external_tools/118428.