Principals and school leaders have an important role in implementing Positive Behaviour for Learning (PBL) in schools.

Their leadership drives the collaboration and whole of school approach needed to make PBL a success within the school and the wider school community.

As active members of the PBL team, principals and executive teachers provide ongoing support to all team members.

Summary of Principal’s Role in the Context of PBL Implementation

• establish a leadership team, representative of the school staff and community
• recruit a PBL coach to provide ongoing technical assistance to the team
• support the school’s PBL work through public statements
  
• actively participate as a member of the team
• gain commitment from staff for the school’s PBL work
• ensure the team meets regularly and uses effective operating procedures
  
• support team members by recognising their contributions and protecting their time and work schedules
• secure budgetary allocations necessary to build and maintain PBL
• work with the team to devise ways to engage staff and gain consensus on development and implementation activities
• arrange for staff meeting and professional learning time to plan, gain consensus and learn new skills
• share data and discuss patterns of behaviour with the team and staff for active decision making on a regular basis
• provide ongoing communication with students, staff, families and other community groups via newsletter, website, presentations and informal talks
• arrange orientation for new staff and students
• conduct walkthroughs to monitor implementation and provide feedback to staff as they implement

Sustaining the PBL initiative is more likely when PBL is embedded into the School Improvement Plan. This supports the school to achieve continuous improvement against targeted School Excellence Framework milestones.