Scenario: Coaching Teachers on Behaviour Management Model Policies

While assembling a data report for the next Behaviour Management Team meeting, school coach Yuval notices that there has been a significant drop in the number of major and minor incidents being recorded by teachers in the Years 4 and 5 block. However, he remembers that in the past week, he received several calls related to behaviour incidents from the teachers in Years 4 and 5. 

Yuval sends an email to the Year 4 and 5 teachers to remind them to record the behaviour incidents that occurred in the past week on the school-wide information system. Some teachers responded that they did not have enough time and forgot to complete the reporting. Other teachers express confusion about differentiating incidents with multiple behaviours as majors or minors, stating that they did not know if ‘minor incidents’ should be recorded at all.  

In the following weeks, Yuval monitors the recording of major and minor incidents in Years 4 and 5 and positively recognises teachers’ renewed fidelity to the process in the next school team meeting.  

Yuval schedules a meeting with the Year 4 and 5 teachers for the following week during their shared planning time. During this meeting, Yuval brings each teacher a fresh copy of the school’s Incident Management Flowchart and reviews the policy for identifying and logging major and minor incidents. He reviews how to use the digital checklist provided at the start of the year for doing a ‘quick log’ of a behaviour incident so that if the teacher does not have time in the moment, they will be able to remember and properly log the details within 24 hours.