What does this descriptor look like at different levels?
Manage challenging behaviour is the third descriptor of the fourth standard of the Australian Professional Standards for Teachers.
See more: Australian Professional Standards for Teachers Terminology Explained
Graduate
What does it look like?
At the Graduate level, teachers are expected to develop foundational skills in managing challenging behavior in the classroom, creating a supportive and respectful learning environment.
As a Graduate teacher, you are just beginning to encounter and address challenging behavior in the classroom. Your focus should be on understanding the underlying reasons for such behavior and implementing basic strategies to de-escalate and manage it effectively. Building a supportive and respectful learning environment is essential for addressing challenging behavior.
What evidence can I collect?
To provide evidence for this descriptor, you can showcase:
- Behavior management plan: Develop a basic behavior management plan that outlines your strategies for addressing challenging behavior in the classroom.
- Incident records: Keep records of any challenging behavior incidents that occurred in your classroom and how you responded to them.
- Reflections on behavior management: Write reflective notes on your experiences with managing challenging behavior and any adjustments you plan to make based on these reflections.
See more: Engagement: How do we know if our students are learning?
Proficient
What does it look like?
At the Proficient level, teachers are expected to effectively manage a variety of challenging behaviors in the classroom, implementing proactive strategies and providing appropriate support to students.
As a Proficient teacher, you have developed a repertoire of strategies to manage challenging behavior proactively. You create a positive classroom culture that prevents many behavioral issues from arising. Additionally, you provide appropriate support and interventions to address challenging behavior when it does occur.
What evidence can I collect?
To demonstrate proficiency in managing challenging behavior, you can present evidence such as:
- Behavior intervention examples: Showcase instances where you successfully intervened and de-escalated challenging behavior, preventing it from escalating further.
- Positive behavior support: Provide documentation of your implementation of positive behavior support strategies that promote a positive and inclusive classroom environment.
- Student progress data: Gather data on the progress and improvements of students who faced challenging behavior issues after receiving appropriate support.
Highly Accomplished
What does it look like?
At the Highly Accomplished level, teachers are expected to lead and drive a positive behavior support culture across the school, collaborating with colleagues to implement consistent practices.
As a Highly Accomplished teacher, you go beyond managing challenging behavior in your classroom; you lead efforts to create a positive behavior support culture across the entire school. You collaborate with colleagues and school leaders to establish consistent practices that promote positive behavior and well-being for all students.
What evidence can I collect?
To showcase your highly accomplished level of managing challenging behavior, consider the following evidence:
- School-wide behavior support initiatives: Provide documentation of your involvement in developing and implementing school-wide behavior support programs or initiatives.
- Collaborative projects: Showcase initiatives or projects where you worked with colleagues to improve behavior support practices across the school.
- School climate data: Gather data from school-wide surveys or assessments that reflect the positive impact of consistent behavior support practices on the overall school climate.
See more: Is it Worth Becoming a Highly Accomplished Teacher?
Lead
What does it look like?
At the Lead level, teachers are expected to drive systemic approaches to managing challenging behavior, collaborating with colleagues and community stakeholders to support students’ well-being and academic success.
As a Lead Teacher, your focus is on systemic change and creating a cohesive approach to managing challenging behavior that involves all stakeholders. You collaborate with colleagues, parents/carers, and community stakeholders to develop comprehensive strategies that support students’ well-being and academic success.
What evidence can I collect?
To demonstrate your leadership in managing challenging behavior, gather the following evidence:
- School-wide behavior support policy: Provide documentation of your contributions to the development and implementation of a school-wide behavior support policy or framework.
- Collaborative partnerships: Showcase instances where you collaborated with parents/carers, community organizations, or external agencies to provide comprehensive support for students with challenging behavior.
- Impact assessment: Present evidence of how your efforts have positively influenced student well-being, academic success, and the overall school climate through comprehensive behavior support strategies.
