One of the greatest privileges of my career was serving as the principal of a diverse Title I elementary school. Like many schools, we had incredible students, dedicated teachers, and families who wanted the best for their children. We also had challenges. Academic performance wasn't where we wanted it to be, and I quickly realized that improving student achievement meant first improving our school culture. 

When I arrived, my days were filled with discipline referrals. The assistant principal and I spent countless hours addressing behaviors like gum chewing, inappropriate language overheard in the hallways, and other minor infractions. Those issues may seem small on their own, but together they consumed valuable time that should have been spent supporting instruction and student learning. 

What concerned me even more was the mindset surrounding student behavior. Too often, there was a culture of blame. If a student struggled, someone else was responsible—the parents, the previous teacher, or school leadership for not being "tough enough." Meanwhile, teachers were exhausted. They cared deeply about their students but were overwhelmed by the constant stress of managing behavior. 

It became clear that before we could expect academic growth, we needed to create an environment where students understood expectations, teachers felt supported, and everyone enjoyed coming to school. 

The school already had a PBIS framework in place, but it wasn't being implemented consistently. Some classrooms fully embraced it, while others relied almost entirely on punitive consequences. Students received mixed messages depending on which classroom they entered. 

I also wanted our school to have more joy. 

After all, this was an elementary school. Learning should be exciting. Hallways should feel welcoming. Students should want to come to school, and teachers should enjoy coming to work. 

One of the biggest misconceptions I encountered was the belief that PBIS simply rewarded students for doing what they were supposed to do. But that's not what effective PBIS is about. Recognition isn't random—it is specific, authentic, and directly connected to positive behaviors. It teaches expectations, reinforces them, and helps build habits that become part of the school's culture. 

Just as importantly, PBIS isn't only the responsibility of classroom teachers. Every adult in the building matters. Bus drivers, cafeteria staff, custodians, office staff, paraprofessionals, and administrators all contribute to creating a positive school climate. Students experience the entire school—not just one classroom. 

Although my degree is in elementary education, my career took me through middle school teaching, elementary administration, and high school leadership before I became a principal. Even with those experiences, I realized I still had more to learn about PBIS. 

So, I became a learner. 

I leaned on district specialists, learned from teachers who had been involved in our school's original PBIS implementation, read everything I could, and asked lots of questions. Looking back, I also recognize how valuable outside experts can be. Sometimes schools simply need additional capacity. Other times, hearing a familiar message from someone with specialized expertise helps build momentum and creates buy-in. 

Today, I have the opportunity to do that work as part of the Business Development team at PBS Corp. While many people know PBS Corp. for its expertise in Applied Behavior Analysis (ABA) and supporting children with autism and other developmental disabilities, our team also partners with schools and districts to strengthen their PBIS implementation. 

What I appreciate most is that we don't walk into a school with a one-size-fits-all solution. Every school is different. Every staff has different strengths, challenges, and goals. Our role is to work alongside educators, helping them build systems that are sustainable and meaningful for their unique community. 

When I think back to my years as a principal, I remember how overwhelming school improvement could feel. There were never enough hours in the day, and every initiative competed for time and attention. Having experienced partners who understand behavior systems, implementation science, and school leadership can make that journey more manageable. 

The transformation at my school didn't happen overnight. It happened one conversation, one classroom, one expectation, and one relationship at a time.  In the first year, we reduced ODRs by 50%--mainly due to the lack of minor offenses.  

Over time, students enjoyed coming to school. Teachers rediscovered the joy in teaching. Families noticed the difference. And as our school climate improved, academic achievement improved alongside it. That wasn't an accident. Students learn best when they feel safe, connected, and successful. 

That experience changed the way I think about leadership, school culture, and student success. It also inspired the work I do today. 

If your school or district is beginning its PBIS journey—or if your implementation has stalled—you don't have to figure it out alone. Whether you need help building a strong foundation, refreshing your current practices, or creating consistency across your schools, having experienced partners can make all the difference. 

I've been where you are. I know the challenges, and I also know what's possible. 

The Business Development department of PBS Corp. would love the opportunity to help your team create the kind of positive, supportive school culture where students thrive, educators feel empowered, and academic success naturally follows.