Professional Learning, Development & Support

NBSS Continuing Professional Development Support for Schools

The NBSS provides Behaviour for Learning Programme Teachers with in-service training and professional learning opportunities, regional communities of practice, on-going in-school support and a range of resources to facilitate their intensive, individualised intervention work with students. NBSS personnel also offer on-going in-school support, resources and direct assistance by partnering teachers working with students in receipt of Level 3 support or to any member of staff working at Level 3 in NBSS partner schools. 

The NBSS has provided school personnel with in-service training, professional learning opportunities and/or on-going in-school support on such areas as:

  • Student Behaviour Plans
  • Rules & Routines
  • Expectations, Rewards and Consequences
  • Strategies for Encouraging, Praising and Motivating Students
  • The Management of Low-Level Disruption
  • The Management of High-Level Disruption
  • Developing Writing Skills
  • Reading and Learning Strategies
  • Study Skills and Strategies
  • Adolescent Literacy Programmes and Resources
  • Social and Emotional Literacy
  • Organisational Skills Development
  • Anger Management & Conflict Resoultion
  • Developing Motor Abilities, Balance and Co-ordination Skills 
  • Solution Focused Approaches to Behaviour Improvement 
  • Restorative Approaches
  • ADHD, Conduct Disorder, Oppositional Defiant Disorder and Challenging Behaviour
  • Check and Connect Intervention
  • The Explicit Teaching of Social Skills
  • Strategies to Address Challenging Behaviour in the Classroom
  • The ALERT Programme
  • Movement Matters Programme
  • Friends for Life Intervention
  • Vocabulary Enrichment Programme

As part of Level 3 intensive individualised support, the NBSS also offers additional professional learning opportunities for staff in partner schools. These include:

  • Teachers disseminating good practices within their school communities and in national fora to peers and management.
  • Teachers developing and implementing ‘Teacher as Researcher Projects related to particular areas of interest or concern.
  • Follow-up consultation and work with groups of teachers in partner schools.
  • Communities of Practice for Behaviour for Learning Teachers.