Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


School of Education

First Advisor

Scot Headley, Ph.D.

Second Advisor

Dane Joseph, Ph.D.

Third Advisor

Tiffany Sarkisian, Ed.D.


This study evaluated the peer-led professional development (PD) program at Lincoln Elementary School in Woodburn, Oregon. This qualitative study took place upon the return of staff and students during the COVID-19 pandemic. Through surveys and observations, the research determined perceived barriers of staff in continuing the use of and learning more about the Positive Behavioral Interventions and Supports (PBIS) framework. This study collected the participants’ attitudes and understandings after their time in peer-led and peer-designed PD in PBIS in the first quarter of the 2021-2022 school year. Participants of this study included staff of an elementary school including teachers, specialists, special education case managers, classified staff, and other licensed staff and me the researcher and principal of the school at the time of the study. Findings suggest understanding and learning of a PBIS framework implementation was considered critical and necessary by staff.

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