A Longitudinal Analysis of the Relations Among Professional Development, Educators' Beliefs and Perceived Skills, and Response-to-Intervention Implementation. Issue 4 (2nd October 2018)

• Record Type: Journal Article
• Authors: Castillo, Jose M.; Wang, Joy H.; Daye, Julie G.; Shum, Kai Zhuang; March, Amanda L.
• Is Part Of: Journal of educational and psychological consultation. Volume 28:Issue 4(2018)
• Page Start: 413
• Page End: 444
• Publication Date: 2018-10-02
• Subjects: Intervention -- professional development -- implementation -- coaching -- educators; Educational consultants -- Periodicals; School psychology -- Periodicals; Psychological consultation -- Periodicals; 370.15
• DOI: 10.1080/10474412.2017.1394864
• Languages: English
• ISSNs: 1047-4412

Abstract

ABSTRACT: Professional development is a critical systems-level intervention thought to facilitate Response-to-Intervention (RtI) implementation. The current study examined the relations between professional development, educator outcomes, and problem-solving implementation within an RtI framework using growth curve modeling. School leadership teams from pilot schools ( n = 34) participated in 3 years of training. Pilot schools also received job-embedded coaching. Comparison schools ( n = 27) provided a referent group. Results indicated that problem-solving implementation increased faster at pilot schools ( β = 0.10, SE = 0.05, t = 2.03, p < .05). In addition, beliefs regarding data-based decision-making ( β = 0.36, SE = 0.17, t = 2.13, p < .05) and perceived problem-solving skills applied to academics ( β = 0.30, SE = 0.10, t = 3.07, p < .01) positively related to implementation. Implications include the needs to further explore professional development activities and for consultants to utilize evidence-based professional development principles when supporting RtI implementation.