Qualitative Investigation of RtI Coaches Roles, Responsibilities, and Experiences Supporting Schools Participating in a State Level RtI Implementation Project. Issue 2 (2nd April 2020)

• Record Type: Journal Article
• Authors: March, Amanda L.; Castillo, Jose M.; Daye, Julie G.; Bateman, Lisa P.; Gelley, Cheryl D.
• Is Part Of: Journal of educational and psychological consultation. Volume 30:Issue 2(2020)
• Page Start: 210
• Page End: 250
• Publication Date: 2020-04-02
• Subjects: Educational consultants -- Periodicals; School psychology -- Periodicals; Psychological consultation -- Periodicals; 370.15
• DOI: 10.1080/10474412.2019.1687310
• Languages: English
• ISSNs: 1047-4412

Abstract

ABSTRACT: Systems coaching is a professional development approach focusing on the implementation fidelity of evidence-based practices and whole school reform efforts such as Response to Intervention (RtI). However, the roles, responsibilities, and supports required by systems coaches, and how the work of those tasked with facilitating capacity for RtI implementation manifests within complex and multifaceted school environments remains unclear. The purpose of the current exploratory study was to investigate coaches' perspectives and experiences related to RtI implementation to illustrate systems coaching in context. Ten coaches providing job-embedded support for RtI implementation across 34 schools in one state participated in semi-structured interviews. A constant-comparative and matrix analysis approach was used to generate codes and themes. Results indicated systems coaches experience a number of systemic and contextually dependent facilitators and barriers to their work, providing implications for RtI coaches' preparation, ongoing support, and current practices, as well as directions for future research.