A tool to support the professional learning of problem-solving teams: a pilot study on the problem-solving team effectiveness scale. Issue 3 (26th May 2020)

• Record Type: Journal Article
• Authors: Bahr, Michael W.; Quach, Heather L.; Mirth, Christina A.; Birkett, Kristina A.; Gillum, Michelle E.; Underwood, Heather M.
• Is Part Of: Professional development in education. Volume 46:Issue 3(2020)
• Page Start: 391
• Page End: 404
• Publication Date: 2020-05-26
• Subjects: Intervention technology -- problem-solving teams -- school consultation; Teachers -- In-service training -- Periodicals; 370.7155
• DOI: 10.1080/19415257.2019.1634626
• Languages: English
• ISSNs: 1941-5257

Abstract

ABSTRACT: This study focused on the development of the Problem-Solving Team Effectiveness Scale, a measure used by practitioners to assess the professional learning of a problem-solving team (PST) engaging in the technical aspects of intervention selection, implementation, and evaluation. Several best practices by PSTs were initially identified through a review of the literature: knowledge of interventions and intervention effectiveness, data-based decision-making, intervention integrity, social validity, follow-up consultation with a problem identifier, and support for the PST. Together, these practices constitute an intervention technology for PSTs. After content validation, completion of the 25-item measure by PST members in four states from the Midwest United States yielded a five-factor solution via exploratory analysis, and subsequent parallel analysis reduced the solution to three factors: social validity, knowledge of interventions and intervention integrity, and follow up with problem identifiers. These subscales consistently differentiated PSTs with high meeting integrity, defined as use of a timekeeper and agenda, from those with lower meeting integrity. Additionally, a pattern of statistically significant correlations emerged between the subscales and typical PST activities, thereby contributing to the instrument's convergent and discriminant validity. Discussion focuses on refinement of the scale as a professional development tool to enhance intervention technology with practising PSTs.