A Longitudinal Analysis of the Relations Among Professional Development, Educators’ Beliefs and Perceived Skills, and Response-to-Intervention Implementation

Abstract

ABSTRACTProfessional 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.