Response to Intervention and the Changing Roles of Schoolwide Personnel

Abstract

AbstractInterviews and observations were conducted in five schools using a Response to Instruction and Invention framework to investigate (a) changes in role‐ expectations and functions for educators, (b) perceptions about their changing roles, and (c) skills needed to be effective in this systemic effort to improve literacy instruction for all students. Findings included: changes in role‐expectations are essential and inevitable. Essential skill sets included: in‐depth understanding of literacy assessment and instruction and of how to differentiate instruction, ability to use data for instructional decision making, increased collaboration and reflective dialogue, and a commitment to life‐long learning. Shared leadership was evident in all schools, with all personnel involved in efforts to improve literacy learning.