Implementing MTSS in Secondary Education: Examining Teacher Perspectives and Concerns Within the Secondary Framework

Date of Award

5-5-2024

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

Elizabeth Essex

Abstract

The implementation of Multi-Tiered System of Supports (MTSS) has been successful in elementary systems across the United States. For secondary schools, the implementation of MTSS has not been as successful. Secondary teachers often note difficulties include understanding data from different sources, what sources are available, and how it applies to interventions and student progress or growth. This study employed qualitative narrative analysis to understand better the difficulties with implantation of MTSS at the secondary level. Through semi-structured individual interviews, participants discussed their experiences with MTSS and its implementation. A two-cycle coding approach was utilized, beginning with a deductive coding approach and a second cycle was inductive analysis through in vivo coding, allowing the participants’ narratives to appear. Utilizing this data, a Theory of Practice (ToP), a self-study of educators’ teaching methods, pedagogy, actions, and behaviors within their teaching and reflects on their legitimization of those practices was developed. The objective of this action plan aims to have teachers develop Theory of Practice (ToP) learning objectives that drive a self-study of their teaching methods, pedagogy, actions, and behaviors within their teaching and reflect on their legitimization of those practices in reflection of data indicating student growth (Meijer et al., 2016).

Keywords

Multi-tiered System of Supports, MTSS, Secondary School, High School, Middle School, Junior High School, Professional Development, Self Study, Theory of Practice

Rights Statement

Copyright 2024, author

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