Response to Intervention and the Teaching Profession

A review of attempts at large-scale educational reform implementation reveals that successful change is quite rare. To date, while much is known about teacher self-efficacy and high-quality professional development, there remains a disconnect when attempting to achieve observable changes in teacher behaviors. The current study analyzed teachers' responses to various questions about their beliefs regarding, perceptions of competency within, and estimated observational frequency of, critical components constituting the PS/RtI model. This model represents an evidence-based framework for making data- based instructional decisions, as well as for maximizing dwindling school resources. With far-reaching ramifications for instruction, professional development, and student eligibility decisions, this study is a must-have for teachers, staff trainers, school psychologists, and others involved in educational policy reform.

Autorentext

Josh Nadeau is a doctoral candidate in School Psychology at the University of South Florida, with research and applied experience in systems change, pediatric school psychology, and school-based mental health. Josh has worked on a statewide RtI Implementation Team, and as a Psychology Resident on multidisciplinary healthcare teams.