scholarly journals Alignment of School and Leadership Practices in Basic Education with Response-to-Intervention Model

2021 ◽  
Vol 2 (3) ◽  
pp. 207-211
Author(s):  
Maria Judith R. Raagas
Keyword(s):  
Professional Development ◽  
Response To Intervention ◽  
General Education ◽  
Leadership Practices ◽  
Basic Education ◽  
Quality Management System ◽  
Teaching Experience ◽  
Development Planning ◽  
Survey Questionnaire ◽  
Rti Model

This study assessed the implementation of school and leadership practices of the selected basic education schools and their alignment with the Response-to-Intervention (RTI) model components which enhanced the RTI implementation. The gaps in aligning the school and leadership practices with the RTI model were identified as concerns. As the RTI model is about preparing all students for success in their adult lives and careers, the school leaders hold a very significant position in improving the academic performance of all their learners. The study used the mixed method. The quantitative data analysis used a survey questionnaire and sent to the respondents through Google Forms. The descriptive statistics of frequency, mean and standard deviation was calculated using the IBM SPSS Statistics. For the qualitative data, an interview was conducted with the school principals, guidance counselors and selected class advisers, to clarify and support the responses in the survey questionnaire. Based on the findings, the researcher designed the contextualized RTI framework for basic education in Cebu City, Philippines. The recommendations of the study were: (1) include the RTI systems and procedures in the quality management system of the school; (2) for human resource departments and hiring committees, they should consider the qualification each potential new principal his or her previous experience working with students with special needs; (3) schools should consider providing professional development and training opportunities to principals whose sole or primary classroom teaching experience has been in general education; and, (4) for an individualized professional development planning process, principals might want to incorporate professional development opportunities that focus on leadership support for interventions. 

Response to Intervention

Education ◽  
2013 ◽  
Author(s):  
Amy Eppolito ◽  
Kathryn White ◽  
Janette Klingner
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Learning Disabilities ◽  
Response To Intervention ◽  
General Education ◽  
Progress Monitoring ◽  
The United States ◽  
Data Driven ◽  
Data Driven Decision Making ◽  
Rti Model

Response to intervention (RTI) is a comprehensive, systematic approach to teaching and learning designed to monitor academic and behavioral progress for all students, provide early interventions of increasing intensity to struggling learners, and potentially identify learners with more significant learning disabilities. The model is implemented with multitiered instruction, intervention, and assessment. The key components of the RTI model include (1) high-quality instruction matched to the needs of students, (2) evidence-based interventions of increasing intensity, (3) ongoing progress monitoring, and (4) data-driven decision making. Components of the model, such as data-driven decision making and multitiered instruction, have been studied for the past few decades, but the model as an integrated whole has been developed more recently. One catalyst for increased research and interest in RTI has been a change in federal legislation in the United States. The most recent reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA) in 2004 permits the RTI model to be implemented as an alternative means to identify students with learning disabilities (LDs). These amendments to IDEA stipulate that the RTI process may be used to determine if a child is responding to research-based instruction and intervention as part of the special education evaluation process. Although driven by special education policy, RTI has been lauded as an instructional model that can improve general education overall and for special populations. However, critiques of the model argue that it has been implemented with limited research, resources, and funding and may not be valid for identifying LDs. Some experts question the psychometric validity of the model and promote using multiple forms of assessment, including more traditional standardized psycho-educational tests, in combination with RTI when evaluating students for possible LDs.

RTI Services for Children With Mild Articulation Needs: Four Years of Data

2008 ◽  
Vol 9 (3) ◽  
pp. 104-110 ◽  
Author(s):  
Jennifer Taps
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Response To Intervention ◽  
General Education ◽  
San Diego ◽  
Speech Language Pathologists ◽  
Class Model ◽  
Resource Center ◽  
Gradual Shift ◽  
Education Data

Abstract This article summarizes 4 years of data from San Diego Unified School District's Speech Improvement Class model for students with mild articulation needs. The district made a gradual shift from special education to general education. Data demonstrate that most students complete the class in 17-20 treatment hours. Three factors have been fundamental to the success of this program: the Articulation Resource Center, ongoing professional development, and a well-defined set of procedures. Challenges and concerns are also discussed. Overall, speech-language pathologists in San Diego Unified are implementing this class effectively and have branched out into other response to intervention supports.

scholarly journals PRINCIPALS’ ROLE IN MANAGING TEACHER PROFESSIONAL DEVELOPMENT THROUGH A TRAINING NEEDS ANALYSIS

2019 ◽  
Vol 77 (6) ◽  
pp. 758-773 ◽  
Author(s):  
Millicent Ngema ◽  
Mapheleba Lekhetho
Keyword(s):  
Professional Development ◽  
Quality Management ◽  
Management System ◽  
Basic Education ◽  
Quality Management System ◽  
Training Needs ◽  
Needs Analysis ◽  
Comprehensive Knowledge ◽  
Professional Development Training ◽  
Sub Saharan

Despite South Africa’s high spending in education compared to other sub-Saharan countries, its education system is often criticized as ineffective as evidenced by poor student outcomes in both national and international assessments. This educational inefficiency is often linked to poor teacher quality, particularly in mathematics and science where some teachers are considered to have content knowledge below the level at which they are teaching. The researchers interviewed five primary school principals in KwaZulu-Natal on the training needs analysis methods they used to identify the training needs of foundation phase teachers. They all reported that they only used the Integrated Quality Management System template provided by the Department of Basic Education. However, they did not use it optimally due to a lack of comprehensive knowledge of how it should be implemented. In order to address this, it is recommended that principals should receive thorough training on the implementation of the Integrated Quality Management System, and that training needs analysis should be conducted on a quarterly basis rather than once a year. Keywords: integrated quality management system, professional development, training needs analysis, interpretive paradigm.

scholarly journals Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

2021 ◽  
Vol 11 (4) ◽  
pp. 160
Author(s):  
Saba Qadhi ◽  
Alan Floyd
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Development ◽  
English Language ◽  
Current Model ◽  
Middle Eastern ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Language Teachers ◽  
English Language Teaching

The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

An Adaptation of Multitiered Systems of Professional Development to Support Teacher Implementation of Tier 2 Behavioral Supports

2021 ◽  
pp. 107429562110266
Author(s):  
Mark D. Samudre ◽  
Jonathan L. Burt ◽  
Lauren M. LeJeune
Keyword(s):  
Professional Development ◽  
General Education ◽  
Behavior Management ◽  
Behavioral Interventions ◽  
Tier 2 ◽  
Teacher Implementation ◽  
Behavioral Supports ◽  
Intervention Team ◽  
Intensive Approach ◽  
Support Teacher

General education teachers encounter challenges with behavior management that are compounded by limited experience and training on implementing targeted behavioral supports. One research-based method to support teacher implementation of behavioral interventions is on-site coaching. Unfortunately, coaching can be a time- and resource-intensive approach to professional development. The purpose of this article is to provide intervention team leaders with a step-by-step process for providing feasible coaching support to teacher implementers of Tier 2 behavioral supports.

scholarly journals Elementary and Junior High School Teachers’ Promotion of Self-Determination in Taiwan

2017 ◽  
Vol 10 (9) ◽  
pp. 141
Author(s):  
Pen-Chiang Chao ◽  
Yu-Chi Chou
Keyword(s):  
High School ◽  
General Education ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Teaching Experience ◽  
Self Determination ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Junior High School Teachers

instruction is implemented by elementary and junior high school teachers; (b)examine the frequency with which the components of self-determination are taught; and (c)investigate whether teachers’ gender, class setting, and teaching experience affect their classroom practices regarding the promotion of self-determination. The participants were 1,039 teachers recruited from elementary and junior high schools nationwide in Taiwan using a random sampling method. The Teaching Self-Determination Scale (TSDS) was used to gauge the extent to which educators teach knowledge and skills related to self-determination. Descriptive statistics, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data collected. Findings showed that more than half of the teachers surveyed reported having often or always provided instruction to promote students’ self-determination. The most frequently taught skills are related to Psychological Empowerment (self-advocacy skills, expecting positive outcomes), while the least frequently taught skills were primarily located in the domain of Self-Regulation (goal setting and problem solving skills). Furthermore, our findings showed that teachers’ gender, class setting, and teaching experience were factors attecting the extent to which teachers delivered instruction to promote self-determination. Female teachers exhibited higher levels of implementation with respect to self-determination instruction. Teachers in general education classrooms showed significantly higher levels of applied self-determination instruction, followed by resource room teachers and self-contained classroom teachers. Additionally, teachers with more teaching experiences more frequently employed instructional activities promoting self-determination. Suggestions and implications are provided.

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