UVM Theses and Dissertations
Format:
Print
Author:
LeBlanc, Loralyn M.
Dept./Program:
College of Education and Social Services
Year:
2009
Degree:
Ed. D.
Abstract:
The foundation of this research used to support this study was derived from the literature on professional development and Response to Instruction (RtI). While a number of early studies focused on RtI as a theoretical construct with positive implications, a smaller body of literature had explored the model in applied settings, noting its effectiveness for staff involved in its implementation (Mellard, Byrd, Johnson, Tollefson, & Boesche, 2004). The purpose of this study was to employ a mixed methods approach (Tashakkori & Creswell, 2008). Involving both qualitative and quantitative methods to explore the professional development experiences of individuals piloting Response to Intervention, also known as Response to Instruction (RtI).
Using purposeful sampling, I selected three schools: Cairn Elementary and Tarn Elementary, both rural K-6 elementary schools and Drumlin Elementary, a suburban K-4 elementary school. I explored the nature of the original professional development model that was used to prepare individuals for the implementation of RtI, the extent to which participants felt prepared for the implementation of RtI, the types of professional development that teachers continued following initial implementation, and the strategies used across the schools to build capacity to sustain the implementation of the Response to Instruction innovation.
The data sources included documents pertaining to the professional development activities along with semi-structured interviews with classroom teachers, special educators, paraprofessionals, principals and the two educational consultants who provided the initial professional development training to the staff at the three schools piloting RtI. In addition, I explored the stages of concern that individuals had in regards to sustaining RtI at each school with respect to the Concerned-Based Adoption Model (CBAM) Stages of Concern. Analysis of the quantitative data involved Analysis of Variance (ANOVA) to determine if there was a relationship between groups formed by Teacher Roles, Tiers of Instruction Delivery (Tier I, Tier I1 and Tier LII) or Schools with respect to the Concerned-Based Adoption Model (CBAM) seven Stages of Concern.
Major findings from this study including themes, emergent readiness, providing necessary resources, continuing various professional development related to training to sustain RtI, sustaining the work of RtI through Professional Learning Communities and the need for strong leadership and continuous collaboration. These themes were also consistent with the highest Stages of Concern identified through the survey: Awareness, Personal and Collaboration among groups of individuals within this study. In addition, there was a statistically significant difference with respect to Collaboration between special educators and classroom teachers, and there was a statistically significant difference with respect to Informational between Tarn Elementary and Cairn Elementary.
Using purposeful sampling, I selected three schools: Cairn Elementary and Tarn Elementary, both rural K-6 elementary schools and Drumlin Elementary, a suburban K-4 elementary school. I explored the nature of the original professional development model that was used to prepare individuals for the implementation of RtI, the extent to which participants felt prepared for the implementation of RtI, the types of professional development that teachers continued following initial implementation, and the strategies used across the schools to build capacity to sustain the implementation of the Response to Instruction innovation.
The data sources included documents pertaining to the professional development activities along with semi-structured interviews with classroom teachers, special educators, paraprofessionals, principals and the two educational consultants who provided the initial professional development training to the staff at the three schools piloting RtI. In addition, I explored the stages of concern that individuals had in regards to sustaining RtI at each school with respect to the Concerned-Based Adoption Model (CBAM) Stages of Concern. Analysis of the quantitative data involved Analysis of Variance (ANOVA) to determine if there was a relationship between groups formed by Teacher Roles, Tiers of Instruction Delivery (Tier I, Tier I1 and Tier LII) or Schools with respect to the Concerned-Based Adoption Model (CBAM) seven Stages of Concern.
Major findings from this study including themes, emergent readiness, providing necessary resources, continuing various professional development related to training to sustain RtI, sustaining the work of RtI through Professional Learning Communities and the need for strong leadership and continuous collaboration. These themes were also consistent with the highest Stages of Concern identified through the survey: Awareness, Personal and Collaboration among groups of individuals within this study. In addition, there was a statistically significant difference with respect to Collaboration between special educators and classroom teachers, and there was a statistically significant difference with respect to Informational between Tarn Elementary and Cairn Elementary.