Term of Award
Summer 2023
Degree Name
Doctor of Education in Educational Leadership (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
College of Education
Committee Chair
Juliann McBrayer
Committee Member 1
Antonio P. Gutierrez de Blume
Committee Member 2
Caitlin Criss
Abstract
Leadership in education is thinking, communicating, and modeling to maximize student growth and achievement. This quantitative research study explored how leadership can strengthen the academic progress of students within Multi-Tiered Systems of Support (MTSS). When implementation of MTSS is guided by adaptive school leadership, educators will be prepared, communication will occur, interventions will be established, and data will be evaluated. Adaptive leaders who build efficacy will ensure fidelity and continuous improvement of student achievement.
Survey research was conducted to analyze the operational level of MTSS regarding the domains of Leadership, Building Capacity for Instruction, Communication and Collaboration, Data-Based Problem-Solving, Tiered Interventions, and Data Evaluation. Demographic information was analyzed to determine correlations between educator years of experience and leadership and educator school level on leadership, within MTSS. The findings established an operational baseline for each domain and indicated Communication and Collaboration and Building Capacity for Instruction are focus areas for improvement in the academic MTSS process. The implications of this research may help school leaders identify topics for continuous improvement to achieve an operational or optimizing level of performance within MTSS. The outcomes from the research could help identify the current use of evidence-based practices and identify professional development needs. Future research is recommended within educator talent development to determine the types of professional development or high leverage practices that educators feel they need support in MTSS implementation, as well a plan for coaching to provide a feedback loop to maximize students’ academic support.
OCLC Number
1411059764
Catalog Permalink
https://galileo-georgiasouthern.primo.exlibrisgroup.com/permalink/01GALI_GASOUTH/1r4bu70/alma9916565846602950
Recommended Citation
Dial, Leslie, "Strengthening the Academic Progress of Students Within Multi-Tiered Systems of Support" (2023). Electronic Theses and Dissertations. 2615.
https://digitalcommons.georgiasouthern.edu/etd/2615
Research Data and Supplementary Material
No
Included in
Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Educational Administration and Supervision Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons, Special Education Administration Commons
