Abstract

Previous research investigating the effectiveness of response to intervention (RTI) has relied on post hoc data analyses and surveys, although few studies have explored interactions among teacher teams. Understanding the synergistic impact of teacher work within the RTI framework may have implications for how school leaders can support teacher teams and anticipate some challenges that teachers face. In this study, the authors describe a first-grade teacher team’s experiences during their second year of RTI implementation at a rural Title I school. Findings showed that participants lacked professional development opportunities, leadership support, and tangible resources. Teachers struggled with implementation as they coped with uncertainty about what their job roles were, how to manage interventions, and how to utilize data-based decision making. Teachers identified practices they believed would have supported RTI implementation. By illustrating how the teacher team worked together, the findings offer practical and authentic recommendations for school leaders. Moreover, the findings reinforce the crucial roles that the school and district leadership exercise in effective RTI implementation.

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Additional Information

ISSN
1934-8924
Print ISSN
0748-8491
Pages
pp. 383-402
Launched on MUSE
2015-11-12
Open Access
No
Archive Status
Archived 2020
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