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School Leaders' Role in Strengthening Multi-Tiered Systems of Support to Promote Student Success

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Title: School Leaders' Role in Strengthening Multi-Tiered Systems of Support to Promote Student Success
Language: English
Authors: Leslie Dial, Juliann Sergi McBrayer, Antonio P. Gutierrez de Blume, Caitlin Criss, Mary Josephine Carney
Source: Georgia Educational Researcher. 2025 22(1).
Availability: Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: GEReditor@gmail.com; e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gerjournal/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Elementary Education
Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Leadership, Role, Multi Tiered Systems of Support, Communication (Thought Transfer), Cooperation, Capacity Building, Data Use, Problem Solving, Data Analysis, Elementary Schools, Middle Schools, High Schools, Administrator Attitudes, Teacher Attitudes, Employee Attitudes, School Personnel
ISSN: 2471-0059
Abstract: School leadership in education is thinking, communicating, and modeling to maximize student growth and achievement. This quantitative research study explored how school 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 school leaders who build efficacy will ensure fidelity and continuous improvement. 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 tenure and leadership, and educator school level on leadership, within MTSS. The findings established an operational baseline for each domain and indicated that Communication and Collaboration, as well as Building Capacity for Instruction, are focus areas to improve the academic MTSS. Additionally, the demographic impact of school level on the domain variables does impact educator perceptions. The implications of this research can help school leaders identify topics for continuous improvement to achieve an operational or optimizing level of MTSS performance. The outcomes from the research can help identify the current use of evidence-based practices and identify professional development needs. Future research could be done within educator talent development to determine the types of professional development where educators feel they need support in implementation, as well as a plan for coaching to provide a feedback loop to maximize support.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481355
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1481355
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  Data: School Leaders' Role in Strengthening Multi-Tiered Systems of Support to Promote Student Success
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  Data: <searchLink fieldCode="AR" term="%22Leslie+Dial%22">Leslie Dial</searchLink><br /><searchLink fieldCode="AR" term="%22Juliann+Sergi+McBrayer%22">Juliann Sergi McBrayer</searchLink><br /><searchLink fieldCode="AR" term="%22Antonio+P%2E+Gutierrez+de+Blume%22">Antonio P. Gutierrez de Blume</searchLink><br /><searchLink fieldCode="AR" term="%22Caitlin+Criss%22">Caitlin Criss</searchLink><br /><searchLink fieldCode="AR" term="%22Mary+Josephine+Carney%22">Mary Josephine Carney</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Georgia+Educational+Researcher%22"><i>Georgia Educational Researcher</i></searchLink>. 2025 22(1).
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  Data: Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: GEReditor@gmail.com; e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gerjournal/
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  Data: Y
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  Data: 27
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Multi+Tiered+Systems+of+Support%22">Multi Tiered Systems of Support</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+%28Thought+Transfer%29%22">Communication (Thought Transfer)</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+Building%22">Capacity Building</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Use%22">Data Use</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Analysis%22">Data Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Employee+Attitudes%22">Employee Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22School+Personnel%22">School Personnel</searchLink>
– Name: ISSN
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  Data: 2471-0059
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: School leadership in education is thinking, communicating, and modeling to maximize student growth and achievement. This quantitative research study explored how school 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 school leaders who build efficacy will ensure fidelity and continuous improvement. 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 tenure and leadership, and educator school level on leadership, within MTSS. The findings established an operational baseline for each domain and indicated that Communication and Collaboration, as well as Building Capacity for Instruction, are focus areas to improve the academic MTSS. Additionally, the demographic impact of school level on the domain variables does impact educator perceptions. The implications of this research can help school leaders identify topics for continuous improvement to achieve an operational or optimizing level of MTSS performance. The outcomes from the research can help identify the current use of evidence-based practices and identify professional development needs. Future research could be done within educator talent development to determine the types of professional development where educators feel they need support in implementation, as well as a plan for coaching to provide a feedback loop to maximize support.
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  Data: 2025
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  Data: EJ1481355
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1481355
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
    Subjects:
      – SubjectFull: Leadership
        Type: general
      – SubjectFull: Role
        Type: general
      – SubjectFull: Multi Tiered Systems of Support
        Type: general
      – SubjectFull: Communication (Thought Transfer)
        Type: general
      – SubjectFull: Cooperation
        Type: general
      – SubjectFull: Capacity Building
        Type: general
      – SubjectFull: Data Use
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Data Analysis
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Employee Attitudes
        Type: general
      – SubjectFull: School Personnel
        Type: general
    Titles:
      – TitleFull: School Leaders' Role in Strengthening Multi-Tiered Systems of Support to Promote Student Success
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Leslie Dial
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            NameFull: Juliann Sergi McBrayer
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            NameFull: Antonio P. Gutierrez de Blume
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            NameFull: Caitlin Criss
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            NameFull: Mary Josephine Carney
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              M: 01
              Type: published
              Y: 2025
          Identifiers:
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              Value: 2471-0059
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              Value: 22
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