Implementing Secondary RTI Models: Leadership Challenges (and Some Solutions)

Implementing Secondary RTI Models: Leadership Challenges (and Some Solutions)

Susan G. Porter (University of Redlands, USA)
DOI: 10.4018/978-1-4666-8516-1.ch002
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Abstract

This chapter explores the critical role that superintendents, principals, and other school leaders play in the effective implementation of secondary Response to Intervention (RTI) models in schools and school districts. This chapter also outlines the unique challenges that school leaders often encounter in their efforts to implement RTI reforms in secondary schools, including the unique culture and structure of secondary schools, the mindset and perspectives of secondary teachers, and the complexity of secondary students and their academic challenges. Finally, through research-supported frameworks (e.g., teacher efficacy, distributed leadership models, and educational change process models), this chapter offers tools and strategies for educational leaders who are undergoing RTI reforms in their secondary schools.
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Policy To Practice: The Challenge Of Implementing Rti Models In Secondary Schools

Administrators will likely encounter several barriers and challenges in their attempt to implement RTI at the secondary level. Some of the major challenges that must be overcome are teacher resistance, secondary school culture and organization, and student-learning heterogeneity.

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