Professional Learning

For instruction to be effective and the MTSS model to be sustainable, the Literacy Leadership Team must arrange for professional learning as part of the MTSS implementation plan. Research has repeatedly shown that targeted professional learning for teachers is essential to the effectiveness of a school's plan for changing and improving practice. (Lieberman & Mace, 2008; Danielson et al., 2007; Kratochwill et al., 2007; Nielsen et al., 2008).

Effective literacy leadership teams plan and provide professional learning to teachers as dictated by the school's implementation plan while also responding to the needs they see in their observations (Lesaux et al., 2016).

Coaching has also been shown to be an effective format for professional learning related to implementation of interventions (Anderson et al., 2014, Coyne et al., 2018) and instructional practice (Kraft et al., 2018 ). The MTSS Blueprint offers further information about coaching to deepen professional learning.

"Teaching a kid how to read is the most important thing we can do in school. Reading instruction for me is really about being a student yourself and listening and taking in and participating in professional development and really trying to learn as much as you can."

Patrick Flaherty
Special Education Teacher
Lynch Elementary School, Winchester, MA

Best Practices for Professional Learning

According to a research review published by the Learning Policy Institute in 2017, thirty-five methodologically rigorous studies found that high-quality professional learning has "a positive impact on teaching practices and student outcomes if it is content focused, incorporates active learning, supports collaboration in job-embedded contexts, uses models as exemplars, provides coaching & expert support, offers feedback and reflection, and has a sustained duration." In terms of content, professional learning is most effective when it supports teachers with:

• knowledge of the curriculum materials they will use
• knowledge of content and how content can be represented for learners
• knowledge of how students learn that content (Lynch et al., 2019 ).

The MTSS Blueprint identifies these best practices for professional learning:

• Standards aligned sessions that are goal oriented, data informed, and collaborative
• Use of embedded models of good pedagogical practice
• Use of district's curricular materials to anchor the professional learning, including coaching and systems for practice, feedback, and reflection
• Follow up observations to monitor implementation and effectiveness

Often, schools deliver professional development to staff but then do not have systems in place to follow up and support continued growth in skillful implementation of new practices (MTSS Blueprint ). Implementation studies have identified a direct link between quality in-service professional learning and successful implementation of tiered supports (Coyne et al. 2018, Muoneke, 2007).

• Competency Drivers, MTSS Module 4
• Implementation Considerations from the Iris Center
• Effective Practices for English Learners, Brief 5: Professional Development to Support a Multitiered Instructional Framework , from Project ELITE, Project ESTRE2 LLA, & Project REME. (2015).

Professional Learning Aligned to Instructional Materials is a Top Priority

Teaching literacy is complex, involving planning and implementation of high-quality tiered literacy instruction that is culturally responsive and differentiated to meet the needs of all students. Teachers must have high-quality instructional materials from which to plan, to make this work sustainable and to allow teachers to focus on planning and differentiating for their students. Professional learning around high-quality instructional materials should support teachers to understand the design of the curriculum and its intended use. For instance, teachers should engage together around questions such as:

• How do the texts, tasks, vocabulary words, and knowledge spiral and build over the year (and multiple years)?
• How and when are various modes of reading (read-aloud, independent, partner, etc.) used and why?
• Does instruction give all students equitable access to grade-level texts, tasks, and experiences as well as the supports they need to meet high expectations? How and when are various modes of response to reading (turn and talk, quick write, extended writing, project) used and why?
• How are students encouraged to notice, discuss, and critique texts and topics through a sociopolitical lens to help advance student thinking and actions about issues of identity, equity, power, or oppression?
• Does instruction include the use of high-quality, culturally relevant, complex texts and text sets that are rich in academic language and promote critical thinking?
• What accommodations and scaffolds are needed, for which children, in what parts of the curriculum, in order to ensure all students successfully access the learning?

In high-quality curricular materials, design choices are purposefully made and the scope and sequence for explicit instruction is intentionally laid out. When teachers are fully aware of these design choices, they can then make informed implementation decisions to meet the unique needs of their students. If, conversely, the school offers only superficial or "rollout" PD on curricular materials, teachers are not equipped with the information they need to adapt and implement for maximum effectiveness.

Last Updated: October 17, 2022