Multi-tiered systems of educator professional development: A systematic literature review of responsive, tiered professional development models

Abstract

Teachers and clinicians consistently report feeling underprepared to implement evidence-based behavior supports. As such, effective models of professional development that lead to improved outcomes for all stakeholders are required. Critical components of high-quality professional development include explicit instruction, modeling, practice, direct feedback, and, potentially, individual coaching. However, delivering all components may be time- and resource-intensive. Professional development approaches that extend the tiered logic of multi-tiered systems of support to adult learning may address these challenges. In such models, universal professional development is provided to whole-staff groups on specific skills using explicit instruction, modeling, practice, and feedback. Data are then collected and used to inform targeted, individualized supports. The current systematic literature review addressed a gap in the literature by identifying, summarizing, and appraising 16 published studies that examined tiered, responsive professional development models. While consistent practices were identified (e.g., group didactic training at Tier 1 and coaching at Tiers 2 and 3), the form and shape of specific interventions at each tier differed across studies. The same was observed in the data-based decision-making processes employed to determine the need for additional trainee supports. Practical implications and suggestions to inform the ongoing examination of tiered responsive professional development models are discussed.