Enhancing Instructional Knowledge and Practices at the Tier One Level of the Multi-Tiered System of Supports

The purpose of this study was to examine how school leaders can support teachers' knowledge and understanding of effective instructional strategies at the Tier 1 level of the Multi-Tiered System of Supports (MTSS) with professional development using the action research method. This study sought to understand how teachers, the greatest influencer on student achievement, could affect the widening achievement gap that our nation faces in education. While there are other factors that contribute to student achievement, the study examines how leaders can build teachers' instructional capacity and efficacy to bolster student-learning outcomes. In order to examine the research question, an Action Research Team used the steps of diagnosing action, planning action, taking action, and evaluating the action of professional development. Focus group interviews, surveys, evaluation forms, and AR meetings were used to collect. A recent body of literature suggests that professional development impacts students’ learning outcomes, which positively affects teacher efficacy. This work contributes to the research related to how professional development supports teachers’ capacity to be effective in the classroom.