Protocol for the systematic review of research on professional learning to promote implementation of a multitiered system of support in education

Abstract

IntroductionA multitiered system of supports (MTSS) represents a widely adopted public health approach to education in the USA. Researchers agree professional learning is critical for educators to implement the critical components of MTSS; however, professional learning approaches vary in their designs and targeted outcomes. While researchers increasingly focus their inquiries on professional learning for MTSS, no systematic research review exists.ObjectivesThe primary objectives for this mixed-methods review are to (1) understand how professional learning focused on MTSS has been operationalised (2) determine the impact of professional learning on educator (eg, knowledge) and implementation (eg, data-based decision-making processes) outcomes and (3) understand the contextual variables that influence professional learning in the USA. We aim to determine which elements of professional learning improve educators’ capacity to implement MTSS.Methods and analysisWe will include studies that use quantitative and qualitative methods. PsycInfo, PubMed, CIHAHL and ERIC will be the primary research databases used to search for studies published from January 1997 to May 2018. We also will search the US Institute for Educational Sciences and Office of Special Education Programs websites, ProQuest, Google Scholar, Science Watch and MSN. Finally, we will search the proceedings of relevant conferences, examine the reference lists of studies that pass full screening and contact authors for additional work. Data extraction will include participant demographics, intervention details, study design, outcomes, analyses and key findings. We will conduct a quality assessment and analyse the data using effect size and thematic analyses.Ethics and disseminationInstitutional review board or ethics approval is not needed for this review of already published works. We will disseminate the findings through presentations at state, national and international conferences; presentations to stakeholders and agencies; publication in peer-reviewed journals; and posts to organisational and agency websites.

A Qualitative Synthesis of Research on Professional Learning for Multi-Tiered Systems of Support

“…Literature on MTSS often focuses on training and coaching as PL interventions, which have been associated with improved educator learning and implementation fidelity (J. M. Castillo et al, 2018Castillo et al, , 2022Eagle et al, 2015). However, others argue for a broader approach that includes more emphasis on communities of learners who collaborate together to support the practices that comprise MTSS models (Burns et al, 2016).…”

“…Our search parameters included intervention focus (MTSS framework), intervention type (PL strategy), population (educator roles), and research design. We used keywords commonly found in research on MTSS and PL and suggested by database thesauruses (see J. M. Castillo et al, 2018). We used the Institute for Educational Sciences and Office of Special Education Programs websites, ProQuest, Google Scholar, Science Watch, MSN, and the Google search engine to identify additional sources (e.g., technical reports).…”

“…Our larger mixed method synthesis followed the Preferred Reporting Items for the Systematic Reviews and Meta-Analysis Protocol guidelines (J. M. Castillo et al, 2018Castillo et al, , 2022Shamseer et al, 2015). For the qualitative synthesis, we conducted a descriptive-interpretive analysis of all qualitative sources (Lucas et al, 2007;Timulak, 2014).…”

“…Literature on MTSS often focuses on training and coaching as PL interventions, which have been associated with improved educator learning and implementation fidelity (J. M. Castillo et al, 2018, 2022; Eagle et al, 2015).…”

“…Although states and school districts provided policies and guidance on MTSS, doubts remain that educators can implement the practices with fidelity (Fuchs & Vaughn, 2012). Researchers argue that professional learning (PL) facilitates the implementation of MTSS, but more empirical support for this claim is needed (e.g., Albritton & Truscott, 2014; J. M. Castillo et al, 2018).…”