“The most promising strategy for sustained, substantive, school improvement is building the capacity of school personnel to function as a school community.” - Milbrey McLaughlin

I spent 10 years as a principal and Chief Academic Officer for a K-12 school network. Over that time, I implemented dozens of new initiatives for my schools, all aimed at improving the outcomes for our students.

Teachers spend an average of 68 hours in professional development each year (source). This statistic is undoubtedly shocking to many, and on the surface, 68 hours sounds like a lot of time. However, as a school leader, I always felt like I was struggling to support and train my team on everything we needed with the time that we had. I imagine this feeling resonates wherever you are on your school’s MTSS (Multi-Tiered System of Supports) implementation journey. 

Your summer MTSS professional learning sessions are long in the rearview mirror, and you’re now left wondering where to go next with your team regarding their ongoing learning and development. You’re also probably looking at a school calendar with minimal time for professional development. Between school closings, staffing challenges, and all of the customary competing priorities of the school year, figuring out the time—and more importantly, what to prioritize—for improving your MTSS system can feel like a huge challenge. 

With all this in mind, there is a path forward. These questions/considerations can guide you: 

• In what components of MTSS does your team need more support? 
• Who on your team needs help?
• How do you deliver the support your team needs?
• How do you create the adult culture for the learning to take root?