Overview
Strong leadership, professional learning and coaching help sustain the framework and boost educators’ capacity to meet performance expectations and students’ learning needs. Several district and school infrastructure elements must be in place to implement the NeMTSS framework successfully.
- Strong leadership
Effective, resolute and actively involved leaders are needed to support schoolwide efforts to improve student outcomes. Leaders who illustrate connections between NeMTSS and other school priorities will experience better clarity and fidelity. - Professional learning
Professional learning not only builds skills and capacity needed to meet job expectations, but also helps improve educators’ effectiveness in raising student achievement. Strong, targeted and comprehensive professional learning opportunities are needed to successfully implement the NeMTSS framework.
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Building Capacity & Infrastructure for Implementation
Why it’s Essential
Professional learning opportunities directly impact teaching quality and student outcomes. Capacity-building efforts should be ongoing, data-driven, team-based and aligned with core student goals and staff needs.
Implementation
Below are guiding questions teams may consider during the NeMTSS building or refining process. These questions are intended to drive team member dialogue, reflect on current practice and determine future action steps.
- What is the process for making decisions regarding professional learning, such as what professional learning experiences are offered and who attends?
- What are the training needs related to core and intervention instruction, assessment, coaching, leadership, data-based decision-making and other considerations?
- What is the coaching plan to support implementation of core instruction and intervention?
- What are the indicators for implementation of core and intervention supports?
- What is the process for fidelity data collection and use for core and intervention supports?
AQuESTT Alignment
AQuESTT Tenet: Educational Opportunities and Access
When educator practice improves, students are more likely to achieve results. When student results improve, educators experience professional growth, and the cycle repeats for continuous improvement. When professional learning is standards-based, it has greater potential to change what educators know, believe and are able to accomplish. As educators’ dispositions, knowledge and skills evolve, they are able to gain a broader repertoire of strategies to adapt their practices to meet job expectations and student learning needs.
