“Leadership is not about being in charge. It's about taking care of those in your charge." – Simon Sinek
As educators, we know that student success depends on creating systems that are responsive to their needs, often in the form of Multi-Tiered Systems of Support (MTSS). But what about the adults in the system – our teachers and staff? Shouldn't we apply the same mindset to support their learning and professional growth?
For too long, professional development for teachers has been a one-size-fits-all approach. We take a group of educators, place them in a session, and hope the content sticks. While this might work for some, it doesn't address the individual needs of each educator. Just as we use data to support the diverse needs of students, we should be using data to provide a framework of support for teachers. The concept of MTSS can be adapted for adults in education with the application of adult learning theory, creating a system that allows teachers to grow based on their unique needs, whether they are new to the field, experienced but struggling with a specific initiative, or thriving and ready for advancement.
Screening: Identifying Teacher Needs Through Walkthroughs
In a student MTSS, we use quick, formative assessments or screenings to identify students who may need additional support. Similarly, we can use classroom walkthroughs or brief observations to assess how teachers are implementing new initiatives or strategies. These informal checks allow school leaders to gather real-time data on how teachers are engaging with new content or teaching methods. To be crystal clear, the goal isn't to judge or evaluate, but to identify which teachers may need more targeted support.
Just as we screen students to pinpoint where they might be struggling, this process helps us pinpoint areas where teachers might need more training, collaboration, or resources. It’s not about labeling teachers; it’s about gathering information so we can offer the right kind of customized support to each individual teacher
Diagnosing Teacher Needs
Once we have the data, we move into the diagnosis phase. For students, this often involves looking at academic performance and behaviors to determine what interventions are needed. In the case of adult learners, this might involve reflecting on the data collected from walkthroughs and individual meetings, whether casual check-ins or standard, yearly professional growth plan meetings. Leaders can then identify whether a teacher or a team needs support in a particular area.
Just as we might diagnose a student's need for reading intervention or math support, we can diagnose the teacher's need for coaching or professional learning. For example, if several teachers on a team are struggling with a new literacy strategy, the issue is likely systemic and may need support at the team level. If only one or two teachers need help, they might benefit from individual coaching sessions.
Tiered Supports: Tailoring Professional Development
The real magic of MTSS is in how we tier the support based on need. Just like students, teachers need different levels of support. This is where the adult MTSS system truly mirrors the student MTSS process.
Tier 1 (Universal Supports): For many teachers, the general professional development sessions offered at the school or district level will be enough. This could be after-school workshops or team-based PD sessions designed for the entire staff. These supports are meant to be universally available, ensuring all teachers have access to the same foundational knowledge and resources.
Tier 2 (Targeted Supports): Some teachers may require additional help. These educators might benefit from more focused support, such as team meetings or collaborative planning sessions. A group of teachers who are struggling with implementing a specific initiative, whether classroom management or instructionally based, can work together to troubleshoot and refine their practice with more targeted guidance from a coach or facilitator.
Tier 3 (Intensive Supports): Finally, for teachers who are struggling the most, individual coaching is often the most effective form of support. Just as a student who is significantly behind might require individualized tutoring, teachers who are struggling to implement a new strategy may need one-on-one coaching to unpack challenges, refine their practice, and build confidence in their skills.
The key here is flexibility. Not every teacher needs the same type or amount of support, and your system must be agile enough to provide the right level of intervention at the right time.
*Quick disclaimer on coaching - coaching should be for everyone! Just like with professional athletes, everyone deserves to have a coach to help them with this work. We don’t want to present coaching as only a Tier 3 intervention for teachers!
Conclusion: Leading by Example
To truly create an environment where teachers thrive, school leaders must model the kind of personalized, differentiated support they want to see in the classroom. The same system that allows us to support diverse learners in our schools can be used to support the professional growth of our educators. By creating an Adult MTSS framework, we honor teachers' individual needs and help them grow in ways that are meaningful and effective – ultimately benefiting students, schools, and communities.
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