This entry by W. Richard Smith and Paula Rogers is the first of a two-part series exploring collective staff responsibility, commitments in team work, and the organizational structures of leadership and intervention teams.
In writing our recently published book, Best Practices at Tier 3, Elementary, we explored and worked to provide practical steps in the implementation of Tier 3 of response to intervention (RTI) at the elementary level.
As we conducted our research and began to formulate the book, we repeatedly saw the absolute need for school staff to move from “buy-in” to establishing collective commitments. Commitment from a staff was evidenced over and over as a critical element to the successful implementation and sustaining of both a professional learning community (PLC) and all tiers of RTI. Read more