Year

2026

Season

Summer

Paper Type

Doctoral Dissertation

College

Silverfield College of Education and Human Services

Degree Name

Doctor of Education in Educational Leadership (EdD)

Department

Leadership, Organization and Community Impact

Committee Chairperson

Dr. David Hoppey

Second Advisor

Dr. Amanda Pascale

Third Advisor

Dr. Melanie Sanders

Fourth Advisor

Dr. Rachelle Curcio

Department Chair

Dr. Kristi Sweeney

College Dean

Dr. Daniel Dinsmore

Abstract

 

The COVID-19 pandemic widened academic achievement gaps, creating an urgent mandate for school leaders to implement systemic, data-driven frameworks to support student academic recovery. While the Multi-Tiered System of Supports (MTSS) is a widely adopted framework for addressing these disparities, its success is dependent on the strategic involvement and instructional leadership of the school principal. This qualitative case study explores the lived experiences and leadership characteristics of elementary school principals as they lead School-Based Leadership Teams in implementing a district-developed MTSS framework.

Guided by the principles of Improvement Science and the Plan-Do-Study-Act (PDSA) inquiry cycle, this research examines the specific leadership moves and organizational mechanisms, such as structures and resources, that principals employ to foster a shared understanding of MTSS and enhance Tier 1 instruction. Utilizing a constructivist paradigm, the study employs a multiple-case study design focused on two elementary schools within a district-led MTSS pilot initiative. Data collection methods include semi-structured interviews, observations of School-Based Leadership Team meetings, and document analysis.

The findings aim to identify high-impact leadership movements and mechanisms that overcome common implementation barriers, such as resource limitations and systemic constraints. By bridging the gap between MTSS theory and school-level practice, this study provides actionable insights for educational leaders seeking to cultivate instructional coherence, promote responsibility in resource allocation, and create accessible educational pathways for all learners through disciplined inquiry and iterative cycles of improvement.

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