Teacher perspectives on intervention sustainability: implications for school leadership

What is it about?

Sustainable use of academic classroom interventions is a cause for concern in the field of special education. This study examined factors that encouraged and/or deterred sustainable use of classroom interventions. Furthermore, data were collected on factors that assist teachers to implement new interventions with high perceived fidelity. A total of 174 special education teachers from two school districts completed a survey to provide feedback on interventions they had been trained on in the last two academic years. Results for both districts had several similarities. A majority of teachers sustained interventions that they perceived improved student academic outcomes and were easy to implement. Teachers identified lack of planning time followed by the need for regular training as the most important factors contributing to their perceived implementation fidelity. However, a majority of interventions teachers provided feedback on were not evidence-based practices.

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Why is it important?

Findings suggest that follow-up support was an important factor in helping teachers implement new interventions with high fidelity. District and school administrators need to consider providing teachers not only with training for new interventions, but also with continuous follow-up support to ensure that teachers build a deeper understanding of interventions. Follow-up support can not only help teachers adapt core components of the programme to improve their individual students’ academic needs, but can also enhance sustainability of interventions. Additionally, close to a quarter of the teachers (S2) reported not receiving materials needed to implement interventions with high fidelity. It is critical that administrators ensure that teachers receive all the tools needed to implement interventions as designed. Lack of materials puts teachers in an unenviable position where they are expected to implement programmes with high fidelity to achieve positive student outcomes but lack the necessary resources to fulfill their job requirements. Moreover, school administrators and district personnel should focus on the provision of adequate time for teachers to plan selected interventions. Built-in planning schedules, in daily routines, can allow teachers the time needed to improve their implementation fidelity through extra practice and/or planning. Studies (Baker et al. 2004; Fuchs et al. 2010; Stein et al. 2008) have suggested that low implementation fidelity leads to lower student outcomes. Hence, when the school or district spends valuable resources on new interventions, it is vital to make the most of these resources. Thus, providing teachers with adequate planning time can mitigate challenges of implementing new interventions effectively and sustainably.

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