ABOUT THIS EPISODE
In Episode 78 of the Teaching Literacy Podcast, host Jake Downs sits down with Dr. Willa Van Dyke from Utah State University to unpack a recent study published in Reading & Writing Quarterly exploring how schoolwide systems impact teachers' confidence in data-based decision-making. Drawing on survey data from over 1,000 elementary school teachers across 63 schools and 12 states, they discuss the surprising finding that a principal's ability to articulate their school's RTI model has no significant relationship with teachers' awareness of those practices. They also explore how directly providing tier two instruction and supervising paraprofessionals can boost teachers' self-efficacy around data-based decision-making, the role of organizational memory and school culture in RTI implementation, and why avoiding silos and keeping teachers in the decision-making loop matters for both student and teacher growth. Plenty of takeaways for any classroom teacher, reading coach, interventionist, or administrator working within multi-tiered systems of support.
02:24 — Administrator Articulation & Teacher Awareness
06:39 — Teacher Experience & Credentials
08:56 — Predictors of RTI Awareness
13:20 — What is RTI? History & Evolution
15:57 — Data-Based Decision-Making
18:56 — Organizational Memory & School Culture
22:42 — Self-Efficacy & Collective Efficacy
31:46 — Implications for Practice
38:49 — Paraprofessionals in RTI
43:51 — Interventionist-Led RTI: Efficiency vs. Effectiveness
52:27 — Closing & Optimism for Literacy Research
54:23 — Jake's Take
Reference:
Van Dijk, W., Stewart, J., Russell Freudenthal, D., Toste, J. R., Allor, J., Yovanoff, P., & Al Otaiba, S. (2026). The Relation Between Elementary Teachers’ Awareness of Schoolwide Response to Intervention Components for Reading and Self-Efficacy with Data-Based Decision Making. Reading & Writing Quarterly, 1–18. https://doi.org/10.1080/10573569.2026.2666379
English
United States
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