Career
Current position: GT & ELO District Instructional Coach at RSU #57
Degrees:
- PhD in Public Policy with a concentration in Educational Leadership and Policy, University of Southern Maine, 2024
Dissertation
Title: Pathways Between the Paradigms: Perceptions of Maine’s Gifted And Talented Teachers During Initial MTSS-GT Implementation
Abstract: This explanatory sequential mixed methods research study explored the perceptions of Maine’s gifted and talented specialists around the Maine Department of Education’s suggested implementation of the Multiple Tiered System of Supports instructional framework at varying levels of intensity for students with gifts and talents. Through a statewide survey of gifted and talented specialists in Maine (n=179), with purposefully selected follow up interviews, the study explored their perceptions of initial implementation of the MTSS framework for gifted and talented students, their perceptions of a change in their practice related to MTSS-GT, and comparisons of factors related to their understanding and confidence levels with the increasing tiers of intensity. I analyzed results using the Quality Use of Research Evidence (QURE) framework (Rickenson et al., 2022) to organize findings around the research-based MTSS-GT policy implementation at all levels of the educational system in Maine and to better understand their interdependences. The central finding was there was little perceived change in district and individual practice. Factors supporting QURE framework in an MTSS-GT model are system level influences, organizational structures, and individual skillsets, relationships, and mindsets. Factors related to GT specialists’ perceived change in their practice at the organizational level were related to the number of schools they serve. Factors related to GT specialists’ perceived understanding of the model were: advanced degrees specializing in gifted education, teaching at the elementary grade level, and system level professional development opportunities. Barriers for implementing the model were predictable and included lack of guidance at the state level, lack of organizational supports such as time for planning, difficulties scheduling students, lack of staff, and specialists’ perceived lack of knowledge of the model despite being very experienced educators. System level implications of the study include the need for a state funded universal ability screener and a strategically designed professional development system for the next generation of Maine’s gifted and talented strategists. Organizational level implications include the use of planful staffing, supporting co-planning time, use of research-based practices such as cluster grouping, acceleration, universal screening and observation of classroom practice for differentiated Instruction.