This study explored the implementation of Multi-Tiered Systems of Support (MTSS) at Garfield High School, an urban all-male Catholic high school in Chicago. The study aimed to understand the perceptions and experiences of school leaders and stakeholders in facilitating MTSS implementation. Using Tony Wagner's 4C Framework of Context, Culture, Conditions, and Competencies, the researcher assessed the current state (\"As-Is\") of the MTSS and envisioned the desired future state (\"To-Be\"). A qualitative research design was employed, involving interviews, focus groups, and document analysis to gather in-depth insights from administrators, teachers, and support staff. The purpose of the study was to identify the facilitators and barriers to MTSS implementation and provide strategic actions and recommendations for creating a supportive and inclusive educational environment that supports academic, social-emotional, and behavioral needs of all students. Key findings revealed the importance of transformational leadership, effective communication and collaboration, fostering student success and academic identity, ongoing professional development, and building a culture of care, respect, and inclusion. Recommendations emphasized integrating diversity, equity, inclusion, and belonging (DEIB) principles to ensure equitable support for all students The findings have significant implications for school leaders and policymakers seeking to promote student achievement in similar contexts, and the recommendations can be applied in any educational setting.
","abstract_html":"<p>This study explored the implementation of Multi-Tiered Systems of Support (MTSS) at Garfield High School, an urban all-male Catholic high school in Chicago. The study aimed to understand the perceptions and experiences of school leaders and stakeholders in facilitating MTSS implementation. Using Tony Wagner's 4C Framework of Context, Culture, Conditions, and Competencies, the researcher assessed the current state ("As-Is") of the MTSS and envisioned the desired future state ("To-Be"). A qualitative research design was employed, involving interviews, focus groups, and document analysis to gather in-depth insights from administrators, teachers, and support staff. The purpose of the study was to identify the facilitators and barriers to MTSS implementation and provide strategic actions and recommendations for creating a supportive and inclusive educational environment that supports academic, social-emotional, and behavioral needs of all students. Key findings revealed the importance of transformational leadership, effective communication and collaboration, fostering student success and academic identity, ongoing professional development, and building a culture of care, respect, and inclusion. Recommendations emphasized integrating diversity, equity, inclusion, and belonging (DEIB) principles to ensure equitable support for all students The findings have significant implications for school leaders and policymakers seeking to promote student achievement in similar contexts, and the recommendations can be applied in any educational setting.</p>","abstract_has_math":false,"creators":["Russell, Markeise R"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Harrington Gibson","Dr. Gloria McDaniel-Hall","Dr. Christine Nelson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-09-01T07:00:00Z","date_published":"2024-09-01T07:00:00Z","updated_at":"2026-07-24T03:21:20Z","subjects":["Transformational Leadership","MTSS","Academic Identity","Student Efficacy","Diversity","Equity","Inclusion","Educational Leadership","Other Educational Administration and Supervision","Special Education Administration","Urban Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/868","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Harrington Gibson","Dr. Gloria McDaniel-Hall","Dr. Christine Nelson"]},{"key":"dc:creator","label":"Author","values":["Russell, Markeise R"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-01-13T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Transformational Leadership","MTSS","Academic Identity","Student Efficacy","Diversity","Equity","Inclusion","Educational Leadership","Other Educational Administration and Supervision","Special Education Administration","Urban Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/868"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explored the implementation of Multi-Tiered Systems of Support (MTSS) at Garfield High School, an urban all-male Catholic high school in Chicago. The study aimed to understand the perceptions and experiences of school leaders and stakeholders in facilitating MTSS implementation. Using Tony Wagner's 4C Framework of Context, Culture, Conditions, and Competencies, the researcher assessed the current state (\"As-Is\") of the MTSS and envisioned the desired future state (\"To-Be\"). A qualitative research design was employed, involving interviews, focus groups, and document analysis to gather in-depth insights from administrators, teachers, and support staff. The purpose of the study was to identify the facilitators and barriers to MTSS implementation and provide strategic actions and recommendations for creating a supportive and inclusive educational environment that supports academic, social-emotional, and behavioral needs of all students. Key findings revealed the importance of transformational leadership, effective communication and collaboration, fostering student success and academic identity, ongoing professional development, and building a culture of care, respect, and inclusion. Recommendations emphasized integrating diversity, equity, inclusion, and belonging (DEIB) principles to ensure equitable support for all students The findings have significant implications for school leaders and policymakers seeking to promote student achievement in similar contexts, and the recommendations can be applied in any educational setting.
"]},{"key":"dc:title","label":"Title","values":["Transformational Leadership Teams and Implementing Multi-Tiered Systems of Support [MTSS] in the Context of an Urban All-Male Catholic High School: Bridging the Gap to Academic Identity and Student Efficacy"]}]}],"canonical_facts":{"dc:contributor":["Dr. Harrington Gibson","Dr. Gloria McDaniel-Hall","Dr. Christine Nelson"],"dc:creator":["Russell, Markeise R"],"dc:date.available":["2025-01-13T08:00:00Z"],"dc:description.abstract":["This study explored the implementation of Multi-Tiered Systems of Support (MTSS) at Garfield High School, an urban all-male Catholic high school in Chicago. The study aimed to understand the perceptions and experiences of school leaders and stakeholders in facilitating MTSS implementation. Using Tony Wagner's 4C Framework of Context, Culture, Conditions, and Competencies, the researcher assessed the current state (\"As-Is\") of the MTSS and envisioned the desired future state (\"To-Be\"). A qualitative research design was employed, involving interviews, focus groups, and document analysis to gather in-depth insights from administrators, teachers, and support staff. The purpose of the study was to identify the facilitators and barriers to MTSS implementation and provide strategic actions and recommendations for creating a supportive and inclusive educational environment that supports academic, social-emotional, and behavioral needs of all students. Key findings revealed the importance of transformational leadership, effective communication and collaboration, fostering student success and academic identity, ongoing professional development, and building a culture of care, respect, and inclusion. Recommendations emphasized integrating diversity, equity, inclusion, and belonging (DEIB) principles to ensure equitable support for all students The findings have significant implications for school leaders and policymakers seeking to promote student achievement in similar contexts, and the recommendations can be applied in any educational setting.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/868"],"dc:subject":["Transformational Leadership","MTSS","Academic Identity","Student Efficacy","Diversity","Equity","Inclusion","Educational Leadership","Other Educational Administration and Supervision","Special Education Administration","Urban Education"],"dc:title":["Transformational Leadership Teams and Implementing Multi-Tiered Systems of Support [MTSS] in the Context of an Urban All-Male Catholic High School: Bridging the Gap to Academic Identity and Student Efficacy"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:20Z"}