Document Type

Article

Publication Date

2016

Abstract

Researchers demonstrated that the Multi-Tiered Instruction Self- Efficacy Scale works with a population of preservice teachers in the assessment of self-efficacy for multi-tiered instruction. The scale demonstrated strong internal consistency (.94). With 148 participants, all juniors in a teacher preparation program, areas of greatest need for professional development included data-driven decision making and meeting the needs of English language learners. Significant short-term gains were made in overall self-efficacy for multi-tiered instruction as well as in the six subcomponents of finding and evaluating evidence-based solutions, collaboration, monitoring interventions, data-driven decision making, engaging learners, and meeting the needs of English language learners.

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