ABSTRACT
Leadership is a critical component in establishing and maintaining multi-tiered systems of support (MTSS) (Hamilton, 2010; Putnam, 2008; Richter, Lewis, and Hagar, 2012), yet there is little research specifically addressing the actions of effective leaders, or the conditions that support them as they establish these frameworks (Richter et al., 2012). Although the professional literature refers to the importance of administrative support (Forman, Olin, Hoagwood, Crowe, and Saka, 2009; Pinkelman, McIntosh, Rasplica, Berg, and Strickland-Cohen, 2015), additional guidance is needed to link what is known about educational leadership with its application to school-wide approaches to academic learning and behavioral support.
