Integrating insights from the multi-tiered systems of support to enrich the Chartered College of Teaching’s professional framework

AFSAN REDWAN, LEARNING EXCELLENCE COACH AND TEACHER EDUCATOR, THE BEDFORD COLLEGE GROUP, UK

Reflecting on Inclusive Education for the 21st Century: Theory, Policy, and Practice (Graham, 2024), it became evident that while the Chartered College of Teaching’s (CCT) (2024) professional framework serves as a valuable guide for teacher professionalism, it does not fully encompass the unique needs and strengths of SEND (special educational needs and disabilities) educators. As a partially sighted teacher, the triangulation of my life experience, the experience of teaching students with SEND, and reviewing evidence-based research led me to seek ways in which to bridge this gap. While primarily focused on student support, my reflections on the multi-tiered systems of support (MTSS) framework offer valuable insights that can enhance the professional identity markers within the Chartered College’s framework. This article aims to explore how MTSS can be integrated into the Chartered College’s professional framework to better support SEND educators.

SEND-specific competencies and emotional resilience

While the Chartered College framework emphasises professional knowledge, practice and behaviours across all teaching contexts (CCT, 2024), it could more explicitly address the resilience and flexibility required by SEND teachers. These educators often face unique challenges, such as adapting curricula, managing complex classroom dynamics, advocating for students’ needs and collaborating with specialists and parents. The MTSS framework is an evidence-based framework designed to provide varying levels of targeted support to all students, based on their needs (de Bruin et al., 2024). It operates on three tiers: Tier 1 involves high-quality, differentiated instruction for all students; Tier 2 provides additional support through targeted interventions for those who need more help; and Tier 3 offers intensive, individualised interventions for students requiring the most assistance. MTSS emphasises data-driven decision-making, where educators collect and analyse student performance data to tailor interventions effectively. This framework also promotes collaboration among teachers, specialists and families to create comprehensive support plans, ultimately ensuring that all students receive appropriate levels of intervention to succeed academically, behaviourally and socially (de Bruin et al., 2024).

For instance, in my classroom, I worked with a student diagnosed with both severe dyslexia and anxiety. This required universal high-leverage strategies (Tier 1). I then collaborated closely with an occupational therapist to design assistive strategies and one-on-one support (Tier 2). Finally, I used speech-to-text software and structured time for emotional regulation activities before literacy tasks (Tier 3). These adjustments went beyond standard adaptive teaching; they required continuous monitoring, data collection on student progress and multi-disciplinary collaboration to ensure that the student’s needs were met comprehensively. This level of support required resilience in navigating resource constraints, securing specialist support and ensuring that the learning environment was genuinely inclusive. This level of resilience went beyond the standard expectations in the Chartered College’s framework, as it also included advocating for resources and tailored support within a system that is not always fully inclusive.

Professional development and identity for SEND teachers

The framework’s encouragement of ongoing learning and adaptation is essential. However, more tailored guidance is needed on how SEND teachers can develop a professional identity that incorporates their specialised roles. In my experience, adopting an MTSS model has facilitated the development of a more precise professional identity.

In one case, I continually applied the MTSS framework to develop individualised interventions for students with different levels of need. This data-driven approach, which aligns with Schön’s (1983) reflective practice, allowed me to continuously adjust my teaching strategies based on student progress, enhancing student outcomes and my confidence as an educator. Regular reflection on these data points helped me to refine my professional identity as a reflective and evidence-based educator. This aspect could be incorporated more explicitly into the Chartered College’s framework to benefit SEND teachers.

Challenges and practical integration of MTSS into the framework

It is crucial to recognise that MTSS and the Chartered College’s professional framework are designed to serve different primary purposes. MTSS provides a structured approach to delivering tiered student support, focusing on the practical implementation of inclusive education. In contrast, the Chartered College’s framework defines what it means to be a professional teacher, emphasising knowledge, practice and behaviours.

Rather than viewing these frameworks as separate and unrelated, I see them as complementary. The practical strategies within MTSS – such as data-driven decision-making, collaboration and resilience – can inform and enrich the professional identity components of the Chartered College’s framework. For example, specific competencies related to data-driven decision-making, often highlighted within MTSS, could be included in the Chartered College’s framework to emphasise evidence-based practices in teaching. This might involve assessing student progress and systematically reflecting on one’s teaching performance, allowing teachers to adapt their strategies in a data-informed manner.

However, integrating elements of MTSS into the Chartered College’s framework would need to be approached carefully in order to avoid over-complication. One way in which to balance the two frameworks is to include an optional SEND pathway within the Chartered College’s framework, tailored to teachers working with higher-needs students. This would allow the core competencies to remain accessible to all teachers, while offering specialised tools and markers for those in more complex settings.

MTSS addressing systemic challenges

The Chartered College’s framework could better reflect the systemic challenges faced by SEND teachers rather than solely expecting individual resilience. Many of the obstacles that SEND teachers face, such as securing adequate resources, obtaining specialist support and navigating institutional barriers, are inherently systemic. By addressing these issues at an organisational level, rather than burdening individual educators, the Chartered College’s framework can help to create a more supportive and sustainable environment for SEND teachers. A systemic approach would include providing structured pathways for accessing resources, better training for support staff and institutional advocacy to address gaps in inclusionAn approach where a school aims to ensure that all children are educated together, with support for those who require it to access the full curriculum and contribute to and participate in all aspects of school life policies. This shift would acknowledge that resilience should not be a requirement for overcoming institutional shortcomings but rather a collective responsibility supported by the entire educational ecosystem.

Addressing collaborative practices and community-building

MTSS’s reliance on collaboration among teachers, specialists and administrators mirrors Wenger’s (1998) concept of communities of practice. This collaborative approach has strengthened my ability to provide comprehensive support with speech therapists, occupational therapists and parents, to create tailored intervention plans. This team-based approach, highlighted by Friend and Cook (2016), underscores the need for collaborative practices as a critical component of professional identity in the Chartered College’s framework.

Conclusion

In conclusion, MTSS and the Chartered College’s professional framework serve different purposes. However, they can be viewed as complementary tools contributing to a more holistic understanding of teacher professionalism. By integrating critical systemic elements from MTSS – such as resilience, flexibility and collaborative practices – into the Chartered College’s framework as a collective responsibility, SEND educators and all teachers can be better supported in their professional growth.