Leadership can be considered the key determining factor for the successful implementation of the Multi-Tiered System of Supports (MTSS) framework. I arrived at this conclusion once I understood that MTSS is not simply a program a school buys into. Instead, it is a framework a school community adopts that requires a shift in how every member of the community thinks about all students and their ability to learn. For many schools, including mine, this could mean a change in school culture which in turn requires strong leadership to establish and maintain.  When I reflect on my school and the work we did on inclusion over the past year, defining terms and concepts in your context should be the prerequisite for starting to plan for the implementation of MTSS in any school. The word inclusion itself means different things to different people and having a common understanding of what words mean in your context is essential. The same applies to a concept like school culture. When we talk about school culture are we referring to culture or climate? Culture refers to the shared beliefs, values, customs, behaviours, and practices that characterise a group or society. It includes the way of life, traditions, and social norms that are transmitted from one generation to another. Culture shapes individuals' identities and provides them with a sense of belonging and purpose within their community (Hofstede, G. 1984). The international school context adds an entire new layer to this definition of culture. This usually shows up in the language that teachers, students and parents use when talking about certain groups in the school community. The labels assigned to EAL and learning support students, what it means to be an ‘international student’ and how teachers are seen by parents based on their nationalities are all factors that influence student identity and how they see themselves as learners. Climate refers to the overall atmosphere, mood, and emotional tone within an organisation or group. It encompasses the collective perceptions, attitudes, and behaviours of individuals, as well as the prevailing attitudes towards employee well-being, work-life balance, decision-making processes, and leadership styles. Climate directly impacts employee satisfaction, engagement, and overall organisational performance (Schneider, B., Ehrhart, M. G., & Macey, W. H. 2013). When we talk about “school culture”, often what we refer to is climate. Leadership can make or break climate and the desired climate around MTSS should be considered and strategically planned for as part of the action plan for introducing the framework into a school. The relationship between culture and climate and MTSS is cyclical. Positive school climate and the conditions for learning support effective implementation of MTSS. Similarly, when implemented with fidelity, MTSS helps schools create positive environments and the conditions for learning for all students, which in turn, can improve and maintain positive school culture and climate. (School Climate and Culture | Centre on Multi-Tiered Systems of Support, n.d.) This is important to consider because students often learn more from the hidden curriculum than they do from the taught curriculum. Also, if students become aware of inconsistencies between what they are taught and what they see in the behaviour, actions and lived experiences of the people around them in school, they might disengage from the taught curriculum altogether. Walking the talk when it comes to inclusion in the widest sense of the word becomes a key priority and it is crucial for schools. When it comes to inclusion, equity comes to the forefront and schools cannot choose in which areas of the school they will be inclusive and in which not. Inclusion then also applies to teachers, support staff, admin staff and the community the school engages with on a daily basis. Apart from establishing and maintaining a positive school culture around MTSS, the systems and processes needed to manage the different components of MTSS also require effective leadership. Sustained Implementation of MTSS is dependent on building the capacity of the organisation to lead and support the essential MTSS components.  ​ Multi-Tiered System of Supports (MTSS) helps educators provide academic and behavioural strategies for students with various needs. MTSS grew out of the integration of two other intervention-based frameworks: Response to Intervention (RtI) and PBIS (What Is MTSS? | A Multi-Tiered System of Supports, n.d.). The MTSS framework provides a tiered approach to supporting all students through inclusive instruction practices, accommodations, modifications and targeted small-group or one-to-one interventions that are available to all students. The framework drives inclusion in the classroom by ensuring that all students have access to the learning. It further supports teachers to plan and deliver appropriate learning and assessment opportunities where students are presented with different means of representation, engagement and expression.  ​ Response to Intervention (RTI) is a specific component of the larger MTSS framework. It focuses on the academic aspect of student needs. The primary goal of RTI is to identify struggling students, provide them with targeted interventions, and closely monitor their progress. This process allows teachers to make data-driven decisions and adjust instruction to better meet students' needs. While RTI mainly focuses on academic interventions, MTSS takes a more comprehensive approach, addressing both academic and behavioural needs. RTI interventions are embedded within the greater MTSS framework, alongside other supports such as universal design for learning (UdL), behaviour interventions or social-emotional learning programs.  Reflecting on my school, where we are in the process and the desired school culture around MTSS for our context, my key reflections are around the role leadership plays in these areas across the different phases of a school: The Whole-school Strategic Team (WSST), consisting of the principal, heads of school, whole-school directors and the deputy heads of school, is responsible for creating a vision and setting goals for the implementation of MTSS. They collaborate with stakeholders, such as teachers, parents, and community members, to create a shared understanding and commitment to the MTSS framework. WSST provides the necessary resources, professional development opportunities, and ongoing support to ensure successful implementation across the whole school. They also monitor the progress and effectiveness of MTSS, making adjustments and providing guidance as needed. At the senior leadership level (head of school, deputy heads and assistant heads in each phase of the school), leadership plays a critical role in establishing a culture of collaboration, trust, and continuous improvement. They provide guidance and support to teachers, ensuring they have the necessary training and resources to effectively implement MTSS strategies in their classrooms. Senior Leadership fosters a positive and inclusive school climate, where all students' needs are addressed and their strengths are recognized. They also facilitate communication and collaboration among teachers, support staff, and parents, promoting a team-based approach to supporting students through the various tiers of intervention. Middle Leaders, (heads of year and heads of department/faculty) work alongside teachers as they take ownership of implementing MTSS strategies to meet the needs of individual students. They facilitate the use of data to identify and monitor student progress, and teachers adapt and differentiate instruction accordingly.  Teachers further exemplify leadership collaborating with other teachers and support staff to develop intervention plans and implement evidence-based practices. Leadership at the classroom level is characterised by reflective practice, adaptability, and a commitment to continuously improving students' outcomes by personalising instruction and providing targeted support. In order for MTSS to be successful all educators working with the framework must all believe that all students can achieve at high levels and that they can plan and deliver learning opportunities where all students can be successful. This way of thinking about students and their ability to learn might require a shift in school culture.  Effective leadership is key in guiding and fostering the implementation of MTSS with its different components at all levels and establishing a school culture that is inclusive and where all stakeholders feel responsible for the success of all students. This is done by leadership teams who share the responsibility to support all adults in the school building by planning, coordinating, monitoring, and adjusting MTSS implementation activities. Leadership teams are responsible for building the capacity of the team to lead the work as well as providing ongoing training and support to staff, families, and community partners to implement as intended. Leadership teams should have broad representation and an established process to regularly solicit input and collect data from staff, students, families, and community partners. This feedback helps drive implementation decisions.  Overall, leadership is vital for successful implementation of MTSS as it drives the vision, provides resources and support, fosters collaboration, and ensures that every student's needs are met. With strong leadership, schools can create a culture of success, where all students have the opportunity to thrive academically and socially within a supportive and inclusive environment. References MTSS Components and Resources. (n.d.). OSPI. Retrieved June 27, 2023, from https://www.k12.wa.us/student-success/support-programs/multi-tiered-system-supports-mtss/mtss-components-and-resources School Climate and Culture | Centre on Multi-Tiered Systems of Support. (n.d.). MTSS Center. Retrieved July 1, 2023, from https://mtss4success.org/special-topics/school-climate What is MTSS? | A Multi-Tiered System of Supports. (n.d.). PBIS Rewards. Retrieved June 28, 2023, from https://www.pbisrewards.com/blog/what-is-mtss Maier, M. P., Pate, J. L., Gibson, N. M., Hilgert, L., Hull, K., & Campbell, P. (2016). A quantitative examination of school leadership and response to intervention. Learning Disabilities Research & Practice, 31(2), 103–112. Schneider, B., Ehrhart, M. G., & Macey, W. H. (2013). Organisational Climate and Culture. Annual Review of Psychology, 64, 361-388. Hofstede, G. (1984). Culture's Consequences: International Differences in Work‐Related Values. Beverly Hills, CA: Sage Publications.