Educational Leaders' Insights on PBPD, Implementation, and Sustainability Practices of SRSD, a Writing EBP.

This article focuses on a qualitative study examining educational leaders’ perspectives on the implementation and sustainability of self-regulated strategy development (SRSD), an evidence-based practice (EBP) for teaching informative writing, following practice-based professional development (PBPD). Six educational leaders who had received extensive PBPD on SRSD and implemented it with elementary students with high incidence disabilities reported continued use of SRSD in various leadership roles, highlighting the importance of administrator support, coaching, and sustained professional development for effective and lasting implementation. Participants identified barriers such as limited instructional time, teacher buy-in, administrative mandates, and COVID-19 impacts, while noting positive effects on student writing confidence and educator instructional capacity. The study underscores the need for ongoing supports, including follow-up training and progress monitoring tools, to enhance fidelity and sustainability of EBPs like SRSD in school settings.