Dr. Todd Glover

Dr. Glover is an educational psychologist and Research Professor in the Graduate School of Applied and Professional Psychology at Rutgers University with over 20 years of research experience in the areas of multitiered student supports (MTSS), school-based screening, reading and behavioral interventions, and job-embedded professional development for school personnel. He has been a Principal Investigator (PI) or Co-PI for numerous large-scale, federally funded grants supporting the development of a national research center, a postdoctoral training program, scaling of MTSS in multiple states, and randomized controlled trials (RCTs) investigating the efficacy of school-based interventions. Through a longstanding partnership with the New Jersey Department of Education, he leads multiple initiatives to build the capacity of educators to implement systems of support that meaningfully impact student reading outcomes and school climate improvement in districts throughout New Jersey. Dr. Glover’s research and scholarly writing focus on integrating evidence-based interventions and high-quality professional development into support systems for students in school settings.

BOOKS & ARTICLES: 

Sample of Journal Articles

Reddy, L.A., Glover, T.A., Yu, P. and Campos, E. (2025). Instructional coaching to support students with reading difficulties: A review of implementation components, methodology, and outcomes. Psychology in the Schools, 62, 4792-4813. https://doi.org/10.1002/pits.70038 

Glover, T. A., Reddy, L.A., & Crouse, K. (2023). Instructional coaching actions that predict improved teacher practices and student outcomes. Journal of School Psychology, 96, 1-11. https://doi.org/10.1016/j.jsp.2022.10.006

Reddy, L.A., Glover, T., Alperin, A., Dudek, C., & Breeden, N. (2022). A randomized controlled trial of paraprofessionals’ behavior support coaching on intervention implementation and student outcomes in high-poverty schools. Journal of School Psychology, 92, 227-245. https://doi.org/10.1016/j.jsp.2022.04.002

Glover, T.A. (2017). A data-driven coaching model used to promote students’ response to early reading intervention. Theory Into Practice, 56, 13-20. https://doi.org/10.1080/00405841.2016.1260401

Glover, T. A., & DiPerna, J. C. (2007). Service delivery models for Response to Intervention: Core components and directions for future research.  School Psychology Review, 36, 526-542. https://doi.org/10.1080/02796015.2007.12087916

Glover, T. A., & Albers, C. A. (2007). Considerations for evaluating universal screening assessments. Journal of School Psychology, 45, 117-135. http://dx.doi.org/10.1016/j.jsp.2006.05.005

Edited Books

Nugent, G. C., Kunz, G. M., Sheridan, S. M., Glover, T. A., Knoche, L. L. (Eds.). (2017). Rural education research: State of the science and emerging directions. New York, NY: Springer Publishing.

Kettler, R. J., Glover, T. A., Albers, C. A., & Feeney-Kettler, K. (Eds.). (2014). Universal screening in educational settings: Evidence-Based Decision Making for Schools. Washington, DC: American Psychological Association.

Glover, T. A., & Vaughn, S. (Eds.). (2010). The promise of Response to Intervention: Evaluating current science and practice. New York, NY: Guilford Press.

Research Interests

Research interests include multitiered student supports, school-based screening, reading and behavioral interventions, school climate improvement, and job-embedded professional development (e.g., coaching) for school personnel.

Sample of Funded Grants

2025–2026. Glover, T. A. (PI). Training and Coaching Support for Multi-Tiered Early Literacy Instruction. New Jersey Department of Education (NJDOE). $1,299,527.

2021–2026. Pereira, L. & Glover, T. A. (Co-PI; Rutgers Lead). New Jersey Tiered System of Supports (NJTSS) for Early Reading. US ED/OSEP. $6,153,472 (Rutgers budget: $5,061,941).

2022–2025. Glover, T. A. (PI). School Climate Transformation Project. New Jersey Department of Education (NJDOE). $2,868,253.

2020–2024. Glover, T. A., Reddy, L. A., & Kurz, A. (PI). Data-Driven Instructional Coaching Model to Guide Teachers' Support of Students with Early Reading Difficulties. US ED/OSEP. $1,599,977.

2017–2021. Reddy, L. A. & Glover, T. A. (Co-PI). Efficacy of Paraprofessional Behavior Support Coaching for Elementary School Students with Externalizing Behavior Disorders (IES Goal 3 RCT). US ED/IES. $3,299,279

2009–2014. Sheridan, S. M., Glover, T. A., Kunz, G. M., & Bovaird, J. A. (Co-PI). A Randomized Trial of Conjoint Behavioral Consultation (CBC) in Rural Educational Settings: Efficacy for Elementary Students with Disruptive Behavior. US ED/IES. $2,999,994.