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 multi-tiered student supports (MTSS), behavioral consultation, school-based screening, academic and behavioral interventions, and job-embedded professional development for school personnel. He has been a Principal Investigator (PI) or Co-PI of 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 for at-risk or underserved students. He is currently PI of the School Climate Transformation Project, a partnership between Rutgers University and the New Jersey Department of Education designed to support schools in data-driven school climate improvement. In addition, he is Co-PI of U.S. Department of Education-funded projects focusing on (a) implementing and evaluating MTSS in New Jersey schools, (b) investigating (via an RCT) training for paraprofessionals in supporting students with or at risk for disruptive behavior disorders, and (c) developing and refining an online platform to facilitate and evaluate instructional coaching. Dr. Glover’s research and scholarly writing focus on integrating evidence-based interventions and high-quality professional development into systems of support for students in school settings.

BOOKS & ARTICLES: 

Select Journal Articles

Glover, T. A., Reddy, L. A., Kurz, A., Elliott, S. N. (2019). Use of an Online Platform to Facilitate and Investigate Data-Driven Instructional Coaching. Assessment for Effective Intervention, 44(2), 95-103.

Glover, T. A., Kettler, R. J., Reddy, L. A., & Kurz, A. (2019). Formative Assessment Approaches to Inform Teacher Practices: Key Considerations. Assessment for Effective Intervention, 44(2), 67-68.

Reddy, L. A., Glover, T. A., Kurz, A., Elliott, S. N. (2019). Assessing the effectiveness and interactions of instructional coaches: Initial psychometric evidence for the Instructional Coaching Assessments. Assessment for Effective Intervention, 44(2), 104-119.

Kettler, R. J., Reddy, L. A., Glover, T. A., & Kurz, A. (2019). Bridging-the-gap: Classroom Strategies Assessment System-Observer Form. Assessment for Effective Intervention, 44(2), 120-122.

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

Glover, T., & Reddy, L.A. (2017). Instructional coaching: Consideration of key competencies from multiple models. Theory Into Practice, 56, 1-2.

Kurz, A., Reddy, L.A., & Glover, T. (2017). A multidisciplinary framework for instructional coaching. Theory into Practice, 56, 66-77.

Glover, T.A., Reddy, L.A., Kettler, R.J., Kurz, A., & Lekwa, A.J. (2016). Improving high stakes decisions via formative assessment, professional development, and comprehensive educator evaluation: The School System Improvement Project. Teachers College Record (Yearbook), 118(14). Retrieved August 22, 2016 from http://www.tcrecord.org ID Number: 221540.

Glover, T. A., Nugent, G. C., Chumney, Ihlo, T., Shapiro, E., Guard, K, & Bovaird, J.A. (2016). Investigating rural teachers’ professional development, instructional knowledge, and classroom practice. Journal for Research on Rural Education, 31(3), 1-16.

Sheridan, S. M., Bovaird, J. A., Glover, T. A., Garbacz, S. A., Witte, A., & Kwon, K. (2012). A randomized trial examining the effects of Conjoint Behavioral Consultation and the mediating role of the parent-teacher relationship. School Psychology Review, 41, 23-46.

Glover, T. A., & DiPerna, J. C. (2007). Service delivery systems for Response to Intervention: State of the science and directions for future research. School Psychology Review, 36, 521-525.

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.

Glover, T. A., & Albers, C. A. (2007). Considerations for evaluating universal screening assessments. Journal of School Psychology, 45, 117-135.

Albers, C. A., & Glover, T. A. (2007). How can universal screening enhance educational and mental health outcomes? Journal of School Psychology, 45, 113-116.

Albers , C. A., Glover, T. A., & Kratochwill, T. R. (2007). Where are we and where do we go now? Universal screening for enhanced educational and mental health outcomes. Journal of School Psychology, 45, 257-263.

Gibson, D., Haeberli, F. B., Glover, T. A., & Witter, E. A. (2005). The use of recommended and provided testing accommodations. Assessment for Effective Intervention, 31, 19-36.

Evidence-Based Intervention Workgroup. (2005). Theories of change and adoption of innovations: The evolving evidence-based intervention movement in school psychology. Psychology in the Schools, 42, 475-494.

Book Chapters

Glover (2018). Response to intervention models and access to services for all students. In Elliott, S.N., Kettler, R.J., Beddow, P.A., & Kurz, A. (Eds.), Handbook of Accessible Instruction and testing practices: Issues, innovations, and applications. New York, NY: Springer Publishing.

Glover, T. A. (2017). Distance coaching for response to intervention and early reading supports. In Nugent, G.C., Kunz, G.M., Sheridan, S.M., Glover, T.A., Knoche, L.L. (Eds.), Rural education research: State of the science and emerging directions. New York, NY: Springer Publishing.

Parisi, D.M., Ihlo, T., Glover, T. A. (2014). Screening within a multi-tiered early prevention model: Using assessment to inform instruction and promote students’ response to intervention. In Kettler, R. J., Glover, T. A., Albers, C. A., & Feeney-Kettler, K. (Eds.), Universal screening in educational settings: Evidence-based decision making for schools. Washington, DC: American Psychological Association.

Kettler, R. J., Glover, T. A., Albers, C. A., & Feeney-Kettler, K. (2014). An introduction to universal screening in educational settings. In Kettler, R. J., Glover, T. A., Albers, C. A., & Feeney-Kettler, K. (Eds.), Universal screening in educational settings: Evidence-based decision making for schools. Washington, DC: American Psychological Association.

Glover, T. A. (2010). Supporting all students: The promise of Response to Intervention (RTI). In T. A. Glover & S. Vaughn (Eds.), The promise of Response to Intervention: Evaluating current science and practice (pp. 1-6). New York, NY: Guilford Press.

Glover, T. A. (2010). Key RTI service delivery components: Considerations for research-informed practice. In T. A. Glover & S. Vaughn (Eds.), The promise of Response to Intervention: Evaluating current science and practice (pp. 7-22). New York, NY: Guilford Press.

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 multi-tiered student supports, school-based screening, academic and behavioral interventions, school climate improvement, and job-embedded professional development (e.g., coaching) for school personnel.

Active Grants

USDE/IES        Reddy & Glover        2017-2021

Efficacy of Paraprofessional Behavior Support Coaching for Elementary School Students with Externalizing Behavior Disorders

The purpose of this Goal 3 IES RCT is to evaluate the impact of coaching support on paraprofessionals support for students with or at risk for Disruptive Behavior Disorders.

Role: Co-Principal Investigator $3,299,279

USDE/OSEP      McDonald, Martz, Glover, & Reddy      2016-2021

Development of New Jersey Tiered System of Support in Early Reading

This collaborative large-scale project ($6.15) between the New Jersey Department of Education and Rutgers University supports statewide training and technical assistance in the implementation of multi-tiered systems of support in early reading (and the evaluation of the impact of these efforts).

Role: Rutgers Principal Investigator $2,170,726

NJDOE      Glover      2016-2019

Inclusive School Climate Initiative

The purpose of this project is to support statewide development and implementation of school climate improvement plans to promote a positive learning environment; improve relationships and morale of students and staff; and reduce incidents of bias, harassment, and bullying.

Role: Principal Investigator $1,839,814

Select Completed Grants

USDE/IES      Sheridan, Glover, Kunz, & Bovaird      2009-2014

A Randomized Trial of Conjoint Behavioral Consultation (CBC) in Rural Educational Settings: Efficacy for Elementary Students with Disruptive Behavior

The purpose of this Goal 3 IES RCT was to evaluate the impact of Conjoint Behavioral Consultation on students with challenging behaviors in rural schools.

Role: Co-Principal Investigator $2,999,994

USDE/IES      Sheridan, Glover, Nugent, Kunz, & Bovaird        2009-2014

National Center for Research on Rural Education

The purpose of this project was to establish a national center for research on rural education.

Role: Director of Research $9,997,852

Principal Investigator (Glover, Shapiro, Trainin, & Ihlo). Extant Professional Development and Rural Teachers’ Knowledge and Practice. The purpose of this national study was to explore the relationship between professional development practices and teacher knowledge, perceptions, and practices within rural and non-rural settings.

Principal Investigator (Glover, Ihlo, & Shapiro). Evaluation of the Efficacy of Rural Professional Development with Distance Coaching on RTI-Based Instructional Differentiation. The purpose of this Goal 3 IES RCT was to evaluate the impact of distant and onsite teacher professional development with coaching for RTI reading.

Nebraska Department of Education         Glover & Ihlo        2006-2014

Nebraska Response-to-Intervention Training and Evaluation Consortium

The goal of this project was to execute ongoing training, implementation, and evaluation/ investigation of the statewide implementation of Response-to-Intervention (RTI) practices for identifying, serving, and evaluating students at-risk, including those with behavioral and social problems and academic difficulties.

Role: Principal Investigator $3,368,384

USDE/IES        Sheridan, Glover, & Bovaird        2008-2012

Postdoctoral Fellowship for Research on Consultation-Based Interventions for Student with Social and Behavioral Concerns

The purpose of this project was to implement a postdoctoral training program on consultation based interventions.

Role: Co- Principal Investigator $599,694

Sherwood Foundation         Glover & Sheridan        2009-2010

Sherwood Foundation Evaluation Planning Project

The purpose of this project was to develop a plan for internally evaluating the outcomes of intervention grants awarded by the Sherwood Foundation.

Role: Methodological Consultant $19,339

USDE/IES         Sheridan & Glover         2005-2009

Evaluation of the Efficacy of CBC for Addressing Disruptive Behaviors of Children at-Risk for Academic Failure

The goal of this efficacy study was to identify the effects of Conjoint Behavioral Consultation as an intervention that supports parent and teacher collaboration when addressing challenging behaviors exhibited by children.

Role: Co- Principal Investigator $1,368,067

HHS/SAMHSA         Nebraska Health and Human Services         2004-2009

Children’s Mental Health State Infrastructure Grant

The purpose of this project was to build on major behavioral health system reform efforts to develop systems of care that aim to individualize service models for children and youth, establish culturally and linguistically appropriate practices, and form a coalition for an integrated, family-centered system for children and families.

Role: Chair, Academic Committee $3,750,000