Eight Paths to Leadership

A Guide for Special Educators

by
Belva C. Collins, Ed.D.
The University of North Carolina at Charlotte

Contents

• About the Author
• About the Downloadable Materials
• Introduction
• About This Book
• 1. Make Data-Based Decisions
• 2. Effect Schoolwide Change
• 3. Mentor Others
• 4. Conduct Professional Development and Consultations
• 5. Work Effectively With Families
• 6. Support Students During Transitions
• 7. Advocate for Students
• 8. Connect With Disability-Related Organizations
• Afterword
• References
• Glossary
• Index

About This Book

The eight chapters of this book explore eight different paths to leadership that special education teachers can follow. Each chapter title focuses on the specific leadership activity addressed therein. As you read, you might discover one path that suits your experience, skill set, and ambitions particularly well, or you may find you are interested in multiple paths toward leadership. Chapter 1 discusses how to be a leader in the classroom by reading and conducting research and making data-based decisions. Subsequent chapters discuss how to move beyond the boundaries of your own classroom to become a leader within your school, your local community, and the broader community of educators and specialists who work with students with disabilities.

Each chapter begins with a rationale for the leadership path discussed therein, supported by a literature review addressing specific related activities in which you might engage. Key terms are listed at the start of each chapter, bolded and defined within, and compiled in the Glossary. As part of my research, I also conducted interviews with special education teachers who have demonstrated outstanding leadership in each area discussed. Excerpts from these interviews are featured throughout each chapter. Throughout each chapter, reflection questions are provided to stimulate your thinking about the different principles and practices discussed. Each chapter concludes with guidelines for special education teachers who want to become leaders within that specific area, followed by activities that may help you to reflect on your experiences and learn more about the topic. Your journey to leadership will transform your role as a special educator and increase your positive impact on the students, families, colleagues, and communities with whom you work. Let’s begin.

Effect Schoolwide Change

Learning Objectives

After reading this chapter, readers will be able to:

• Identify ways in which special education teachers can serve as leaders at the schoolwide level.
• Describe and apply strategies for facilitating inclusive school environments.
• List and describe models of co-teaching and the steps effective co-teachers should follow.
• Identify supports for students with disabilities in natural environments.
• Explain ways in which special education teacher leaders can contribute to schoolwide systems of support and put these into practice.

Terms to Know

• Alternative teaching
• Coaching
• Collaboration
• Co-teaching
• Inclusion
• Natural supports
• Parallel teaching
• Primary support
• Response to intervention
• Schoolwide positive behavior support systems

Voice of a Leader

Working Toward Full Inclusion

Sara Stout Heinrich is in her 8th year working as a special education teacher. She spent her first 5 years as a high school teacher for students with moderate and severe disabilities; currently she is in her 3rd year as a Low Incidence Resource Teacher for her district. In this role she provides programming support to students from preschool through high school who have been labeled with a low incidence disability. This support includes behavioral support, academic support, IEP development and implementation, attending ARC (admission and release committee) meetings, assisting with classroom set-up, scheduling for students and staff, assisting in determining the least restrictive environment for students, preparing and presenting professional development, and more. Here, Ms. Heinrich describes how she has worked toward fostering full inclusion and effecting schoolwide change throughout her career.

Q: Special education teachers can be an influence on the schools in which they work. How have you worked to make changes in schools? Who have you worked with?
A: When I taught in a high school classroom, I worked really hard to make my students a more integral part of the school...

Inclusion

Inclusion is defined as all students with disabilities being educated with their same-age peers without disabilities. Inclusion consists of more than physical placement in a general education setting. To be included, a student must be considered an integral part of the general education setting. Available research literature is full of reasons that students with disabilities should be included in classes with same-age peers without disabilities...

Strategies for Creating Inclusive Environments

Find Time to Plan

The first strategy for creating an inclusive school environment is to ensure that teachers find time to plan together...

Model Effective Practices

The second strategy is to provide a way for general educators to feel more comfortable with including and providing instruction for all students...

Use Coaching

Coaching allows you to provide support and feedback to general education teachers who work directly with students with disabilities.

Collaborate Across School Personnel

A fourth strategy for facilitating inclusion is to address it across all school personnel...

Practice Co-Teaching and Co-Assessing

A fifth strategy that has gained a lot of attention in recent years is co-teaching...

Schoolwide Systems of Support

In addition to sharing your knowledge and skills to create inclusive school environments for all children, you and other special education teachers have the knowledge and skills to be valuable contributors to establishing other schoolwide initiatives.

Be a Leader: Effect Schoolwide Change

There is much you can do as a special education teacher to effect schoolwide change and help to create a truly inclusive environment that benefits all students. You likely have experience and expertise in multiple areas: making academic content accessible, teaching nonacademic skills, managing behavior, fostering positive social interactions, collecting and analyzing academic and behavioral data, and more. This experience and expertise can be immensely helpful to other teachers, administrators, and support staff.

Follow-Up Activities

1. Explore inclusion in another school...
2. Interview families of students...
3. Explore SWPBS in another school...
4. Research anti-bullying programs...