# Eight Paths to Leadership A Guide for Special Educators ## About This Book The eight chapters of this book explore eight different paths to leadership that special education teachers can follow. Each chapter addresses a specific leadership activity. 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 conducting research and making data-based decisions. Subsequent chapters discuss how to extend your leadership beyond the classroom to become a leader within your school 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, supported by a literature review addressing related activities. Key terms are defined and bolded within each chapter and compiled in the Glossary. Interviews with special educators demonstrate leadership practices in each area discussed. Each chapter concludes with guidelines for special education teachers who seek to become leaders, followed by reflection activities. Your journey to leadership as a special educator will not only transform your role but also increase your positive impact on the students, families, colleagues, and communities you work with. --- ## 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. ### Terms to Know - Alternative teaching - Coaching - Collaboration - Co-teaching - Inclusion - Natural supports - Parallel teaching - Primary support - Response to intervention - Schoolwide positive behavior support systems ### Introduction Chapter 1 described how all special education teachers can begin to become leaders by thoughtfully choosing the practices they use. These include searching for evidence-based practices in literature, adapting them to work with students with disabilities, and sharing the results. This process builds a foundation for leadership. As special education teachers engage in collaborative practices in inclusive environments, they strengthen their skills. This chapter provides information on how to be an effective leader at the schoolwide level by working collaboratively with general education teachers. Collaboration among teachers is fundamental for creating an inclusive learning environment, where special educators can support students with disabilities across various school contexts. ### Connection to Professional Standards Special education teachers play a vital role at the schoolwide level, supported by professional standards that advocate for collaboration and improvements in instruction and student learning. The Teacher Leader Model Standards promote skills required for fostering an inclusive culture and facilitating improvements in education. Teachers are encouraged to create inclusive cultures and collaborate with colleagues across diverse backgrounds. ## Strategies for Creating Inclusive Environments 1. **Find Time to Plan**: Ensure teachers have dedicated planning time together to adapt instruction based on student needs. 2. **Model Effective Practices**: Demonstrate inclusive teaching practices to general educators. 3. **Use Coaching**: Provide ongoing support and feedback to teachers working with students with disabilities. 4. **Collaborate Across School Personnel**: Involve all staff in creating inclusive learning environments. 5. **Practice Co-Teaching and Co-Assessing**: Engage in collaboration with general educators to support all students. 6. **Provide Appropriate Supports**: Offer both natural and supplementary supports for students with disabilities. 7. **Facilitate Inclusion Across School Environments**: Ensure students with disabilities participate in all school activities. ### Voice of a Leader Sara Stout Heinrich, an experienced special education teacher, shares her insights on working toward full inclusion, detailing the importance of collaboration between special and general education teachers, as well as the positive impacts on student social acceptance and learning outcomes. ### Schoolwide Systems of Support Special education teachers can contribute to various schoolwide initiatives such as: - **Positive Behavior Support Systems**: Implementing frameworks for behavior management and support across all students. - **Anti-Bullying Programs**: Creating tailored strategies to prevent bullying, especially for students with disabilities. By leveraging their expertise, special education teachers can lead initiatives that create inclusive, equitable environments benefiting all students.