Teachers are selected for specific positions (e.g., instructional coach, department chair) within the school beyond their typical classroom responsibility and carry-out the responsibilities of the position.
Published in Chapter:
Special Education Teacher Leadership: A Vital Component in Enhancing Inclusionary Practices in Schools
Marie Tejero Hughes (University of Illinois at Chicago, USA), Daniel M. Maggin (University of Illinois at Chicago, USA), Courtney Lynn Barcus (University of Illinois at Chicago, USA), and Amanda Passmore (University of Illinois at Chicago, USA)
Copyright: © 2021
|Pages: 30
DOI: 10.4018/978-1-7998-6500-1.ch007
Abstract
The implementation of effective inclusive school practices requires strong leadership and understanding of procedures, services, and programming for students with disabilities. While school administrators often provide instructional leadership, many do not have preparation in special education, undermining their ability to enact a schoolwide vision for inclusive practices. This chapter provides an overview and summarizes the findings of four special education teacher leadership studies conducted over a three-year period to learn how school leaders can effectively support special educators in teacher leadership and promote inclusive practices that support the success of all students. The authors highlight four major themes (school culture, collaboration, process, and aspiration) that emerged from this series of studies. The chapter describes each theme and how they relate to supporting special education teacher leadership to enhance inclusionary practices in schools.