1. The Principal’s Role in Supporting Special Education Teachers

2. Statement of the Issue Special education teachers are leaving their positions at a far greater rate than general education teachers; the role of principals greatly impact teachers’ decisions to remain in or to leave the field (Lynn, C, 2007).

3. My Position on the Issue Administrative support that addresses the realities special education teachers face has a strong impact on special education teachers’ job satisfaction as well as the commitment to remain in teaching.

4. My Position on the Issue (cont.) In addition, one of the most daunting challenges special education teachers face is the division among them and their general education colleagues in regard to providing services to students on IEP’s. Administrators need to be informed of the daily challenges special education teachers face and ensure that they are promoting a school climate conducive to collaboration between special education and general education teachers throughout the entire school.

5. Current Societal Contexts of the Issue Research (DiPaola, M.F., Walther-Thomas, C; 2003) states that administrative programs do not include enough of a focus in the area of special education. Therefore, special education teachers cannot receive the support they need given that most principals are not educated as to what is required of special education teachers professionally.

6. Current Societal Contexts of the Issue (cont.) Principals play a key role in the overall climate of the school; given that many special education teachers do not feel supported by their administrators, the attrition rate is high, which ultimately impacts student learning and outcomes.

7. Current Societal Contexts of the Issue (cont.) States vary as to what is required for administrators to be knowledgeable about in regard to special education; it is often left to the special education teacher to be the ‘expert’ regarding student needs, completion of paperwork and ensuring that students identified as being eligible for special education receive the services they are entitled to by law.

8. Perceived Effect of the Issue on Teaching and Learning If special education teachers received the support they need from their administrators, the special education teacher retention rate would be higher, which would promote successful schools, increase overall special education teacher satisfaction with their school climate, and ultimately, improve student performance.

9. Policy Review of Historical Antecedents In 1967, Frederick Weintraub joined the Council for Exceptional Children (CEC) to work on national and state policy to advance the education of students with exceptionalities.

10. Policy Review of Historical Antecedents (cont.) In 1968, the Children with Specific Learning Disabilities Act was introduced. The bill provided funding for research, professional development and model programs in learning disabilities.

11. Policy Review of Historical Antecedents (cont.) In 1969, the bill was implemented as Title VII of the Education of Handicapped Act (PL 91-230). Over the next six years, focus was placed on the courts, state legislatures and the U.S. Congress on creating policies that would ensure that all students with disabilities, including those with LD, would have access to a public education and the special education services needed to benefit from an education.

12. Policy Review of Historical Antecedents (cont.) Then followed the historic right-to-education case, The Pennsylvania Association for Retarded Children v. the Commonwealth of Pennsylvania (PARC). The right-to- education principle was founded on the perspective that students were different in both how they learned and what they needed to learn; this was in contrast to the traditional view that the purpose of education is to provide students access to the same outcomes.

13. Policy Review of Historical Antecedents (cont.) This culminated the passage of PL 94-142, The Education for All Handicapped Children Act, now known as the Individuals with Disabilities Act (IDEA), when then guaranteed students with disabilities a free appropriate public education (FAPE). The objective was that students who used all of their abilities and became a janitor, would be as valued as students who attended Harvard.

14. Issue Analysis Special education teachers face a high level of stress and demands on a daily basis. In addition, they often feel divided from their general education colleagues. Given that principals often do not have sufficient knowledge about special education and the demands it places on special education teachers, teachers cannot receive adequate support, which results in teacher attrition and burnout. This ultimately impacts student learning.

15. Recommended Actions Administrative programs, as well as administrators themselves, must make it a priority to be knowledgeable about special education and the requirements of a special education teacher’s job. Administrators need to ensure that the overall school climate is conducive to collaboration between special education teachers and general education teachers.

16. Recommended Actions (cont.) Resources need to be made available for special education teachers to modify and accommodate student needs through curriculum resources and professional development. Finally, administrators must be passionate about ALL students’ ability to learn and to place a high priority on ensuring that ALL students are successful and valued, thus, promoting an ‘inclusive’ attitude and philosophy among all staff members.

17. Five Instructional Leadership Priorities of Effective Principals Defining and communicating the school’s educational mission Managing curriculum and instruction Supporting and supervising teaching Monitoring student progress, and Promoting a learning climate (Bateman & Bateman, 2001; Blasé’, J. J., 1987; Blasé’, J. J., Blasé, J., Anderson & Duncan, 1995; Blasé’, J., & Kirby, 1992).

18. Five Instructional Leadership Priorities of Effective Principals (cont.) These priorities keep effective administrators focused on student learning and professional development. As a result, effective leaders are familiar with current research, find necessary resources, make well- reasoned judgments regarding students’ programs, mentor new teachers, provide professional opportunities for all staff members, and evaluate teacher performance (Joyce & Showers, 1995; Klinger et al., 2001 NASBE, 1992; Wald, 1998).