Preparing Principals and Superintendents as Special Education Leaders: A Capacity Building Approach to the Elimination of Special Education Administrators - PowerPoint PPT Presentation

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Preparing Principals and Superintendents as Special Education Leaders: A Capacity Building Approach to the Elimination of Special Education Administrators

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a graduate degree in special education (NO) ... District Leadership Degree/Licensure Program. District ... T&L 752 Education Law T&L 840 Instructional Models ... – PowerPoint PPT presentation

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Title: Preparing Principals and Superintendents as Special Education Leaders: A Capacity Building Approach to the Elimination of Special Education Administrators


1
Preparing Principals and Superintendents as
Special Education Leaders A Capacity Building
Approach to the Elimination of Special Education
Administrators
  • Thomas M. Skrtic, Ph.D.
  • Council of Administrators of Special Education
  • Council for Exceptional Children
  • Louisville, KY
  • April 20, 2007
  • University of Kansas
  • (tms_at_ku.edu)

2
Developmental Sequence
  • 1993-00 Interdisciplinary Policy Leadership
    (Ph.D)
  • Special Education Policy Integration (Ph.D)
  • National/state policy, leadership, and advocacy
    (SU/SLSI focus)
  • 1999-03 Building Special Education Leadership
    (Ph.D)
  • Policy leadership/integration in school/community
    (SU/SLSI focus)
  • 2000-03 KSDE licensure reform and legislation
  • Eliminates special education director and
    coordinator licenses
  • 2003-07 Building Admin of Special Education
    Services
  • 2004-08 District-level Special Education
    Leadership
  • Now cant do degree/license payback rules

3
Legislative and Reform Initiative in Kansas
  • Reduce 14 disability endorsements to 4
  • Eliminate licenses for SLP, OT, PT, SSW
  • Eliminate special education director and
    coordinator
  • Three-level administrative licensure
  • District Leadership
  • Building Leadership
  • Program Leadership (no content area requirements)

4
Prior Endorsement Requirements Director of
Special Education
  • District Administrator certification
  • Building Administrator certification or Special
    Education Supervisor/Coordinator endorsement
  • 2 years teaching experience
  • 2 years special education teaching experience
  • 6 graduate credit hours at accredited IHE,
    including
  • 3 in org admin of special education services
  • 3-credit practicum in special education
    administration

5
Former Endorsement Requirements Special
Education Supervisor/Coordinator
  • special education teacher endorsement
  • graduate degree in special education
  • 2 years special education teaching experience
  • 15 graduate credits at accredited IHE, including
  • 3 in curriculum
  • 3 in special education supervision/coordination
  • 3 in program planning
  • 3 in org admin of special education services
  • 3-credit practicum in special education
    supervision/coordination

6
Audit Guide ProposalSpecial Education Director
  • Reimbursable personnel must hold District
    Leadership license and have
  • a special education teacher endorsement (YES)
  • a graduate degree in special education (NO)
  • 3 years sped teaching/supervisory experience
    (YES)
  • 9 graduate credits, including (NO, Monitor
    Standards)
  • 3 credits in special education law
  • 3 credits in org admin of special education
    services
  • 3 credits of supervised practicum in special
    education administration

7
Audit Guide ProposalSpecial Education Coordinator
  • Reimbursable personnel must hold Program
    Leadership license and have
  • a special education teacher endorsement (YES)
  • a graduate degree in special education (NO)
  • 3 years of special education teaching experience
    (YES)
  • 9 graduate credits, including (NO, Monitor
    Standards)
  • 3 credits in special education law
  • 3 credits in supervision/coordination of special
    education services
  • 3 credits of supervised practicum in special
    education supervision

8
DSEL Goal
  • To prepare district leadership personnel to
    administer, enhance, and supervise the provision
    of educational services for students with
    disabilities and their parents, through
    integrated general/special education leadership
    preparation for superintendents who function as
    general education district administrators,
    special education transformational leaders, and
    disability-rights advocates in their districts,
    schools, and communities.

9
Educational Leadership Policy StudiesDistrict
Leadership Degree/Licensure Program
  • District Leadership
  • American Educational Reform Movements
  • District Financial Management
  • Educational Policy, Ethics and Law
  • Advanced Organizational Theory
  • Supervision of Instruction
  • Curriculum Supervision
  • District Business Management
  • District Human Resource Management
  • Research Methods (12 hours)
  • School of Education Core (12 hours)
  • Field Experience/College Teaching
  • Dissertation (18)

10
DSEL Minor in Special Education Leadership
  • Standards Based Reform (NCLB/IDEA)
  • Law Special Education
  • Org Admin of Special Education Services
  • Professional Collab Parent Partnerships
  • Research-Based Practices for Students with
    Disabilities
  • SPED 985 Naturalistic Research

11
DSEL Methodological and Substantive Foci
  • Social, political, historical foundations
  • Civic professionalism
  • Problem-solving organizations
  • Systems change via participatory inquiry
  • Transformational (vs. Traditional) SBR
  • Interprofessional and parent collaboration
  • Balanced instruction (judgment vs. fidelity)
  • Conditions of special education practice
  • Status of children families (risk in
    school/society)

12
DSEL Participants
  • 2 SEA special education administrators
  • 3 LEA special services / special education
    directors
  • 4 building principals
  • 1 special education teacher / former coordinator
  • 4 with building and district license, doing Ph.D.
  • 3 with building license, doing district license
    and Ph.D.
  • 2 with building license, doing district license
    and Ed.D.
  • 1 w/out building license doing district license
    and Ed.D.

13
BASES Goal
  • To prepare building principals to administer and
    enhance the provision of educational services for
    students with disabilities and their parents
    through integrated general/special education
    leadership preparation for administrators who
    function as building principals, transformational
    special education leaders, and disability-rights
    advocates in their schools and communities.

14
Educational Leadership Policy StudiesBuilding
Leadership Degree/Licensure Program
  • First Year-Summer Second Year-Summer
  • TL 750 Principalship TL 854 Student in Society
  • TL 756 History Ed Thought TL 852 School
    Resource Manage
  • First Year-Fall Second Year-Fall
  • TL 757 Ed in American Society TL 843
    Curriculum Planning TL 715 Ed Research
    Evaluation TL 853 Staff Eval/Development
  • First Year-Spring Second Year-Spring TL 752
    Education Law TL 840 Instructional Models TL
    755 Human Resource Manage TL 895 Internship
    (integrated)

15
BASES GCP in Building-Level Special Education
Leadership
  • SPED 970 Standards-Based Reform (3)
  • SPED 971 Org Admin of Special Education
    Services (3)
  • SPED 743 Positive Behavior Support (3)
  • SPED 841 Learning Strategies Content
    Enhancement (2)
  • SPED 798 Effective Instruction for C/LD Students
    (1)
  • SPED electives based on need/experience (6)
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