Priming the Pipeline for Local Special Education Administrators: Approaches and Perspectives

1. Priming the Pipeline for Local Special Education Administrators: Approaches and Perspectives

2. Disclaimer • This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this website in intended or should be inferred.

3. The LSEA Challenge • Expanding responsibilities • New opportunities to lead for equity • Limited preparation pathways

4. States Education Agencies as Catalysts for Change Foster partnerships needed for comprehensive preparation Support programs and candidates Define standards for certification/ licensing Create networks of support for new LSEAs Incentivize early-stage leader preparation

5. One Example...The ECSEL Program Two year program to prepare new LSEAs Collaborative among universities, educational service districts Initiated and supported by the state Currently completing Cohort 3

6. Designing for Washington State Statewide access New generation of leaders Focus on outcomes plus compliance No single institution with sufficient breadth of expertise

7. A Four-part Theory of Action You can’t lead what you don’t know—Expertise in influencing school-level instruction and student services Backwards Design—A curriculum built around position responsibilities Deliberate Practice—Leadership development occurs mostly on the job as you take on challenging responsibilities Beyond classes—Leadership development is mostly self-development

8. ECSEL Structure School-Level Leadership (First Year) District-Level Leadership (Second Year) Internship (400 Hours) Internship (400 Hours) Induction Support for New Special Education Administrators Candidate Learning Candidate Learning Performance Tasks Performance Tasks • 3 Year-Long Seminars • Personal Leadership • Instructional Leadership • Student-Centered Leadership • 3 Year-Long Seminars • Institutional Leadership • Collaborative Leadership • Organizational Leadership

9. LSEA Responsibility Model

10. Core Topics—An Example LEDE 540: Organizational Leadership 5.1. Establish structures, programs, and policies to achieve special education goals 5.2. Problem solving and change management in special education organizations 5.3. Developing human capacity to implement special education programs 5.4. Strategic budget & resource management 5.5. Special student services leadership ECSEL Part 1

11. Performance Tasks—An Example ECSEL Part 1

12. Assessing Performance Tasks Conceptual, strategic, personal knowledge for each core topic Evidence of knowledge comes from several different performance tasks ECSEL Part 1

13. Priority in Current Positions and Level of Preparedness at Graduation(Cohort 2 Graduates)

15. Virginia’s Aspiring Special Education Leaders Academy Priming the Pipeline for Local Special Education Administrators: Approaches and perspectives from the field December 12, 2017 H. Douglas Cox, Academy Director

16. BACKGROUND • Established in 2008; year-long program • One-year long program for selected participants from school divisions (districts) and state-operated programs • Funding • VDOE funds presenters, hotel costs, & some meals (breakfast and lunch) • School Divisions and State Programs fund mileage reimbursement and teacher substitutes

17. Cohort Selection Process • Superintendent’s Memo and Nomination Packet to Division Superintendents • Application Sign-off by Division Superintendent or Designee & Special Education Director • Application review and selection by steering committee and/or VDOE staff; rubric used

18. Application Requirements • Documentation: Master’s Degree (or close) • Recommendation from immediate supervisor • Endorsement by Division Superintendent and Special Education Director • Written essay • Education and work experience

19. Selection Process • Priority to LEAs that have no or limited past participation • Balance: Regional representation; experience • Essay and recommendation • Independent scoring with rubric; scores combined

20. Learning Experiences Based Upon Standards • Standards for Special Education Administrators (CEC) • Professional Standards for Educational Leaders adopted by the National Policy Board for Education Administration

21. CONTENT • Monthly day-and-a-half meetings • 50% Leadership • 50% Special Education Issues • Self Assessment • StrengthsFinder™ (Gallup) • Change Style Indicator™ (Discovery Learning) • Influence Style Indicator™ (Discovery Learning) • Agency Visits (DC) • VCASE • Internships

22. EVALUATION • Anecdotal • Feedback from each session • Special Education Leadership Appraisal Scale [SELAS] (Miller, M. & Baker, P., 2011) • Pre- and Posttest • Job Status • Promotions • Additional Responsiblities

23. EVALUATION For additional information about the evaluation component using the SELAS, contact: • Dr. Pamela Baker (pbaker5@gmu.edu) • Dr. Patricia Addison (p.addison@verizon.net)

24. Contact Information H. Douglas Cox, Director Aspiring Special Education Leaders Academy doug.cox100@verizon.net Phone: (804) 543-7320

25. Challenges for Program Development • Opportunities and pathways for teacher leadership in special education • University silos separating special education and administration faculties • Challenge to sustain low-demand programs in universities • Relatively small grant investment to date in capacity-building for preparing LSEAs

26. Perspectives from CASE and NASDE