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Showing 1 to 15 of 23 results Save | Export
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Bruhn, Allison; Gorsh, Jay; Hannan, Chloe; Hirsch, Shanna Eisner – Journal of Special Education Leadership, 2014
Schools implementing Positive Behavior Interventions and Supports (PBIS) are often confronted with concerns from a variety of educational stakeholders about school climate, teaching behavioral expectations, the role of reinforcement, and labeling students. Administrators should be prepared to respond to these concerns with theoretical and…
Descriptors: Positive Behavior Supports, Criticism, Program Implementation, Teacher Expectations of Students
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Miller, Faith G.; Patwa, Shamim S.; Chafouleas, Sandra M. – Journal of Special Education Leadership, 2014
An increased emphasis on collecting and using data in schools has occurred, in part, because of the implementation of multi-tiered systems of support (MTSS). Commonly referred to as response to intervention in the academic domain and school-wide positive behavioral interventions and supports in the behavioral domain, these initiatives have a…
Descriptors: Functional Behavioral Assessment, Rating Scales, Student Behavior, Response to Intervention
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Thurlow, Martha L.; Quenemoen, Rachel F.; Albus, Debra – Journal of Special Education Leadership, 2013
The requirement that individualized education program (IEP) teams make decisions about the participation of students with disabilities in general or alternate state- and district-wide assessments is nearly two decades old. The decisions that must be made have become more complicated with the addition, in some states, of alternate assessments based…
Descriptors: Individualized Education Programs, Disabilities, Alternative Assessment, Decision Making
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Blanton, Linda P.; Perez, Yvette – Journal of Special Education Leadership, 2011
School accountability reports reveal that wide achievement gaps exist among different subgroups of students in PK-12 schools. Research findings reveal that general and special education teachers improve their classroom practices when working in professional learning communities (PLCs). In addition, research shows that special education teachers…
Descriptors: Special Education Teachers, Accountability, Teacher Collaboration, Achievement Gap
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Correa, Vivian I.; Wagner, Jennifer Y. – Journal of Special Education Leadership, 2011
Principals are a critical component of creating a positive school environment that supports new teachers to meet the diverse needs of their students. The induction process for beginning special educators can often be more challenging for school administrators and may require different supports than those provided for novice general educators. The…
Descriptors: Mentors, Logical Thinking, Special Education Teachers, Educational Environment
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Donder, Daniel J. – Journal of Special Education Leadership, 2011
The role of the school administrator as an instructional leader has had a long history. However, today this role is more important than ever as high stakes testing has increased the level of accountability for all educators. Districts across the country be they urban, suburban, or rural are scraping for every dollar and at the same time many…
Descriptors: Principals, Administrators, Beginning Teacher Induction, Beginning Teachers
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Ebmeier, Howard; Beutel, Jennifer L.; Dugan, Erin – Journal of Special Education Leadership, 2010
The purpose of this study was to develop and field test an employment screening instrument for special education teachers. The instrument developed demonstrated good reliability and concurrent validity. Both principals and special education administrators could effectively use the instrument. The instrument shows promise for helping administrators…
Descriptors: Validity, Disabilities, Field Tests, Employment Interviews
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Boscardin, Mary Lynn; Weir, Kerry; Kusek, Christopher – Journal of Special Education Leadership, 2010
Unlike data that show that all states require credentials for special education teachers, national data indicate that only 27 states require licensure/certification/endorsement as an administrator of special education. The titles used by states to identify the local director of special education include administrator of special education, director…
Descriptors: Credentials, State Programs, Continuing Education, Degree Requirements
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Sindelar, Paul T.; Heretick, Jennifer; Hirsch, Eric; Rorrer, Andrea; Dawson, Shirley Ann – Journal of Special Education Leadership, 2010
For the National Center to Improve Policy and Practice in Special Education Professional Development, a group of district administrators recently completed an analysis of state policy on induction and mentoring. State policy is important because it helps districts design and deliver induction programs and supplements local resources that are made…
Descriptors: Mentors, Professional Development, Educational Policy, Beginning Teacher Induction
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Wheeler, Deborah S.; LaRocco, Diana J. – Journal of Special Education Leadership, 2009
The purpose of this study was to describe special education administrators' reports of the social supports (House, 1981) that ameliorate the stress inherent in their professional role. This study used a mixed methods design and was conducted in two sequential phases involving 153 special education administrators in a northeastern state. During…
Descriptors: Special Education, Public Education, Administrator Role, Social Support Groups
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Wiener, Roberta M.; Soodak, Leslie C. – Journal of Special Education Leadership, 2008
A national survey was conducted to provide information on the preparedness and conditions necessary for schools to implement the response to intervention model (RtI). Because of the key role of administrators in determining the success of policy implementation, the present study was designed to assess special education administrators'…
Descriptors: Intervention, Disabilities, Special Education, Administrator Attitudes
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Passman, Bruce – Journal of Special Education Leadership, 2008
Over the years, the Council of Administrators of Special Education (CASE) has searched for mechanisms to share information that is important and helpful to the CASE membership. During the past year, CASE initiated the use of "Survey Monkey" as a mechanism to obtain information and opinions from the membership. This article shares some of the input…
Descriptors: Disabilities, Special Education, Principals, Administrator Attitudes
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Albus, Deb; Thurlow, Martha; Clapper, Ann – Journal of Special Education Leadership, 2006
The emphasis on research-based instructional methods makes it especially important for educators to be using instructional strategies known to be effective for English language learners (ELLs) with disabilities. Unfortunately, the literature base that addresses instructional strategies for diverse populations of students with varying language…
Descriptors: Educational Strategies, State Standards, Second Language Instruction, Disabilities
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Stevenson-Jacobson, Rita; Jacobson, John; Hilton, Alan – Journal of Special Education Leadership, 2006
Educational leadership is ranked as the primary variable associated with effective schools. A number of studies have examined the role of principals and the skills needed for administering special education programs. Other research studies identified important knowledge and skills principals should have in relation to special education. In an…
Descriptors: Special Education, Educational Administration, Principals, Administrator Attitudes
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Thurlow, Martha; Barrera, Manuel; Zamora-Duran, Grace – Journal of Special Education Leadership, 2006
Few educators today would argue with statements about the growing diversity of the children being educated in most schools. There is acceptance and often celebration of this diversity, including the growth and dispersal of the population of children and youth from diverse linguistic backgrounds, but there are also concerns about the ability to…
Descriptors: Individualized Education Programs, Second Language Learning, Disabilities, Educational Opportunities
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