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. H325A 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. Induction Support for New Special Education Administrators
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
1. DIRECTION SETTING
Setting Strategic Goals
Participation & Communication
Annual Plan
Representation & Advocacy
2. SYSTEM DESIGN
Policies and Procedures
Comprehensive & Effective System
Budget
3. INSTRUCTIONAL PRACTICE
Curriculum
Multi-tiered System
Instructional Improvement
Adaptations
Student Learning Data
4. PERSONNEL CAPACITY & SUPPORT
Staffing Model
Recruitment and Selection
Professional Development
Personnel Performance
5. COLLABORATION & CONFLICT MANAGEMENT
Frameworks for Collaboration
Dispute Resolution
6. STUDENT SUPPORT
Student Transition
Student Access
Coordination of Related Services
7. FAMILY & COMMUNITY SUPPORT
Family Communications
Community Partnerships
8. PROGRAM OVERSIGHT & IMPROVEMENT
Indicators
Department Oversight
Improvement Cycles

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
Task 6B. Public Issue analysis and Influence Plan  
Summary. The candidate provides a summary of the educational issue that places local concerns and conflicts in broader perspectives, and identifies the multiple perspectives (at least 3) and competing values that define the local political context;
Reflective Analysis: The candidate provides a reflective analysis that explores the potential for LSEA influence and effective advocacy. The reflective analysis explores implied assumptions and beliefs, and identifies possible strategies for LSEA influence that would advance the community conversation by advocating equitable and inclusive policies that benefit all children and families.
Product: A summary and reflective analysis (total product 4-5 pages).
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)
Priority Level
Preparedness Level
High Priority
Well Prepared
Moderate Priority
Adequately Prepared
Low Priority
Under-prepared
Not a Pariority
No Opportunity to Practice
Direction Setting
Setting Strategic Goals
Participation & Communication
Annual Plan
Representation & Advocacy
System Design
Policies and Procedures
Comprehensive & Effective System
Budget
Instructional Practice
Curriculum
Multi-tiered System
Instructional Improvement
Adaptations
Student Learning Data
Persosnnel Capacity & Support
Staffing Model
Recruitment and Selection
Professional Development
Personnel Performance
Collaboration & Conflict Management
Frameworks for Collaboration
Dispute Resolution
Student Support
Student Transitions
Student Access
Coordination of Related Services
Family and Community Support
Family Communications
Community Partnerships
Program Oversight & Improvement
Indicators
Department Oversight
Early Warning Reviews

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 Self Assessment Agency Visits (DC) VCASE Internships
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 Job Status 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
Dr. Patricia Addison

24. Contact Information
H. Douglas Cox, Director Aspiring Special Education Leaders Academy Phone: (804)

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