Teacher Leadership in Special Education: Exploring Skills, Roles, and Perceptions

Journal of Interdisciplinary Teacher Leadership

Kimmie Tang¹  Sylvia Bagley² 

[1] California State University, Dominguez Hills;University of Washington;

关键词: special education;    teacher leadership;    professional development;    teacher education;    qualitative methods;   

DOI  :  https://doi.org/10.46767/kfp.2016-0023

来源: DOAJ

【 摘 要 】

Special Education teachers frequently assume formal or informal leadership roles and responsibilities across disciplines (Council for Exceptional Children, 2015a, 2015b). However, despite the increasing attention paid to teacher leadership on an international scale (Wenner & Campbell, 2016), little research exists on the experiences and needs of teacher leaders within the diverse field of Special Education. In this descriptive phenomenological study, we addressed the following questions: 1) What does teacher leadership within the landscape of Special Education look like? 2) How does this work relate to the roles and dispositions laid out in both the Teacher Leader Model Standards (2011) and the Council for Exceptional Children’s Special Education Specialist Preparation Standards (2015a, 2015b)? We found that Special Education teacher leaders primarily demonstrate leadership via support, specifically through the skills of advocacy, facilitating, innovating, and ‘administrating’.

【 授权许可】

Unknown