LU Special Education Challenges and Leaders Discussion

Respond to the question and two classmate.

What do you believe to be the biggest challenge facing special education leaders today? What recommendations do you have (based on research or observation in your professional setting) for educational leaders to address this issue? Consider one person who has had a tremendous impact on you as a leader. Why and how did this person impact your life, and what leadership traits from this individual would be essential in addressing the challenge you selected above? Support your discussion with both personal experiences and research. (400 words)

(MK) One of the biggest challenges that Special Education Leaders are facing is the increase in referrals and not enough staff to cover the new services. As a previous special education administration, getting a handle of new referrals especially after returning to school was a challenge. Students were showing they were grade levels behind, but having to look at the data to determine whether it was caused by lack of instruction during covid, or a disability. This caused and is still causing an increase in referrals.

According to the Institute of Education Sciences research on Special Educator Shortage: Examining Teacher Burnout and Mental Health, the vacancies in special education were nearly double that of any other subject area and teacher burn out is on the forefront of this. The research showed that administration that provided proper planning time, instructional resources and support of student outcomes had higher quality instruction occurring from teachers. In the study, the first wave of data collection occurred during the pandemic and found that out of 468 participants, 38% met the clinical criteria for generalized anxiety and 38% for major depressive disorder.

My recommendation is and was as an administrator was to set guidelines for referrals to be followed and implement a strong child study team that would add general education services for students and ensure they were provided RTI prior to a referral. I also believe mental health is a very important part of all jobs and implemented writing days for teachers for IEPs to help them not feel stressed with that added. We also implemented mental wellness for teachers and held a speaker for an in service day. Giving the teachers support and time to listen to them also helped in general for our teachers to be heard.

One person who has a tremendous impact on me and my leadership style is my first principal when I was a teacher. She made time to listen to your concerns, she celebrated your wins and overall cared about you and your family. Her compassion was felt throughout the district and she generally looked out for what was best for her teachers. She was our voice and we knew she would do what is best for us and the students. I have taken what she taught me and used it as an administrator to ensure I am available and open for conversation and to listen. I also, ensure I remember that the teachers have families and their mental health is important, so I use to call teachers in to chat if I noticed they seemed to be struggling to offer help. This helped the teachers to feel more comfortable coming to be with advice or just an ear to listen which I think is important in the retention of staff and being a place where people want to work.

Reference:

Bodenhamer, S. (2023, May 22) Special Educator Shortage: Examining Teacher Burnout and Mental Helath. Institute of Educational Services. HTTPS://it’s.ed.gov/blogs/research/posts/special-e…

(CR) Embarking on the journey of a special educator demands not just perseverance but also an unwavering commitment. Within the realm of special education, educators encounter multifaceted challenges that demand fortitude, courage, and a deep sense of dedication. Particularly in elementary education, teachers steering self-contained classes navigate complex terrains, relying on a collaborative team of paraprofessionals to navigate the intricate dynamics of classroom culture, individualized education programs, diversity, and student disabilities, among other critical aspects.

In my professional capacity, I have proactively engaged with special education staff, offering motivation and guidance when necessary. Serving as a coach, I’ve actively participated in classroom interventions to ensure the holistic support of students. Recognizing the vital role of familial involvement, I have consistently advocated for open communication between teachers and the families of students, fostering an understanding of effective strategies both at home and in the educational setting. Emphasizing collaborative efforts, I have spearheaded team meetings involving resource teachers, instructional coaches, paraprofessionals, and the school psychologist to diligently meet the individualized education plan’s requirements and the set goals for each student.

Reflecting on my experience as a former Dean of Students, I deeply admired the proactive approach of my former Assistant Principal, whose encouragement instilled in me the profound understanding that the role of an administrator transcends mere oversight. Embracing this perspective, I have embodied an unwavering commitment to serving the holistic needs of students, staff, and the wider community, striving to be a beacon of safety and support. Leveraging my expertise in restorative justice, I have fostered an environment characterized by trust and harmony, deftly navigating any challenging situation that may arise. Central to my administrative philosophy is a firm belief in the importance of creating a secure and nurturing space for all individuals, an ethos that underpins my unwavering dedication to fostering an environment conducive to growth and well-being.

In navigating the intricacies of managing classroom dynamics, individualized education plans, diverse student populations, and varying abilities, active immersion within the educational landscape becomes imperative. Echoing the timeless wisdom of Proverbs 22:6, which underscores the vital role of guiding children towards positive growth, Christian practitioners are reminded of their duty to guide the younger generation toward beneficial ends. Drawing from the insights of Slavin and Schunk (2021) on self-regulation and the critical influence of emotional states on students’ learning, educators are encouraged to approach immediate challenges with a strong emphasis on building relationships and implementing solution-oriented strategies. Establishing an educational milieu that fosters trust and harmony serves as a cornerstone for cultivating an enriching learning environment that supports the holistic growth of students.

Refrences:

New King James Bible. (2023). Bible Gateway. https://www.biblegateway.com Links to an external site. (Original work published 1982)

Slavin, R. E., & Schunk, D.H. (2021). Learning theories: EDUC 500 (2nd ed.). Pearson.

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