Preparing School Leaders for Special Education: Old Criticisms and New Directions

In the context of accountability and high-stakes testing, professors of educational administration in Texas and across the nation are under tremendous pressure to develop innovative principal preparation programs that produce effective school leaders, especially as research methodologies emerge to disaggregate the effects of such programs. One area few programs adequately address, including more innovative programs, is special education - despite the fact that principals struggle with accountability for all students, but particularly those principals in schools and districts with limited resources and limited professional development opportunitie~ (Bays & Crocket, 2007; Wakeman, Browder, Flowers, & Ahlgrim-Delzell, 2006). Principals have long reported that their preparation programs did not prepare them with the legal and instructional knowledge in the area of special education (DiPaola & Walther-Thomas, 2003; Hirth & Valesky, 1990)

Dimensões da liderança para a justiça social: uma revisão crítica das ações, desafios, dilemas, e oportunidades para a inclusão de alunos com deficiência em escolas de Estados Unidos

Empirical research has described how school leaders with social justice orientations investigate, understand, and address issues related to marginalization. These studies detail many of the heroic efforts of principals and their dedication, persistence, and skill. Theoretical and empirical writings have often presented social justice leadership as a “cure-all” to inequities rather than politically situated leadership orientation that in its practice is dilemma-laden. This article draws upon previous research on effective leadership as well as highlighting key aspects related to special educational policy in U.S. public schools to cultivate a more in-depth understanding of the practice of social justice leadership for inclusion. This analysis is presented to prompt a more in-depth and practice-oriented discussion, analysis, and understanding of the challenges associated with social justice leadership. Recommendations for future research and a more community-oriented and activist approach to social justice leadership are presented and justified at the conclusion of the article.La investigación empírica ha descrito cómo los líderes escolares con orientaciones hacia la justicia social investigan, comprenden y abordan las cuestiones relacionadas con la marginación. Estos estudios muestran en detalle muchos de los esfuerzos heroicos de los directores, su dedicación, persistencia y habilidad. Escritos de carácter teórico y empírico que, a menudo, presentan el liderazgo para la justicia social como algo capaz de "curar" las desigualdades, en vez de mostrar el liderazgo como una práctica políticamente orientada y cargada de dilemas. Este artículo se basa en investigaciones previas sobre el liderazgo eficaz, y destaca aspectos clave relacionados con la política educativa de las escuelas públicas que fomentan una comprensión más profunda del liderazgo para la justicia social para la inclusión. Este análisis se presenta para provocar una mayor profundidad y discusión orientada a la práctica, el análisis y la comprensión de los retos asociados con el liderazgo para la justicia social. Se presentan y justifican en las conclusiones del artículo algunas recomendaciones para futuras investigaciones y un enfoque más orientado a la comunidad y activista con el liderazgo para la justicia socialA pesquisa empírica descreveu como líderes para a da justiça social investigam, compreender e resolver problemas de marginalização. Esses estudos mostram em detalhes muitos dos esforços heroicos dos líderes, a dedicação, a persistência e habilidade. Escritos de caráter teórico e empírico, muitas vezes exibem líderes capazes de “curar” desigualdades, em vez de mostrar liderança como uma prática politicamente orientada e cheio de dilemas. Este artigo é baseado em pesquisas anteriores sobre a liderança eficaz, e destaca os aspectos fundamentais da política de educação nas escolas públicas que promovam uma compreensão mais profunda da liderança para a justiça social para a inclusão. Essa análise é apresentada para causar maior profundidade e discussão orientada para a prática, análise e compreensão dos desafios associados com a liderança para a justiça social. Nós apresentamos e justificam as conclusões do artigo algumas recomendações para futuras pesquisas e uma liderança mais voltado para a comunidade e ativista para abordagem de justiça socia

Principal and Teacher Collaboration: An Exploration of Distributed Leadership in Professional Learning Communities

Professional learning communities (PLCs) can be powerful tools for school improvement but require principals and teachers to collaborate and work together. This article reports on a qualitative multi-case study focused on six elementary schools in West Texas that had been identified for having effective PLCs. Principals and teachers were observed and interviewed over the course of one academic school year to understand how leadership was distributed across the school to facilitate effective PLCs. Findings highlight the ways principals distribute leadership across their school, relevant teacher and principal interactions, and how key aspects of PLCs are influenced by principals, teacher leaders, and teachers. Findings have implications for in-service professional development experts within school districts and faculty working in principal preparation programs

Principal and Teacher Collaboration: An Exploration of Distributed Leadership in Professional Learning Communities

Professional learning communities (PLCs) can be powerful tools for school improvement but require principals and teachers to collaborate and work together. This article reports on a qualitative multi-case study focused on six elementary schools in West Texas that had been identified for having effective PLCs. Principals and teachers were observed and interviewed over the course of one academic school year to understand how leadership was distributed across the school to facilitate effective PLCs. Findings highlight the ways principals distribute leadership across their school, relevant teacher and principal interactions, and how key aspects of PLCs are influenced by principals, teacher leaders, and teachers. Findings have implications for in-service professional development experts within school districts and faculty working in principal preparation programs

As tendências históricas nos processos de descentralização educacional nos Estados Unidos e em países em desenvolvimento no contexto pós-Segunda Guerra Mundial

In the present work, we fill a gap in the writing on the decentralization of educational governance by periodizing and comparing trends that have fallen under this label in both the United States and developing countries in the post-WWII period (1945-present). The findings are informed by a review of 127 decentralization-related studies from seven leading, peer-reviewed journals in comparative and international education, in addition to the Journal of Education Policy, Journal of Educational Administration, and Harvard Education Review. We combine this review with works that address larger political and economic shifts and, in so doing, are able to delineate two pushes for decentralization in the United States. In developing countries, the term decentralization has emerged during three distinct periods. Beyond characterizing the nature of decentralization in general terms over time, we also compare key features of these trends and the forces that brought them about. One key finding is that the application of community-level decentralization in developing countries has not been as widespread as global rhetoric during the 1990s and 2000s would imply. A second key finding is that there has been a relatively recent shift away from decentralization towards other forms of accountability-based reforms in both the United States and developing countries.Este trabajo, completa una brecha en la literatura sobre la descentralización de la gestión educativa con la periodización y la comparación de los procesos descentralizadores tanto en Estados Unidos como en los países en desarrollo en el período posterior a la Segunda Guerra Mundial (1945-presente). Los resultados provienen de una revisión de 127 estudios sobre descentralización publicados en siete de las principales revistas en educación comparada e internacional, además de Journal of Education Policy, Journal of Educational Administration, and Harvard Education Review. Combinamos esta revisión con análisis de trabajos que abordan grandes cambios políticos y económicos para delinear dos dinámicas que impulsaron la descentralización. Un hallazgo clave es que la aplicación de la descentralización al nivel de las comunidades locales en los países en desarrollo no ha sido tan generalizada como la retórica mundial durante los años 1990 y 2000 implicaría. Un segundo hallazgo clave es que ha habido un cambio relativamente reciente que abandona los modelos de descentralización hacia otras formas de reformas basadas en la rendición de cuentas, tanto en los Estados Unidos y los países en desarrollo.Este trabalho completa uma lacuna na literatura sobre a descentralização da gestão da educação, com a periodização e comparação das tendencias  descentralizadores, tanto nos Estados Unidos como em os países em desenvolvimento no período após a II Guerra Mundial (1945-presente). Os resultados vêm de uma revisão de 127 estudos sobre  descentralização publicados em sete dos principais periódicos em educação comparada e internacional, e Journal of Education Policy, Journal of Educational Administration, e Harvard Education Review. Nós combinamos esta revisão com análise de obras que abordam as principais mudanças políticas e econômicas para delinear duas dinâmicas que levaram à descentralização. A principal conclusão é que a implementação da descentralização ao nível das comunidades locais nos países em desenvolvimento não tem sido tão difundido como retórica global durante o 1990 e 2000 média. A segunda constatação importante é que tem havido uma relativamente recentes modelos de mudança deixando a outras formas de reformas de descentralização com base na prestação de contas, tanto em os EUA e os países em desenvolvimento

Corrigindo erros do passado: A liderança focada na justiça social para um superintendente de educação em duas línguas além da fronteira do México e dos Estados Unidos

The role of superintendents in adopting and developing dual language education and other equity-oriented reforms that support the unique needs of Latina/o emergent bilinguals is a relatively unexplored area in educational leadership and policy research. Drawing upon theories of social justice leadership, this article examines how one superintendent in the El Paso Independent School District (EPISD) engaged in leadership to address injustices against Mexican and Mexican-American emergent bilinguals through the implementation of district-wide dual language education. EPISD provided a strategic site for this study because the previous superintendent and administration were part of a large-scale cheating scandal that “disappeared” hundreds of Mexican and Mexican-American students. This study highlights the important role of the superintendent in supporting equity-oriented school reforms such as dual language education, identifies specific actions and values pertinent to social justice leadership at the district level, and describes the ways leaders can take advantage of political opportunities, frame educational injustices in ways that mobilize key stakeholders, and utilize networks and grassroots movements for social justice means. The article concludes with implications for future research.El rol de los superintendentes en la adopción y el desarrollo de la educación bilingüe y otras reformas orientadas a la equidad que apoyan las necesidades especiales de los estudiantes bilingües es una área relativamente inexplorada en el liderato educativo y en la investigación de las pólizas educativas. Este artículo examina cómo un superintendente en el Distrito Escolar Independiente de El Paso (EPISD) se involucró en el liderato para abordar las injusticias contra los bilingües emergentes Mexicanos y México-Americanos a través de la implementación de la educación dual en todo el distrito. EPISD proporcionó un sitio estratégico para este estudio debido a que la administración y el superintendente anterior formaron parte de “un escándalo de trampa en exámenes que resulto en la desaparición” de cientos de estudiantes Mexicanos y México-Americanos. Este estudio destaca el importante rol que desempeña el superintendente en el apoyo a reformas escolares orientadas a la equidad, como la educación en dos idiomas, identifica acciones y valores específicos pertinentes al liderato de justicia social a nivel distrital y describe las maneras en que los líderes pueden aprovechar de las oportunidades políticas, formulando injusticias educativas de manera que movilizan a las partes interesadas y utilizan las redes y movimientos de base para la justicia social. Este artículo concluye con implicaciones para futuras investigaciones.O papel dos superintendentes na adoção e desenvolvimento da educação bilíngüe e outras reformas destinadas a capital para suportar as necessidades especiais dos estudantes bilíngües é uma área relativamente inexplorada na liderança educacional e de pesquisa de políticas educacionais . Este artigo examina como um superintendente na DSI El Paso (EPISD) envolveu-se na liderança para enfrentar as injustiças contra a emergente bilíngües Mexicano-Americanos e do Méxicanos através da implementação de formação dual em todo o distrito. EPISD forneceu um local estratégico para este estudo porque a administração eo ex-superintendente eram parte de “um escândalo de fraude em exames que resultou no desaparecimento” de centenas de estudantes Mexicanos e México-Americanos. Este estudo destaca o importante papel desempenhado pelo superintendente em apoio a reformas de escolas destinadas a equidade, como a educação em duas línguas, identifica as ações pertinentes e valores específicos a liderança da justiça social a nível distrital e descreve as maneiras em que os líderes eles podem tirar proveito das oportunidades políticas, formulação de injustiças educacionais para que mobilizar as partes interessadas e utilizar as redes e movimentos de base para a justiça social. Este artigo conclui com implicações para futuras pesquisas

O limite de educação especial do Texas: Explorando o atraso e a negação de apoio a alunos com deficiências do Estado

State accountability systems have been a primary school reform initiative in the U.S. for the past twenty years, but often produce unintended negative consequences. In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS) which included an accountability indicator focused on the percentage of students found eligible for special education under the Individuals with Disabilities Education Act (IDEA), the nation’s special education law. From 2004 through 2016, the percentage of students found eligible for special education in Texas declined significantly, while the national rate held constant. Eventually, the U.S. Department of Education (ED) investigated TEA and the statewide implementation of IDEA. The purpose of this study is two-fold: (a) to evaluate the potential impact of the the PBMAS indicator on manipulation of special education identification practices; and (b) to describe how the indicator may have influenced school and district personnel. We highlight several concerning trends in state and district data and, through an analysis of publicly available reports from the ED, show how district and school personnel knowingly and unknowingly acted in ways that delayed and denied special education to potentially eligible students. We conclude with recommendations for TEA and implications for future research and policy. Los sistemas estatales de rendición de cuentas han sido una iniciativa de reforma de la escuela primaria en los Estados Unidos durante los últimos veinte años, pero a menudo producen consecuencias negativas no deseadas. En 2004, la Texas Education Agency (TEA) implementó el Performance Based Monitoring and Analysis System (PBMAS) que incluía un indicador de responsabilidad centrado en el porcentaje de estudiantes elegibles para educación especial bajo el Individuals with Disabilities Education Act (IDEA), ley de educación especial de la nación. Desde 2004 hasta 2016, el porcentaje de estudiantes elegibles para educación especial en Texas disminuyó significativamente, mientras que la tasa nacional se mantuvo constante. Finalmente, el Departamento de Educación de los Estados Unidos (ED) investigó la TEA y la implementación estatal de IDEA. El propósito de este estudio es doble: (a) evaluar el impacto potencial del indicador PBMAS en la manipulación de las prácticas de identificación de educación especial; y (b) describir cómo el indicador puede haber influido en el personal de la escuela y del distrito. Destacamos varias tendencias concernientes a los datos del estado y del distrito y, a través de un análisis de los informes de ED disponibles al público, mostramos cómo el distrito y el personal escolar actuaron a sabiendas e inconscientemente de una manera que retrasó y negó la educación especial a los estudiantes potencialmente elegibles. Concluimos con recomendaciones para TEA e implicaciones para futuras investigaciones y políticas.Os sistemas de responsabilização do Estado têm sido uma iniciativa da reforma do ensino primário nos Estados Unidos nos últimos vinte anos, mas muitas vezes produzem consequências negativas não intencionais. Em 2004, a Texas Education Agency (TEA) implementou o Performance Based Monitoring and Analysis System (PBMAS), que incluiu um indicador de prestação de contas focado na porcentagem de estudantes elegíveis para educação especial sob a  Individuals with Disabilities Education Act (IDEA), a lei de educação especial do país. De 2004 a 2016, a porcentagem de estudantes qualificados para educação especial no Texas diminuiu significativamente, enquanto a taxa nacional permaneceu constante. Finalmente, o Departamento de Educação dos Estados Unidos (DE) investigou o TEA e a implementação estadual do IDEA. O propósito deste estudo é duplo: (a) avaliar o impacto potencial do indicador PBMAS na manipulação de práticas de identificação de educação especial; e (b) descrever como o indicador pode ter influenciado o pessoal da escola e do distrito. Destacamos várias tendências relativas a dados estaduais e distritais e, por meio de uma análise de relatórios de DE disponíveis ao público, mostramos como os funcionários do distrito e da escola agiram consciente e inconscientemente de uma maneira que atrasou e negou a educação. especial para alunos potencialmente elegíveis. Concluímos com recomendações para ASD e implicações para futuras pesquisas e políticas

Deconstructing Systems of Segregation: Leadership Challenges in an Urban School

Special education policies can create structures of segregation and inequality. School leaders are often tasked with dismantling these structures while meeting expectations related to accountability policies. This case study involves a new principal at an urban school in a district with a long history of segregation reassigned to work at one of the more challenging schools in the district. The district had just begun making special education reforms across the district to increase the amount of access students with disabilities have in the general education classroom. The new principal was directed to raise student scores on state-mandated tests and to increase the inclusivity of the school. The case explores issues related to special education law, social justice leadership, response to intervention, school administration, and developing school culture

Dimensions of Social Justice Leadership: A Critical Review of Actions, Challenges, Dilemmas, and Opportunities for the Inclusion of Students with Disabilities in U.S. Schools

Empirical research has described how school leaders with social justice orientations investigate, understand, and address issues related to marginalization. These studies detail many of the heroic efforts of principals and their dedication, persistence, and skill. Theoretical and empirical writings have often presented social justice leadership as a “cure-all” to inequities rather than politically situated leadership orientation that in its practice is dilemma-laden. This article draws upon previous research on effective leadership as well as highlighting key aspects related to special educational policy in U.S. public schools to cultivate a more in-depth understanding of the practice of social justice leadership for inclusion. This analysis is presented to prompt a more in-depth and practice-oriented discussion, analysis, and understanding of the challenges associated with social justice leadership. Recommendations for future research and a more communityoriented and activist approach to social justice leadership are presented and justified at the conclusion of the article

How to Improve Curriculum Leadership: Integrating Leadership Theory and Management Strategies

Principals play an important role in developing high quality, critical, and community-oriented curriculum leadership and renewal. Curriculum leadership is complex and challenging for new and veteran principals. The purpose of this article is to provide an approach to curriculum leadership that weaves theories of leadership together with quality management techniques. Each step in the process requires principals to think about and apply dimensions of instructional, distributed, and social justice leadership theories. These approaches to leadership and management will support the development of a school that is more conducive to positive change, a school culture that embraces collaboration, and faculty and staff who are willing to go above and beyond for their students and their diverse needs