Colorado Special Education Administrative Competencies

Rude, Harvey; Sasso, Gary M.

doi:10.1177/088840648801100401

Cited by 2 publications

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“…In a study of Colorado special education administrators (Rude & Sasso, 1988), 48 directors of special education in public schools or regional cooperatives rank ordered the 16 competencies included in the Colorado Department of Education's standards for endorsement as director of special education. Following is the ordering of competencies based on a scale ranging from not important at all (I) to (5): management and supervision (4.60), legislative and legal issues (4.57), leadership and decision making (4.55), communication skills (4.49), program evaluation and planning (4.49), staff and program development (4.23), school finance and budgeting (4.20), personnel functions (4.00), assessment of curriculum-content and strategies (3.98), consultative skills (3.98), interagency collaboration (3.88), public speaking/large group presentations (3.71), preparation of grants and contracts (3.71), computer literacy (3.26), research skills (2.97), and collective bargaining expertise (2.83).…”

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Competencies for administrators of special education

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Recent changes at federal, state, and local levels that continue to reframe special education have an unprecedented impact on the administration of those services. While many such decisions have clearly delineated changes at the level of the classroom, their application at the building or district level remains less clear. As roles and responsibilities continue to shift, it has become critical for those charged with administering services to students with special needs to examine and more accurately specify the competencies needed to fulfill their roles successfully. The need for a reexamination of special education administrative competencies is highlighted by two recent trends: the integration of students with special needs into less restrictive environments, and greater responsibility at the state and local level.Increased emphasis on least restrictive environments for students with special needs has resulted in greater numbers of students being educated with their peers in mainstream educational settings. One immediate consequence of mainstreaming has been the blurring of teacher roles and responsibilities. Teachers in these classrooms are assuming greater responsibility for students with special needs and are dealing with a more diverse group of students for longer portions of the school day. Teachers in special education classrooms are often responsible not only for instruction in that setting but also in mainstream classrooms. Furthermore, they frequently serve in a consulting role by providing workable ideas and strategies for other educators to use. As responsibilities shift and differences among teachers become less distinct, administrators are faced with the task of determining new ways to facilitate these changes.

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Competencies for administrators of special education

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“…Attempts to isolate and identify the specific roles of the special education administrator have included both national and state-level studies (Ayer & Barr, 1928;Baker, 1944;Furman, 1988;Johnson & Burrello, 1987;Newman, 1970;Mackie & Engel, 1955;Marro & Kohl, 1972;Rude & Sasso, 1988;Voelker, 1966;Weatherman & Hapoz, 1975;Whitworth & Hatley, 1982). Ayer (1928) reported on the employment of special education administrators, and found that 16 major cities employed 29 supervisors and six directors of special education.…”

Section: The Special Education Administratormentioning

confidence: 99%

“…Another study addressed special education administrators in Colorado. Rude and Sasso (1988) (Rude & Sasso, 1988).…”

Section: The Special Education Administratormentioning

confidence: 99%

“…This chapter reviewed the literature relative to the role of the special education administrator. Several studies attempted to isolate and identify the specific tasks and function of the special education administrator (Ayer, 1928;Baker, 1944;Furman, 1988;Johnson & Burrello, 1987;Newman, 1970;Mackie & Engel, 1955;Marro & Kohl, 1972;Rude & Sasso, 1988;Voelker, 1966;Weatherman & Hapoz, 1975;Whitworth & Hatley, 1982). Other studies presented evidence that an unclear view of the role of the special education administrator persists (Anastasio & Sage, 1982;Arick & Krug, 1993;Berry & Sistrunk, 1989;Bobay, 1973;Duncan & Hill, 1979;Hartley, 1991;Herbert & Miller, 1985;Mazor, 1977;Ponder, 1994;Robson, 1980;Spriggs, 1972;Sullivan, 1986;Walker, 1988).…”

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The role of the special education administrator as perceived by principals, superintendents, and special education administrators in West Virginia

Porter¹

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This study examined the expectations held by key administrative personnel within West Virginia public schools regarding the role of the special education administrator. Existing differences in perception of the administrative functions of the special education administrator in West Virginia among and within groups of superintendents, principals, and special education administrators were investigated. Forty administrative tasks organized into seven administrative activities were examined in order to identify potential areas of conflict between the school system administrators. The responses analyzed pertained to both the perceived performance and the perceived importance of each administrative task. The West Virginia school personnel that participated in this study included: (1) all 55 county superintendents of schools, (2) all 55 persons identified as special education administrators and (3) a random sample of 150 West Virginia public school principals. The survey instrument used was the revised Newman instrument. For the current study, the Newman instrument was revised to reflect changes in special education that have occurred since the instrument was used 12 years ago in the Sullivan (1986) study. An Analysis of Variance (ANOVA) was used to answer research questions one through fourteen and an alpha level of 0.05 was set as the criteria for determining significance. Analysis of the data indicated: 1. There were significant differences among the three groups of administrators on nine of the fourteen research questions. 2. There were significant differences among the three groups of administrators regarding the perceived performance of 28 of the 40 tasks and the perceived degree of importance of 14 of the 40 tasks contained within the seven administrative functions 3. The significant pairing included the superintendents and the principal and the special education administrator and principal. iii ACKNOWLEDGMENTS Completion of a doctoral program is not an individual effort. In my case I want to thank my good friends and comrades in the doctoral program, Chuck Bethel and Rudy Pauley. Rudy, thanks for the push every time I seemed to need it during the dissertation process. I want to thank my committee members Dr. Phyllis Durden, Dr. Barbara Kean and Dr. Ron Childress for their great support. Special thanks are owed to Dr. Mike Sullivan for entrusting me with the replication of his dissertation and Dr. Powell Toth for his guidance and support throughout my time in the doctoral program. Thanks are also due to Dr. Mike Cunningham for his great generosity with his expertise and his time. I want to thank my family for their support and patience. My parents, Doris Leary and Dr. Paul A. Leary, have been helpful to me in ways too numerous to list. They instilled in me the desire to have goals and the discipline to work to achieve them. Without that, I would not have been able to complete this program. My daughters, Emily and Grace, have been a source of encouragement and support. My group of extended family and friends has e...

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Colorado Special Education Administrative Competencies

Cited by 2 publications

References 7 publications

Competencies for administrators of special education

Competencies for administrators of special education

The role of the special education administrator as perceived by principals, superintendents, and special education administrators in West Virginia

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