Recognizing and Supporting the Critical Roles of Teachers in Special Education Leadership

Billingsley, Bonnie S.

doi:10.1080/09362830701503503

Cited by 36 publications

(30 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, these differences between Jordan and Macedonia might be explained by the unique type of teachers in our sample, SE teachers. Billingsley [14] reported that possible barriers to TL in SE include cultural differences between special and general education, a traditional focus on legal compliance in SE, and instability in the SE teaching workforce.…”

Section: Discussionmentioning

confidence: 99%

“…SE teachers often work under a dense bureaucracy, are usually not supported and exert minimal power over the decisions they need to take [19]. Research on TL in SE is needed to advance the work of teacher leaders in schools [14].…”

Section: Discussionmentioning

confidence: 99%

“…If given the opportunity, SE teacher leaders can help in numerous capacities to assure that the interests of students with disabilities are served [14]. Administrators should consider the statement by York-Barr et al [31] that "recognizing, validating, and supporting the informal leadership work of SE teachers could go a long way in improving the quality of educational services for students with disabilities and other students as well" (p. 2).…”

Section: Significance Of the Studymentioning

confidence: 99%

“…‚ The researcher developed the scale and identified items based on the literature review (e.g., [5,6,14,18,27,28,31,50]. Initial versions of the TL subscale and constraints subscale were attained with 18 and 8 items, respectively.…”

Section: Surveymentioning

confidence: 99%

“…Leader teachers must work collaboratively and expand their knowledge and skills in order to successfully manage and retain students with disabilities [26]. If SE teachers had more influence in the workplace, they might be in a better position to solve some of their role problems [14].…”

Section: Significance Of the Studymentioning

confidence: 99%

See 4 more Smart Citations

Special Education Teacher Leadership in Jordan: Current State and Constraints

Al‐Zboon¹

2016

Societies

View full text Add to dashboard Cite

Distributed leadership can enhance the professional learning communities of schools. The present study explored the leadership experience of Jordanian special education teachers, and their perceptions of common constraints to leadership. A mixed method design was used, including a survey (n = 136) and an interview (n = 23). Results indicated that special education teachers had little experience of leadership roles. They regarded the provision of cognitive and emotional support to colleagues as their most important leadership role, and participating in interview committees and selecting new teachers as the least important. There were no significant mean differences between male and female special education teachers in their level of enacted leadership. Level of education and years of experience were found to have a significant effect on the level of teachers' leadership.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Significance Of the Studymentioning

confidence: 99%

Section: Surveymentioning

confidence: 99%

Section: Significance Of the Studymentioning

confidence: 99%

See 3 more Smart Citations

Special Education Teacher Leadership in Jordan: Current State and Constraints

Al‐Zboon¹

2016

Societies

View full text Add to dashboard Cite

show abstract

Teacher Leadership: An Assessment Framework for an Emerging Area of Professional Practice

Jackson¹,

Burrus²,

Bassett³

et al. 2010

ETS Research Report Series

View full text Add to dashboard Cite

This paper examines various definitions and frameworks that have been used to justify the emergence of a new category for the teacher professional: teacher leader. The emergence of this new professional category may lead to greater retention levels, and improved knowledge management and transfer within the teaching profession. Various key dimensions of this profession are examined, allowing us to highlight some key personal skills that would appear requisite for the teacher leader. An agenda for developing and validating assessments of teacher leadership is then proposed. It is argued that these assessments have the potential of legitimizing research within this field, as well as providing the opportunity to better understand what it takes to become a successful professional in this new domain of teaching practice.

show abstract

Four profiles of inclusive supportive teachers: Perceptions of their status and role in implementing inclusion of students with special needs in general classrooms

Gavish

2017

Teaching and Teacher Education

View full text Add to dashboard Cite

Recognizing and Supporting the Critical Roles of Teachers in Special Education Leadership

Cited by 36 publications

References 25 publications

Special Education Teacher Leadership in Jordan: Current State and Constraints

Special Education Teacher Leadership in Jordan: Current State and Constraints

Teacher Leadership: An Assessment Framework for an Emerging Area of Professional Practice

Four profiles of inclusive supportive teachers: Perceptions of their status and role in implementing inclusion of students with special needs in general classrooms

Contact Info

Product

Resources

About