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1. Elementary Principals' Instructional Leadership Challenges Supporting Inclusive Special Education Students' ELA Achievement

Author

Bey, Teresa

Abstract

As instructional leaders, principals must apply leadership to ensure achievement of all students. There is a gap in practice involving challenges principals face while supporting the ELA achievement of their inclusive special education students. The purpose of this qualitative study was to understand instructional leadership challenges elementary principals perceived were necessary to overcome in order to support ELA achievement of inclusive special education students. The conceptual frameworks for this study were Weber's instructional leadership model and Hornby's theory of inclusive special education. The research question sought to explore the instructional leadership challenges elementary principals perceive as necessary to overcome in order to support ELA achievement of their inclusive special education populations in grades three through five. Nine Northeast school district elementary principals with inclusive special education students in grades three through five comprised the purposeful sample. Thematic content analysis of data from semistructured interviews led to identification of six major themes pertaining to time, staffing, structures, instructional strategies, data, and applied philosophies. Potential positive social change implications include the possibility of improved ELA achievement of inclusive special education students, which has the potential to increase literacy and improve quality of life. Findings led to recommendations for leaders within the district which may be transferable to other similar district settings. Results of the study can be useful to leaders who aim to understand, recognize, and address instructional leadership challenges to improving ELA achievement of inclusive special education students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2022

2. Mentoring. Developing Successful New Teachers.

Author

Association of Teacher Educators, Reston, VA., Bey, Teresa M., Holmes, C. Thomas, Bey, Teresa M., Holmes, C. Thomas, and Association of Teacher Educators, Reston, VA.

Abstract

This monograph contains an introduction, a recapitulation, and four papers on the concept of mentoring as an effective component of the induction program. The first paper, "Support for New Teachers" (Sandra J. Odell), develops the idea that a mentor must be an excellent classroom teacher, possess wisdom and skill in listening and questioning, and be facile at conflict resolution. The second paper, "A Definition for Developing Self-Reliance" (Richard S. Kay), defines mentoring as a comprehensive effort toward helping the individual develop self-reliance and personal accountability in a defined environment. The third paper, "Squishy Business" (Leslie L. Huling-Austin), presents a model of mentoring based on three styles: responder, colleague, and instructor. The appropriate style depends on the specific needs of the new teacher, the characteristics of the mentor, and the characteristics of the overall induction program. The fourth paper, "A New Knowledge Base for an Old Practice" (Theresa M. Bey), suggests that mentors be exposed to experiences and information in the areas of mentoring, clinical supervision, coaching, adult development, and interpersonal skills. Lastly, C. Thomas Holmes brings closure to the publication by highlighting the key aspects of each chapter. (JD)

Published
1990

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