Transformational Leadership in Special Education: Key Attributes

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Walden University *

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Jan 9, 2024

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EDDD 8071 Leading Change in Special Education: Advocacy, Policy, and Law Discussion 1: The Act of Leadership Review the module Learning Resources Identify a special education leader or special education advocate who you feel demonstrates the attributes of a transformational and authentic leader. MP was a fellow Special Education teacher and advocate turned leader. When there was a need for someone to step up and lead our middle school special education department she stepped in. She always demonstrated how to teach, not only students but her fellow teachers. Because of this leader, I was able to be a more effective teacher moving forward. Being an advocate for us teachers and more importantly the students made her a transformational leader. She was a very authentic person and treated us as if we were always in collaboration instead of only leading. Consider the transformational and authentic leadership attributes of the leader and how his or she has applied them in their practice. Transformational leadership attributes: ADVOCATING FOR TEACHERS AND STUDENTS TEACHING ORGANIZED AND SELF MANAGED MAKES DIFFICULT DECISIONS Authentic leadership attributes: LED WITH EMPATHY HONEST TRANSPARENT LISTENING How she applied them to the practice: MP applied transformational leadership attributes by using her time with administration to advocate for our needs as a special education department. She also went above and beyond to help students to meet their

goals in one way or another. She also always took her time and was patient. By being so patient, there was time for her to teach myself and my team members how to do everything from implementing interventions, compliance and collecting data. There was always a follow up teaching to ensure we were all on the same page. At times, this leader was left to make difficult decisions that were ultimately the best for the students. Once she made a decision she stood firm in the decision and moved forward. MP applied authentic leadership attributes by leading me with empathy, being honest and transparent and most importantly listening. She was an authentic leader because there was never a time where myself or my peers felt nervous or uncomfortable. There were check ins, there were honest group and individual discussions and it made a positive work environment. Reflect on the attributes you aspire to emulate and which you consider the most challenging for you. Attributes I aspire to emulate: Self Organized Empathetic Transparent Attributes that may be the most challenging: Being organized for myself and my team. I tend to work better in chaos. But I know I cannot effectively lead if I do not show an example of being organized especially when it comes to collecting data and providing services such as compliance. ● Who is the leader you identified as an exemplary transformational and authentic leader in Special Education?

● How does this individual demonstrate his or her leadership? ● How does this individual align with the concepts, theories, and themes of this module’s resources? What inauthentic or unjust policies and practices did the individual attempt to make right or is currently attempting to make right? ● What attributes would you like to emulate as a SPED professional and leader? Which of these do you consider the most challenging for you and why? MP was a fellow Special Education teacher and advocate turned leader. I had the pleasure of meeting her my first year as a teacher. When there was a need for someone to step up and lead our middle school special education department she stepped in. She always demonstrated how to teach, not only students but her fellow teachers. Because of this leader, I was able to be a more effective teacher moving forward. Being an advocate for us teachers and more importantly the students made her a transformational leader. She was a very authentic person and treated us as if we were always in collaboration instead of only leading. MP applied transformational leadership attributes by using her time with administration to advocate for our needs as a special education department (Fowler, 2011). She also went above and beyond to help students to meet their goals in one way or another. She also always took her time and was patient. By being so patient, there was time for her to teach myself and my team members how to do everything from implementing interventions, compliance and collecting data. There was always a follow up teaching to ensure we were all on the same page. At times, this leader was left to make difficult decisions that were ultimately the best for the students. Once she made a decision she stood firm in the decision and moved forward. MP demonstrated her leadership by advocating for the teachers and students, teaching fellow special education teachers and students, being very organized and sharing how to be organized and makinging difficult but the best decisions for students (Fowler, 2011). MP applied authentic leadership attributes by leading myself and my team with empathy, being honest and transparent and most importantly listening (Northouse, 2013b). She was an authentic leader because there was never a time where myself or my peers felt nervous or uncomfortable. There were check ins, there were honest group and individual discussions and it made a positive work environment. The attributes that may be the most challenging for myself include being organized for myself and my team. Ev though I have a tendency to work well in chaos, I know I cannot effectively lead or teach my peers if I do not show an example of being organized especially when it comes to collecting data and providing services such as compliance. She aligns with the concepts and themes of the module's resources in a few ways. She aligns with transformational goals that transformed how the special education team performed from the

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inside out. She constantly checked in on our personal and professional goals as well as helped to prepare me for my long term goals (Northouse, 2013a). Emotional well being was almost always addressed with more support in certain areas. This allowed myself to achieve more professional skill building than I thought I would initially. An unjust situation appeared two weeks into the first year of teaching special education. The Special Education Coordinator had suddenly stepped down and we were left confused about what to do next and who to go to for support. MP, being a special education teacher of seven years, was asked to fill the position. Initially she had no intention of being an administrator. But after considering how it would affect the students as a ripple effect from the teachers, she changed course and stepped into the coordinator position. The best decision for the students and special education teachers was made and assisted in doing our best to meet compliance deadlines. Compliance is the second most important task as a special education teacher because it requires us to follow education laws for students with disabilities. (Zirkel, 2015). She has since moved on to another role and so have I, but the impact of her leadership was transformational. Fowler, F. C., Hulett, K. E., & Kieff, J. E. (2011). Leadership, advocacy, policy, and law (Laureate Education, custom ed.). Upper Saddle River, NJ: Pearson. Northouse, P. (2013a). Leadership: Theory and Practice 6th ed.) London: SAGE Publications Inc. Leadership: Theory and Practice (6th ed.) by Northouse, P.G. Copyright 2013 by Sage Publications Inc. Books. Reprinted by permission of Sage Publications Inc. Books via the Copyright Clearance Center. Northouse, P. (2013b). Leadership: Theory and Practice 6th ed.) London: SAGE Publications Inc. Leadership: Theory and Practice (6th ed.) by Northouse, P.G. Copyright 2013 by Sage Publications Inc. Books. Reprinted by permission of Sage Publications Inc. Books via the Copyright Clearance Center. Zirkel, P.A. (2015). Special education law: Illustrative basics and nuances of key IDEA components. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council of Exceptional Children , 1-13.

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