With increased involvement from the state and federal government, school districts are requiring more accountability on the part of special education teachers. From meeting or exceeding state standardized assessments to demonstrating progress on individualized goals and objectives, mandates handed down have resulted in an ill-conceived obsession with test results. As a result, special education leaders need to be able to build capacity and cultivate intentional ways to collaborate and learn. Whether it is leading staff in the direction of adopting new programs, approaches, or practices, leaders are responsible for establishing a clear, focused direction connected to student learning.
For this Discussion, you will assume the role of the special education leader. Considering the case scenario, address Fullan and Quinn’s elements for focusing direction as you begin to design a learning plan for addressing the mandates handed down by the district.