Closing the Achievement Gap
Why do our special education students continue to fail?
Summary of the Critical Issue
A Leadership Change
Leadership Style WANTED:
The Transformational Leadership Style would be an appropriate leadership style for an educational leader to encompass. When observing effective principals’ leadership styles, the transformational leadership model is often used and is considered to be the single most studied idea in the field of leadership studies.
- Intellectual Stimulation – Transformational leaders encourage creativity among followers. This leader allows and encourages educators to try things in new ways.
- Individualized Consideration – Transformational leadership also involves offering support and encouragement to individual followers. This encompasses keeping an open line of communications and encouraging individuals to share ideas.
- Inspirational Motivation – Transformational leaders have a clear vision that they are able to share with their colleagues.
- Idealized Influence – The transformational leader serves as a role model for followers. Because followers trust and respect the leader, they emulate this individual and internalize his or her ideals.
The role of the school principal is critical in ensuring positive educational outcomes for all students, particularly those with special educational needs and disabilities. The attitude, knowledge and understanding of the leader are pivotal to the way the whole school community perceives and develops policy and procedures to support special education learning opportunities. All too often, Special Education is pushed to the side and is dealt with last. Special Education students encompass a large part of our educational system therefore they are not the minority and need to be looked at as an integral part of education that needs to be improved upon.
Garner, P., & Forbes, F. (2013). School Leadership and Special Education: Challenges, Dilemmas and Opportunities from an Australian Context. Support For Learning, 28(4), 154-161.
Heidmets, M. m., & Liik, K. k. (2014). SCHOOL PRINCIPALS' LEADERSHIP STYLE AND