Exploration of Teacher Leadership Among Early Childhood Special Education Providers

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Self-Determination, Teacher Leadership, and Effective Interventions in Early Childhood Special Education (Table 31)

Abstract

Teacher leadership plays a central role in enhancing the quality of early childhood programs, since it positively impacts student achievement, instructional skills of educators, and school reform particularly related to inclusive practices. However, most research on teacher leadership has been in the K-12th general education context. In this presentation, we will discuss the findings of a study that focused on understanding the views of early interventionist and early childhood special education (EI/ECSE) teachers regarding the knowledge, skills, and beliefs associated with effective teacher leadership. We report the findings related to knowledge, skills, barriers, and expression of teacher leadership in EI/ECSE as well as related teachers’ experience and demographic factors. The findings provide implications for policies, practice, and research.

Authors

• Veronica Kang, University of Maryland

• Marie Tejero Hughes, University of Illinois at Chicago

• Amanda Passmore, Purdue University - Northwest