Congratulations to Jeffrey Cole who on Thursday April 17, 2025, successfully defended his dissertation. The title of Jeffrey’s dissertation is: "RAISING THE BAR: THE SPECIAL EDUCATION DIRECTOR’S ROLE IN LEADING INSTRUCTIONAL IMPROVEMENT."
Despite federal mandates like the Individuals with Disabilities Education Improvement Act (IDEIA, 2004) and accountability measures, students with disabilities still perform significantly below their non-disabled peers. According to the National Assessment for Educational Progress (2017), only nine percent of students with disabilities show proficiency in English and math. In response to these disparities, the Supreme Court ruling in Endrew F. v. Douglas County School District (2017) clarified that schools must provide Individualized Education Programs (IEPs) to ensure meaningful progress for students with disabilities. Despite this ruling, many school districts struggle to implement high-quality instructional interventions. This study explored these challenges by examining the role of special education directors in leading instructional changes in K-12 public schools to enhance student outcomes. Findings were analyzed through the lens of Michael Fullan’s framework for whole-school improvement which emphasizes coherence collaboration, pedagogy, and capacity building as key drivers of educational change.
The findings of this dissertation emphasize the critical role of special education directors in leading instructional change, yet they also highlight the systemic challenges that hinder their ability to focus on improving student outcomes. Special education directors are expected to provide instructional leadership, ensure compliance with special education laws, and collaborate with general education administrators, all while managing staffing and budgeting. Despite their pivotal position, their ability to drive meaningful instructional change is often limited by competing priorities and lack of collaboration.
The findings of this study suggest that districts and policymakers need to rethink the role of special education directors to allow them to focus more on instructional leadership rather than being overwhelmed by compliance responsibilities. Ultimately, this study underscores the urgent need for systemic changes to support special education directors in their instructional leadership roles. Without clear policies, adequate time, and district-wide commitment to inclusive education, the challenges they face will continue to limit progress for students with disabilities.
DISSERTATION COMMITTEE CHAIR(S):
Dr. Joanne Marien
DISSERTATION COMMITTEE MEMBER(S):
Dr. Joseph Phillips
Dr. Dulce Barker
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