The push toward accountability seen throughout the P-12 educational settings is now evidenced within teacher preparation programs, ensuring that universities and colleges are adequately preparing future teachers for the task. Such pressures are even more rampant within the field of special education. Special education teachers are tasked with the responsibility of not only ensuring students, individual needs are being met with meaningful curriculum and instruction, but that they are making adequate progress toward their goals and objectives. Student learning rests at the core of accountability within educational systems (Fullan & Quinn, 2016). While internal accountability focuses on individuals’ and groups’ efforts at continuous improvement and success for all students, external accountability focuses on leaders’ responsibility to be transparent with the public about the system’s ability to meet expectations and requirements. Both internal and external accountability are integral to the Coherence Framework, strengthening the vision and collaboration of the organization, thus establishing deepening of learning goals. For this Discussion, you will analyze both internal and external accountability and their role in whole systems change. As the special education leader, how will you secure accountability?
An explanation of how you would build internal accountability based on the case scenario. What steps would you recommend to ensure effective implementation of external accountability? Include an analysis of each concept and evidence from the case scenario, as well as other learning resources to support your rationale.
Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corwin.
Leadership from the Middle: A System Strategy by Fullan, M., in Education Canada, Winter 2015. Copyright 2015 by Canadian Education Association. Reprinted by permission of Canadian Education Association via the Copyright Clearance Center.
Norman, P. J. & Sherwood, S. A. S. (2015). Using internal and external evaluation to shape teacher preparation curriculum: A model for continuous program improvement. New Educator, 11(1), 4-23. Doi: 10.1080/1547688X.2015.1001263
Leko, M.M., Brownell, M.T., Sindelar, P.T., & Kiely, M.T. (2015). Envisioning the future of special education personnel preparation in a standards-based era. Exceptional Children, 82(1), 25-43. doi: 10.1177/0014402915598782
Liu, P. (2015). Motivating teachers’ commitment to change through transformational school leadership in Chinese urban upper secondary schools. Journal of Educational Administration, 53(6), 735–754. doi: 10.1108/JEA-02-2014-002
Rock, M.L., et al (2016). 21st century change drivers: Considerations for constructive transformative models of special education teacher development. The Journal of the Teacher Education Division of the Council for Exceptional Children, 39(2), 98-120. doi: 10.1177/0888406416640634
Delivering a high-quality product at a reasonable price is not enough anymore.
That’s why we have developed 5 beneficial guarantees that will make your experience with our service enjoyable, easy, and safe.
You have to be 100% sure of the quality of your product to give a money-back guarantee. This describes us perfectly. Make sure that this guarantee is totally transparent.Read more
Each paper is composed from scratch, according to your instructions. It is then checked by our plagiarism-detection software. There is no gap where plagiarism could squeeze in.Read more
Thanks to our free revisions, there is no way for you to be unsatisfied. We will work on your paper until you are completely happy with the result.Read more
Your email is safe, as we store it according to international data protection rules. Your bank details are secure, as we use only reliable payment systems.Read more
By sending us your money, you buy the service we provide. Check out our terms and conditions if you prefer business talks to be laid out in official language.Read more