Special Education Interview

Meeting Needs of All Students
This information was gathered during an interview with Andrea Williams, principal of Theresa Bunker Elementary School. Mrs. Williams began her teaching career as a special education teacher before making the transition to becoming a principal. She is currently in her fourth year as principal of Theresa Bunker.
Knowledge of Special Education
Mrs. Williams has an extensive background in Special Education that is helpful in her current role as principal of a K-6 elementary school. Her knowledge of Special Education programs, laws, and instructional practices have been influential in her position as instructional leader of this school. Mrs. Williams feels that she can be a positive voice and resource for teachers
I have had several students in special education programs. I have been the lead teacher in starting the process for placement in special education additionally, I have been a part of the process in several different schools. I feel that I have a decent, although limited, experience with special education law and instructional practices. As I work to become a leader of a school I will need to study and learn more about the workings of the special education programs and laws in order to best serve the needs of my staff. I would model my leadership style after Mrs. Williams. I would attend all eligibility meetings and IEP meetings. I would get to know the students and observe the teachers working with those students. I would get to know the parents and work to be a resource for them as well in order to help them feel informed and participative in the decisions about their child’s educational needs. My personal leadership style is to be an informed resource and offer support as the teachers need. I would work to stay educated about best practices in special education by attending workshops and continue to grow my own knowledge of the programs and instructional strategies that would best help my staff and students. Additionally, I would hold professional development targeting the needs of my teachers in order to help them improve their
Williams experience with English Language-learners (ELL) is admittedly much narrower. She is not as confident in her knowledge of ELL services and therefore relies more heavily on the Federal Programs Director at the district office for assistance in making sure the school has the services available to students when needed. Mrs. Williams does seize any opportunity she can to improve her knowledge of ELL programs and strategies by attending workshops when offered to develop her understanding and be a resource that her teachers need. She also relies on the school Title I Intervention Specialist who does have more extensive background in teaching ELL students. The Title I specialist has been assigned the task of training teachers and taking them through the writing of ELL intervention plans each year. Together the Title I specialist and the teachers work to write individualized plans and find best practice strategies to meet the needs of the students. The students are progress monitored and are pulled if needed for targeted language instruction. As Mrs. Williams makes instructional decisions through the year she strives to keep in mind how best to meet the needs of our ELL students and how she can support the teachers in offering strategies to help them be