Jeremy Lynch at [email protected]
I will be in contact with you if you indicated that you would be willing to participate in the interview. If you have any questions, please feel free to contact me at the above email address or by phone at (724) 504-6074. You may also contact my advisor, Dr. Barbara Ludlow, at (304) 293-3835 or via email at [email protected]
Thank you for your time and consideration. Sincerely,
178 Educator follow up email
Dear (Name),
This email is a reminder that if you wish to participate in a research project about instructional leadership for students with learning disabilities, please complete and return the attached
demographic questionnaire. I have also attached another copy of the cover letter explaining this research. If you have any questions, please feel free to contact at me at this email address of by phone at (724) 504-6074.
Thank you for your time and I hope you will consider participating in this research.
Sincerely,
179 Appendix J
Educator interview selection email
Dear (Educators name),
Thank you for agreeing to participate in this research project and completing the principal
questionnaire. You have agreed to an interview to further investigate how principals serve as the instructional leader for students with learning disabilities. The next step in this process is the completion of a face-to-face interview to be scheduled at your convenience. The interview will be in your office and will last approximately 30 minutes.
Please provide me with a list of dates and times you are available within the next two weeks.
Thank you in advance for your participation.
Sincerely,
180 Principal Interview Protocol
1. Please describe your role as a principal.
a. You mentioned (instruction, etc.) can you tell me more about that? or
b. Tell me about your relationship to instruction.
c. What about your relationship to instruction for students with LD?
2. What is instructional leadership?
3. What is effective instructional leadership for students with LD?
a. What is your role as the instructional leader for students with LD?
b. How do you put that role into practice? What would I see or hear?
4. Tell me how you think we should create supportive learning environments for students
with LD.
a. What would I see, hear, or feel in your school?
5. Describe what you think is effective instruction for students with LD.
6. Tell me what your teachers do here. How do your teachers provide instruction for
students with LD?
a. I’ve heard you talk about X. What about how she/he teaches in the classroom.
What teaching strategies are used?
b. How do you ensure and monitor the use of those strategies?
7. Where are your students with LD educated?
a. How do you ensure and monitor where the students are educated?
8. How do your teachers accommodate and modify instruction for students with LD?
a. How do you ensure and monitor these accommodations and modifications?
181 Appendix L
Educator Interview Protocol
1. Please describe what your principal does in your school.
a. You mentioned (instruction, etc.). Can you tell me more about that? or
b. Tell me about his/her relationship to instruction.
c. What about his/her relationship to instruction for students with LD?
2. What is effective instructional leadership for students with LD?
a. What is your principal’s role as the instructional leader for students with LD?
b. How does he/she put that role into practice? What would I see or hear?
3. Tell me how you think we should create supportive learning environments for students
with LD.
a. What would I see, hear, or feel in your school?
4. Describe what you think is effective instruction for students with LD.
5. Tell me what you do here. How do you provide instruction for students with LD?
a. I’ve heard you talk about X. What about how you teach in the classroom. What
teaching strategies do you use?
6. Where are your students with LD educated?
7. How do you accommodate and modify instruction for students with LD?
182 Principal A Word Table
DIL- Creating a supportive environment DIL- Differentiated instruction
DIL- “whole child”
DIL- Data driven decision making
CER- Challenging traditional instruction/thinking CER- Creating instructional time
CER- Supporting teachers PIL- Attending IEP meetings
PIL- Managing Special Education program PIL- Student schedules
PIL- Providing teachers with resources MD- Peer interactions
MD- Active engagement S- Inclusion
S- General education classes S- Pull out
S- Inclusion flawed S- Leveling
S- SPED teachers with access to students A/M- Individual needs of the student A/M- Meaningful
A/M- Problem with standard accom/mod A/M- Half the work
A/M- Read tests aloud EEI- Observing teachers EEI- Review lesson plans
EEI- Written feedback on lesson plans
Note. DIL= Defines Instructional Leadership; CER= Communicates Educational Role; PIL= Practice Instructional Leadership;
183 Appendix N
Principal B Word Table
DIL- Supporting teachers DIL- Advocating for students CER- Changing educators’ mindsets
CER- Supportive environment for students w/ LD CER- Talks to educators about differentiated instruction CER- Emails to educators
PIL- Attending IEP meetings PIL- Managing discipline
PIL- Managing Special Education program PIL- Special Education compliance
MD- Project-based learning MD- Differentiated instruction MD- Collaborative pairs S- Inclusion S- Pull out S- No leveling
A/M- Based on individual needs of the student A/M- Extra time on tests
A/M- Read tests aloud A/M- Agenda checks A/M- Notes from teacher A/M- Typed work EEI- Observing teachers EEI- Reviewing lesson plans
EEI- Providing written feedback on lesson plans
Note. DIL= Defines Instructional Leadership; CER= Communicates Educational Role; PIL= Practice Instructional Leadership;
184 Principal C Word Table
DIL- Active involvement/Modeling DIL- Advocating for students
DIL- Setting expectations for teachers DIL- Supporting teachers
DIL- Creating a supportive learning environment CER- Communicating with parents
CER- Communicating values, beliefs, and goals CER- Ownership in decision making
PIL- Attending IEP meetings PIL- Scheduling
PIL- Managing Title I funds PIL- Providing technology
PIL- Developing a positive behavior supportive system PIL- Hiring dedicated staff
MD- Reflecting on instruction MD- Differentiated instruction
MD- Willingness to try/Unafraid to fail S- Inclusion
S- Pull out
A/M- Tailoring instruction to individual students
A/M- Collaborative decision making with all stakeholders A/M- “Standard” accommodations/modifications
A/M- Problem with “standard” accom/mod A/M- Extra time on tests
A/M- Redirects from teacher A/M- Half the work
A/M- Positive relationships EEI- AP attends team meetings
Note. DIL= Defines Instructional Leadership; CER= Communicates Educational Role; PIL= Practice Instructional Leadership;
185 Appendix P
Development of Themes
Themes and Overarching Themes Case A Case B Case C
Developing a school culture
Creating a learning environment Supporting their educators Changing educators’ mindsets Being an advocate X
Managing the Special Education program
Attending IEP meetings Scheduling
Creating instructional support time Managing discipline Managing Funds Providing resources X X X X
Effective instruction is…
Differentiated instruction Students working together Active engagement Reflecting on instruction X X X
Effective instruction is not…
Teaching to the middle
Reaching the last page in the textbook
X X
Where students with disabilities are educated
The inclusive classroom Pull out classrooms
Heterogeneous or Homogeneous Grouping?
X
Accommodating and modifying instruction
Focus on the individual student The standard stuff
Checks and balances
Observing teachers Reviewing lesson plans
X X
Note. means at least one principal from that case provided a response that contributed to the subtheme; X means that no principal from that case provided a response that contributed to the subtheme; AsstPrin = Assistant Principal.