Education

The purpose of this study was to examine the level of leadership knowledge and skills of district special education coordinators in a school system that serves a large number of parents serving in the military. Using the Council for Exceptional Children (CEC) six professional standards, special education administrators ranked how essential the CEC identified knowledge and skills are to their everyday performance on the job. CEC Standards for leadership knowledge and skills were ranked as to how essential they were to day-to-day needs on the job in support of students with disabilities. This study also explored the relationship among teachers, administrators, and special education coordinators on what they identify as essential to their day-to-day job performance. All respondents provided a self-assessment of their perceived level of knowledge and skills by completing an on-line web-based survey yielding a return rate of 81.5%. Both qualitative and quantitative data were collected for this study. After investigating the perceived ratings and the ranking of essential levels of the CEC standards, it was found that coordinators viewed all six standards a