This study explored the role of special education administrators in coordination of secondary transition services for students with disabilities in Virginia. A survey was designed and administered that examined their perceptions of the effect of (a) work load, size of the school district, wealth, setting, and staff support on level of importance, b) the relationships between levels of importance and involvement, c) the effect of size of the school district and staff support, and d) recommendations for improvement of transition services. Analysis of the data revealed that special education administrators perceived level of importance for the coordination of transition services is high. Analysis of factors impacting the level of importance revealed eleven transition services that had a positive effect on staff support, size of school district, and full/part time special education administrators. The strongest positive relationships for staff support were the school principal and the special education teacher. The school principal impacted six of the eleven transition services identified, while the special education teacher impacted two of the transition services. Full/part time special education administrators had an impact on research and evaluating best practices, while size influenced two of the variables. The correlation between levels of importance and involvement revealed significant correlation between 40% of the transition services. Special education administrators reported they were more likely to utilize others to coordinate the highest level of involvement in the coordination of services. Size of the school district had a positive effect on the resources needed for coordination of transition services. Time, financial, and community resources were identified as the greatest need for coordination of services. Recommendations for improvement of implementation of transition services clustered into eight categories. However, the greatest number of recommendations from respondents were (a) additional staff employed for the specific purpose of coordination and delivery of transition services, (b) increased community resources to establish linkages with agencies and other related services, (c) additional staff development focused on transition programming, and clarification of the new IDEIA 2004 transition requirements, and (d) federal funding for mandated positions, to provide more equity and commitment to citizens with disabilities in Virginia. / Ed. D.

The grounded theory presented in this study describes how the supervision of special education instruction occurs in public elementary schools in rural settings. Grounded theory methodology (Strauss & Corbin, 1998) was employed in this study. Nine elementary schools in three rural districts in the state of Virginia participated in the study. Interview data were collected from 34 participants, including special and general education teachers, principals, and directors of special education. Observations were made in the schools and documents pertaining to the supervision process were collected. Data analysis allowed identification of categories and subcategories, processes, influencing conditions, strategies, and outcomes related to supervision, which contributed to the articulation of the theory. The grounded theory suggests that the supervisor's role is assigned to the principal. The principal negotiates among competing priorities and contextual factors while providing supervision. Competing priorities exist in three areas: (1) management and administration versus supervision; (2) monitoring for legal compliance versus supervision of instruction for students with disabilities; and (3) evaluation of teachers versus supervision of instruction. Contextual factors include systemic conditions such as enrollment size of school, time, and number of administrators. Contextual factors also include personal conditions such as knowledge of special education, definitions of special education instruction, and perceived competence of teachers. The outcome of negotiating competing priorities and contextual factors is a dispersal of responsibility for supervision to three groups of educators. Principals, as the primary supervisors, utilize three strategies to address supervision: (1) the observation/evaluation process; (2) supervision by wandering; and (3) open communication. Directors of special education have a supportive role in supervision through communication and collaboration with teachers and principals. Teachers provide some supervision when they mentor new teachers and serve as special education coordinators. / Ph. D.