The Mississippi Department of Education (MDE) requires that each school district throughout the state employ a licensed administrator serving as the federal programs coordinator, director, or administrator in a full or part-time capacity (Mississippi Department of Education, 2013). The federal program director is responsible for the management and implementation of federal funds in public schools. Federal funds are defined by law and used to improve student achievement, enhance teacher quality, increase equity and access to educational resources, and provide innovative strategies for recruiting teachers and improving graduation rates (No Child Left Behind, 2001). The work of federal program directors involves a number of activities such as promoting student achievement through strategic planning, administering professional development, providing research-based curriculum and instructional materials, and organizing extended school day and school year tutorial or enrichment learning opportunities for students. Federal program directors in Mississippi are required to be properly licensed and endorsed by the Mississippi Department of Education’s Office of Teacher Certification and Licensure (Mississippi Department of Education, 2015). In addition to certification, several other factors are associated with the role of the federal programs director. These areas include working knowledge of federal program requirements, legal issues, personnel evaluation, and effective school reform initiatives. In terms of educational leadership, the federal programs director’s role includes establishing the vision and direction of a school district’s federally funded programs, resolving complex issues and problems, and continually staying abreast of new state and federal regulations (Lunenburg & Ornstein, 2004). Role definition varies from school district to school district. For example, some federal programs directors may also function as assistant superintendents and are integral members of the district leadership team. Conversely, other federal programs directors may be given leadership roles such as technology coordinator, special education coordinator, or curriculum director.

ABSTRACT Migrant students face many challenges to their educational experiences due to the migratory lifestyle of their families as they seek employment in agriculture across state and school district lines. For migrant student with disabilities, these challenges are exacerbated. Migrant children with disabilities may be eligible and entitled to educational services from migrant education, special education, and ELL programs which are distinct federal programs coordinated as separate agencies. This exploratory study examined the extent to which, if any, collaboration exists within three Florida school districts' providing educational services to migrant children with disabilities through the migrant education, special education, and ELL programs. Data were collected through personal interviews with nine district level supervisors, one each per district: migrant education, special education, and ELL programs using a semi-structured interview protocol. Data were analyzed through a latent content analysis to identify, code, and categorize patterns (Mayan, 2009) regarding the extent to which, if any, supervisors collaborated when developing and coordinating educational services for migrant students with disabilities. Further, data were reviewed through document analysis provided by the participants or accessed through school, district, or state websites. Finally, the data from the interviews and document analysis were aligned with Gitlin et al. (1994) five-stage model for collaboration framework to determine the extent to which, if any, the characteristics of the five stages for collaboration exists for each district, and if not, the potential for them to be developed and lead to collaboration. The intent of this study was to explore current practice and use this knowledge to provide recommendations for future practice and scholarship regarding interagency collaboration between migrant education, special education, and ELL programs providing educational services to migrant students with disabilities. The findings for this study suggest that collaboration benefits students, programs and overall school systems. However, instilling a spirit and developing a culture of collaboration is challenging and requires direct deliberate and explicit work by the districts. Recommendations for research and practice are provided.

Orientadora: Profa. Dra. Maria Gabriela Silva Martins da Cunha Marinho / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ciências Humanas e Sociais, 2015. / A pesquisa analisa as condições históricas que possibilitaram a criação do Movimento pela Universidade Federal na Zona Leste e sua participação na implementação dos Programas de Expansão I e o de Apoio aos Planos de Reestruturação e Expansão das Universidades Federais (REUNI) pela Universidade Federal de São Paulo (UNIFESP). A pesquisa baseou-se em entrevistas com representantes do Movimento, discursos obtidos na abertura do Seminário sobre o Projeto Pedagógico da UNIFESP na Zona Leste realizado na Universidade e documentação relativa à UNIFESP e ao Movimento. Como resultado, temos as articulações pela universidade pública a partir dos anos 80 na região, a criação do Fórum de Educação da Zona Leste em 1993, a conquista da implantação da FATEC-ZL em 2002 e do Campus Leste da Universidade de São Paulo (USP-Leste) em 2005. Apesar disso, a população não teve sua expectativa atendida e permaneceu a demanda por ensino superior público na região. A instituição dos programas de expansão das universidades federais a partir de 2003 possibilitou a retomada destes anseios criando-se o Movimento pela Universidade Federal na Zona Leste em 2009. Após tratativas com o Ministério da Educação e com a Prefeitura do Município de São Paulo, a construção do campus é inserido na implementação do Programa REUNI e tem início os desafios da UNIFESP. Isto posto, podemos concluir que a criação e a participação do Movimento foram provenientes do processo de construção social, econômica e política da região da Zona Leste, bem como a importância que os movimentos sociais assumiram na aproximação da universidade junto a sociedade e os grupos menos favorecidos, sobretudo pelas contradições e tensões presentes nesta relação. / The research analyzes the historical conditions that enabled the creation of the Movement from the Federal University in the East Zone and their participation in the implementation of the Expansion Programs I and the Support to the Restructuring and Expansion of Federal Universities (REUNI) from the Federal University of São Paulo (UNIFESP). The research was based on interviews with representatives of the Movement, speeches made at the opening of the Seminar on the UNIFESP Education Programme in the East in the University and documentation relating to UNIFESP and the Movement. As a result, we have the joints by the public university from the 80s in the region, the creation of the East Zone Education Forum in 1993, winning the deployment of FATEC-ZL in 2002 and the East Campus of the University of São Paulo (USP Leste) in 2005. However, the population hadn¿t met their expectations and remained the demand for public higher education in the region. The institution of the expansion of federal universities programs from 2003 enabled the use of these desires by creating the Movement for Federal University in the East in 2009. After negotiations with the Ministry of Education and the Municipality of São Paulo, construction of the campus is inserted in implementing REUNI Program and begins the challenges of UNIFESP. We can conclude that the creation and participation of the Movement came from the process of social construction, economic and East Zone area of politics, and the importance that social movements have taken in bringing the university with society and groups less favored above all the contradictions and tensions present in this relationship.