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 purpose of this study is to identify assistant principals' self-reported levels of preparedness to support special education teachers and programming. "Special education is a federal mandate that is governed by state and local policies. For schools to provide a free and appropriate public education to students with disabilities, school leaders must be competent in order to effectively lead these programs" (Thompson, 2017, p. 46). In Virginia, special education is the highest critical shortage category of the top ten academic disciplines identified in the annual survey and has been since the 2006 published report (Virginia Department of Education, 2020). This quantitative study, may help to identify strengths and areas for growth for assistant principals in one school division and guide professional learning experiences for administrators moving forward. The study will include a purposeful sample of school based, Pk-12 assistant principals. Participants were invited to complete a three-part electronic survey questionnaire. The survey tool, developed by the researcher, aligned with the Council for Exceptional Children Initial and Advanced Preparedness Standards (2015). Participants provided demographic information, a Likert scale rating of their perceptions of preparedness to support special education teachers and programming, when considering eighteen job related statements, and recommendations for professional learning. Descriptive statistics were used to analyze the data and identify findings and implications. Results of the study indicated that assistant principals agree they are prepared to support all areas of special education teachers and programming with the exception of post-secondary transition planning for students with disabilities. Results also indicated that assistant principals with an endorsement in special education agreed at a higher rate that they are prepared to support special education teachers and programming. Assistant principals identified professional learning needs in the areas of post-secondary transition opportunities for students with disabilities, support in understanding and implementing new law and policy related to special education, and support in the area of development of new programs, supports and services for students with disabilities. Findings and related implications were discussed and recommendations for future research were identified. / Doctor of Education / The purpose of this study was to investigate assistant principals' self-reported preparedness to support special education teachers and programming. The study results identify responsibilities related to special education and relevant topic areas where assistant principals are prepared to support teachers and programming as well as areas where they do not agree they are prepared. The study also identifies areas where participants report they need additional professional learning opportunities, provided by the school division and outside of the school division. This study, using quantitative methodology, included a purposeful sample of school based, Pk-12 assistant principals. The research questions guiding the study were: (1) What are the self-reported perceptions of assistant principals' levels of preparedness to support special education teachers and programming? (2) What professional learning do assistant principals report that they need to increase their levels of preparedness to support special education teachers and programming? Participants were invited to complete a three-part electronic survey questionnaire. The survey tool was developed based on the Council for Exceptional Children Initial and Advanced Preparedness Standards (2015). Participants provided demographic information, a Likert scale ratings, and recommendations for professional learning. Descriptive statistics were used to analyze the data. Results of the study indicated that assistant principals agree they are prepared to support all areas of special education teachers and programming with the exception of post-secondary transition planning for students with disabilities. Results also indicated that assistant principals with an endorsement in special education agreed at a higher rate that they are prepared to support special education teachers and programming. Assistant principals identified professional learning needs in the areas of post-secondary transition opportunities for students with disabilities, support in understanding and implementing new law and policy related to special education, and support in the area of development of new programs, supports and services for students with disabilities. Findings and related implications were discussed and recommendations for future research were identified.