Boscardin, M. L. (2005). The administrative role in transforming secondary schools to support inclusive evidence-based practices. American Secondary Education, 33(3), 21-32.
The role of secondary administrators, including but not limited to principals, guidance directors, curriculum supervisors, department chairs, and special education directors, is important to the success of students with disabilities. Administrators equipped with the knowledge and skills to support the implementation of evidence-based practices of teachers in inclusive and accessible instructional environments are poised to be effective advocates of improved educational outcomes of all students. In this paper, we examine two ways in which administrators facilitate the development, adoption, use, and evaluation of evidence-based educational interventions within secondary schools. One considers refocusing the administrator role from one of manager to one of effective instructional leader. The other focuses on key leadership strategies for improving the instructional practices of teachers and the educational outcomes of students with disabilities.