ABSTRACT

In this chapter, school administrators and leaders will redefine their understanding of instructional expertise to include declarative (content), procedural (pedagogical), and conditional (adaptive) knowledge, as well as an expertise in learning. Readers will learn how to capitalize on expert special educators within their building who have set themselves apart with the individualized nature of their work, including vertical alignment in their planning and instruction, collection of and response to data, and implementation of student supports. After completing this chapter, school administrators will be able to effectively leverage special educators' instructional expertise in support of individual teachers, grade-level teams, and school-wide systems to create a more inclusive professional community.