When a seasoned special educator steps in to mediate a teaching conflict, revise a flawed behavior intervention plan and mentor a new colleague – often all in the same week – the value of teacher leadership becomes immediately apparant. For educators seeking to formalize and expand their impact, Northern Kentucky University’s Master of Arts in Education (M.A.Ed.) – Teacher as Leader in Special Education provides a pathway to leadership that addresses the most pressing needs in today’s diverse classrooms.
Special education is an area suffering from a sharp decrease of professionals, who leave the field due to burnout and exhaustion. However, a teacher leader – who has the advantage of being both part of the teaching body and in close contact with the school administration – can be vital to indentifying the obstacles to teacher retention.
The Impact of Teacher Leaders on Students and Schools
According to the National Institute for Excellence in Teaching, “[t]eacher leaders plan and implement weekly professional learning, support teachers in individual growth plan management, participate in the instructional leadership team, and work with the principal to develop and implement an academic achievement plan for the building.” They are the connective tissue that holds instructional quality together, and their influence supports both student achievement and professional growth among colleagues.
Mentor and master teachers often lead the professional development of their peers by organizing weekly cluster groups, conducting classroom observations, offering instructional feedback and modeling effective teaching practices. These leadership roles deepen their understanding of high-quality instruction and expand their perspective beyond their own classrooms. By testing new strategies across multiple settings and analyzing schoolwide data, they build the foundation for broader school improvement.
In the context of special education, teacher leaders are essential for integrating the needs of students, families and following district guidelines. Brookes Publishing notes that a “secret weapon” of teacher leaders is the ability to make data-driven decisions. This means that, for example, “special education teachers can advocate for ways to implement inclusive practices that are likely to be successful (e.g., embedding systematic instruction).”
What Is a Teacher Leader in the Special Education Context?
In special education, teacher leaders play a key role by combining classroom experience with knowledge of policies. Their leadership isn’t based solely on years of service – it’s about helping schools enhance their support for students with disabilities. The tasks can include leading team meetings, guiding fellow teachers on inclusive strategies and overall working to make lasting changes that improve learning for all students. Programs such as NKU’s online M.A.Ed. Teacher as Leader – Special Education program help aspiring leaders hone the skills necessary for the job.
To start with, special education teachers benefit most from ongoing professional development that addresses their unique challenges, including diverse disabilities, effective teaching strategies and assistive technology. School leaders can support this by offering workshops, peer mentoring and collaborative programs that strengthen both technical skills and partnerships with general educators and families, helping special education teachers feel more confident and supported in their roles. Leaders also help general educators interpret and implement IEP accommodations, guide peers through behavioral crisis prevention and ensure that inclusive classrooms maintain academic rigor.
Above all, it’s imperative to foster a culture of collaboration. Whether through providing honest feedback, offering guidance on navigating legal and procedural requirements, or simply ensuring that the workload is manageable for each individual teacher, effective leaders should always strike a balance between human-oriented and data-driven decisions. Especially in the case of early-career special educators, who often feel unprepared for the realities of the role, teacher leaders can and should help new educators navigate these complex responsibilities while maintaining instructional confidence. The Council for Exceptional Children offers several other pointers for those starting on this path.
Preparing for Leadership: How NKU’s Specialized M.A.Ed. Program Equips Teachers to Make a Difference
Developing the capacity to lead within special education requires more than classroom experience – it demands a deep understanding of leadership theory, instructional design and inclusive pedagogy. The Teacher as Leader in Special Education program at Northern Kentucky University addresses this need by preparing educators to lead school improvement efforts grounded in equity and inclusion.
The program offers coursework in collaborative practices, curriculum design and contemporary leadership, preparing educators to lead school-based initiatives that support students with disabilities. With an emphasis on real-world application, the degree blends advanced pedagogy with leadership training, equipping graduates for roles such as special education department leads and instructional coaches. Educators who complete this program are positioned to bridge instructional gaps and ensure that all students — regardless of ability — have access to high-quality learning environments.
Learn more about Northern Kentucky University’s online Master of Arts in Education – Teacher as Leader in Special Education program.
