Date of Award
Spring 6-12-2026
Document Type
Dissertation
Degree Name
Ph.D. in Educational Leadership and Policy Studies
Organizational Unit
Morgridge College of Education, Educational Leadership and Policy Studies
First Advisor
Erin Anderson
Second Advisor
Doris Candelarie
Third Advisor
Rashida Banerjee
Copyright Statement / License for Reuse
All Rights Reserved.
Keywords
Adult learning, Induction, Mentoring, Retention, Special education administrator, Special education director
Abstract
The role and responsibilities of a special education director are unique and highly complex when compared to other district-level leadership roles. Since the Individuals with Disabilities Education Act (IDEA) passed in 1975, states gradually increased requirements for certification of these administrative roles, more clearly defining the criteria and standards to incorporate within preparation programs. Despite improvements in preparation programs for special education directors, there continues to be variation in preparation and certification requirements across states and persistent challenges with shortages of special education directors. After completing a preparation program, what support exists for novice special education directors to help them succeed? This qualitative study sought to understand the following: what are the induction experiences of novice special education directors in the state of Colorado, and how, if at all, do the induction experiences align with adult learning principles? Through a screening survey, document analysis and semi-structured interviews, this case study found that novice special education director experiences were informal and unsystematic, and relied on the individual to self-advocate for their own learning. This study should provide insight to state legislatures, departments of education, and local school districts for effective induction programming for special education directors.
Copyright Date
6-2026
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Julie E. Rottier-Lukens
Provenance
Received from ProQuest
File Format
application/pdf
Language
English (eng)
Extent
180 pgs
File Size
1.4 MB
Recommended Citation
Rottier-Lukens, Julie E., "Induction Programming for Novice Special Education Directors: The Significance of Informal Supports in the Absence of Formal Structures" (2026). Electronic Theses and Dissertations. 2746.
https://digitalcommons.du.edu/etd/2746
Included in
Educational Leadership Commons, Education Policy Commons, Special Education Administration Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons