51ÂÜÀò

This is the twelfth part of a twenty-one blog series, 5 Years Later: Lessons, Innovation, and the Future of Public Education, exploring how PreK-12 education has evolved and what lessons we carry forward. This series will highlight the resilience, creativity, and strategic adaptations that have redefined public education since the pandemic. Read more posts from the series here.

The COVID-19 pandemic propelled leaders forward in a multitude of ways - specifically with the advancing instructional technology. We relied on it to stay connected with our school communities during one of the most challenging times in educational history.

We relied on technology to stay connected with our school communities during one of the most challenging times in educational history.

As a leader, I found it imperative to immerse myself in professional learning to support our teachers in delivery of high-quality instruction through digital platforms and identify engaging ways to support student learning remotely. During this time, I led professional development for staff members centering administering program modifications and testing accommodations digitally, supporting students with computer-based assessments via Google Forms and transitioning to new learning management systems such as Schoology and Google Classroom. It was important to me to bring relevant content to our teaching teams to enhance their instruction in support of all students.

In special education, specifically, we needed to understand what resources families needed to support their children’s participation in remote learning, which included access, time, and tutorials to support them.

The biggest challenges we faced centered around:

• Keeping students engaged
• Responding to financial stressors
• Understanding each student’s unique needs

While things have returned to “normal", a new challenge has emerged post-pandemic: overdependence on digital learning and understanding the screen time impacts on student engagement and social development.

What Educators Need Now: Relevant, Tech-Driven Professional Development

Professional development must be tailored to special education, include meaningful use of instructional technology, and support students with disabilities in practical, everyday ways

My recent qualitative study, Special Education Leadership Capacity and Professional Development: A Qualitative Study of Special Education Leaders and their Role in the Selection, Development, and Implementation of Professional Development for Special Education Teachers, highlights the critical role of high-quality professional development in strengthening special education.

The study gathered perspectives from special education leaders and confirmed the strong need for professional development that:

• Is tailored to special education
• Includes meaningful use of instructional technology
• Supports students with disabilities in practical, everyday ways

Special education teachers are especially interested in how artificial intelligence can support:

• The development of learning activities
• Setting individualized student goals
• Planning post-secondary transition supports

I have seen first-hand how teachers utilize various assistive technologies such as Google Read and Write, Kami, Canva, and more to create opportunities for access for students with reading, writing, auditory, and language needs.

Relationships, Not Just Resources, Move the Work Forward

Special education leaders gained invaluable insight during the pandemic. They have the skills and perspective to lead professional learning—but it starts with building strong relationships.

We must prioritize creating time and space for leaders to connect with special education teachers. That connection is essential to make professional development meaningful and relevant.

Involve Special Education Leaders from the Start

To truly move the work forward, we need to set clear district goals in partnership with special education leaders.

We need to implement systems that:

• Regularly engage special education leaders in conversations
• Include them in the planning of professional development
• Focus on using instructional technology to enhance student learning
• Support the design of initiatives that address real-world classroom needs

We also need to ensure that special education leaders are part of districtwide professional development planning. Their involvement helps ensure teachers have the time, training, and tools they need to support students with disabilities.

Make it a Shared Responsibility

Leadership teams across the district must work together to understand:

• The evolving needs of students with disabilities
• The professional development required to meet those needs

When we all take shared responsibility, we improve support for both educators and students.

To truly move the work forward, we need to set clear district goals in partnership with special education leaders. These goals should: reflect instructional priorities, support the meaningful use of technology and improve outcomes for students with disabilities

When special education leaders are empowered to help shape professional development planning, everyone benefits—especially the students we're here to serve.