College of Education and Human Development

School of Education Faculty Committed to Preparation of Future Leaders in Special Education

For more than a decade, faculty within the Special Education Program at George Mason University’s School of Education have been instrumental in preparing successive generations of qualified leaders to serve in high-level administrative positions in the field of special education through their work in the Aspiring Special Education Leaders Academy (ASELA). This initiative, funded by a continuing grant from the Virginia Department of Education, was established to assist school divisions and state-operated programs in the Commonwealth with succession planning to ensure a pipeline of special education leaders. Current funding for the ASELA project during the fiscal year ending September 30, 2025, is $525,000. Associate Professor Emerita of Education Pam Baker has been Principal Investigator (PI) of this initiative. Collaborating with Baker as Co-Principal Investigator (Co-PI) and currently transitioning into the PI role is Kristen O’Brien, associate professor in the Special Education Program.

Baker has led the Academy as PI since 2014, but her commitment to its success began well before then. From 2008 through 2013, Baker served on the ASELA advisory board where she collaborated with Michael Behrmann, Professor Emeritus of Special Education at George Mason, then project leader. Throughout her long-time involvement with ASELA, Baker has been steadfast in her belief in the Academy's mission. She explained, “The development of leaders in special education is critically important to sustaining quality services for students with disabilities. Leaders support teachers who then support students. Without strength and knowledge in our leaders, the system is less effective.”

Baker added that the participants who complete the Academy training will emerge as leaders equipped with the resiliency and ability needed to address the complex and ever-changing challenges affecting special education. She commented, “To me, one of the most pressing issues rests with the intensity of the positions these candidates will hold. They will lead programs supporting students with a wide variety of needs while balancing increasingly limited access to resources, including qualified teachers. Change is constant and stressful situations are frequent. We need to build a sense of efficacy among leaders if we expect them to persist. This project does just that.”

O’Brien shared her thoughts on why the work of the Academy is needed now more than ever before, especially given the many critical issues shaping special education in K-12 schools. She stated, “This initiative is not only an investment in future special education leaders across the Commonwealth, but it is also an investment in students with disabilities, their families, and their special education teachers, as strong leaders have a widespread impact. This is critical at a time where our nation is experiencing a teacher shortage, and effective leaders have the potential to greatly impact teacher retention.”

O’Brien elaborated on how the Academy can help alleviate the ongoing special education teacher shortage. “Research shows that administrators have a big impact on special education teachers’ working conditions, and when those working conditions are favorable, teachers are more likely to stay in the field,” she stated. “Special education leaders can ensure special education teachers have the resources they need to meet their job responsibilities, which can reduce burnout and attrition. The content provided in the Academy sessions prepares special education leaders to support special educators and to be effective leaders, which will, in turn, help them to retain more teachers.”

The Academy is structured as a year-long program that includes workshops, seminars, observations, assignments, and field experiences. Participants meet two full days monthly to engage in these professional development experiences and are given opportunities to gain knowledge, skills, and experiences that create a toolbox to access in positions of special education leadership. Participants also build a circle of support by making connections with a network of colleagues and experts.

Candidates for the Academy may include administrators holding entry-level positions, teachers, and student services staff members who have demonstrated leadership. Individuals must possess or be near completion of a master’s degree and must be nominated by their supervisor. The selection process is competitive, and a committee reviews applications and selects participants based on the strength of the written statement included in their application; their experiences and accomplishments in special education; recommendations from their supervisor or program manager; and endorsement by a special education director, division superintendent, or designee. Each cohort admitted to the Academy is comprised of a balanced representation of regional school districts across the Commonwealth. O’Brien and Baker emphasize that outside of the official requirements for Academy admission, one of the most desired attributes in candidates is demonstrating a genuine willingness to learn and grow and being open to adapting to the ever-changing landscape of educating all learners.

Past graduates of the Academy program have rated it highly for the preparation and training they received. O’Brien states, “Academy alumni have overwhelmingly positive perceptions of the program, and they see increases in their leadership responsibilities following participation in ASELA. In Summer and Fall of 2024, we disseminated a survey to the first 16 cohorts of ASELA members. Almost 200 program alumni responded, and on average, individuals indicated that their leadership responsibility increased after participating in ASELA. Over half of the alumni who responded to the survey also shared comments on an open-ended item about their ASELA experience, and overwhelmingly, the major theme across 95% of comments was that ASELA was a positive experience.”

To date, the Academy has supported over 425 aspiring special education leaders in Virginia, reaching schools in every region of the Commonwealth. Reflecting on this accomplishment, Baker stated, “If one imagines the multiplier effect of how many individuals with disabilities and their families this group of educators will touch, gratitude is what comes to mind. Our partners at the Virginia Department of Education chose to invest in the future of special education by investing in building the pipeline of prepared leaders.”

The ASELA project is an example of how faculty in the Special Education Program within the School of Education at George Mason University are focused on improving special education and academic outcomes for students with disabilities. To learn more about ASELA and other ways in which our faculty are partnering with VDOE to achieve these goals, please click here.