62 2012) and supervision in special education (Samuels, 2018). Specifically, the emphasis on specialized skill development for future principals is consistent with prior work that advocates for comprehensive training in special education to foster inclusive environments (Aldeman, 2024; Bass & Riggio, 2006; Samuels, 2018). However, the current study highlights a more pressing need for this training in light of recent challenges, such as increased principal turnover and the complexities of adapting to post-pandemic realities. Conclusions Comprehensive principal preparation programs that prioritize the development of competencies in creating safe school environments and effectively supervising special education are essential for addressing the high turnover rates among school leaders and enhancing overall student achievement. The current study illuminated critical aspects of principal preparation for special education supervision, revealing both strengths and areas of growth within a district-developed leadership program. While the district’s commitment to “growing its own” leaders is commendable, it is clear that intentional, targeted support in special education is not just beneficial, but essential. In a world of increasing legal complexity, evolving student needs, and heightened parental expectations, principals cannot afford to be generalists in this critical domain. The findings from the current study suggest a number of pressing challenges faced by modern school principals, particularly in the supervision of special education within an evolving educational landscape. Among these challenges, creating a safe school environment emerged as a paramount Texas Principal Competency, underscoring its critical importance in fostering an atmosphere conducive to learning and growth. The insights gained from the current study have not only emphasized the pivotal role of effective leadership in driving student achievement but also highlighted significant gaps in existing principal preparation programs. By examining the nuances of a district-developed principal preparation initiative, this research contributes crucial knowledge that can inform future strategies for cultivating strong educational leaders who are equipped to address the complexities inherent in supervising special education while ensuring that all students feel safe and supported in their learning environments. As school districts grapple with high turnover rates and the pressing need for skilled leadership, the development of targeted and comprehensive principal preparation programs cannot be overstated. Such programs must evolve to integrate the necessary competencies, practical skills, and inclusive practices essential for successfully navigating the supervisory demands of special education. Ultimately, the current study underscores that effective school leadership is not a destination but a continuous journey of growth and learning. As we strive to equip principals with the necessary tools to lead effectively, we invest not only in the leaders of today but also in the brighter futures of all students, especially those who rely on strong advocates to navigate their educational journeys. The potential for profound change lies in our hands; it is our responsibility to harness this opportunity and push forward with urgency, passion, and unwavering commitment to excellence in educational leadership. References Aldeman, C. (2024). Where are all the special educators? Education Next, 24(4), 176–195. Bateman, D., & Bateman, C. F. (2014). A principal’s guide to special education (3rd ed.). Council for Exceptional Children. Bartanen, B., Grissom, J. A., & Rogers, L. K. (2019). The impacts of principal turnover. Educational Evaluation and Policy Analysis, 41(3), 350–374. https://doi.org/10/ gghfbq Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed). Psychology Press. Covey, S. R. (1992). Principle-centered leadership. Simon & Schuster. Dey, S. (2022). Texas students’ math scores saw a sharp decline during pandemic. The Texas Tribune. https://www. texastribune.org/2022/10/24/texas-student-reading-math- scores/ DiPaola, M., & Walther-Thomas, C. (2003). Principals and special education: The critical role of school leaders. Center on Personnel Studies in Special Education. FitzGerald, C., MacCormack, J., & Sider, S. (2023). Lindsay Henderson Luján , Ed.D.
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