Collaborative Leadership in Special Education

A Four-Part Workshop Series for Principals and Building Leaders

Collaborative LeadershipThis five-part workshop series is designed specifically for principals and building-level leaders who are responsible for ensuring students with disabilities receive effective, legally compliant services under IDEA and Section 504. The series focuses on one of the most important realities in schools: special education works best when building leaders work together. 

Each 60-minute session is tightly focused on a specific leadership challenge principals face when collaborating with special education administrators, instructional staff, MTSS teams, counselors, school psychologists, and related service providers. The sessions are practical, leadership-oriented, and centered on improving coordination, communication, and implementation across school systems. 

David Bateman, PhD (pictured) is a nationally recognized expert in special education law, dispute resolution, and legal compliance. A former special education teacher and administrator, he has served as a due process hearing officer, complaint investigator, mediator, and neutral fact-finder in special education cases across the country.
 
Dr. Bateman is the author and co-author of numerous leading publications on IEPs, Section 504, education leadership, special education law, and dispute resolution, including texts widely used by educators, administrators, and policymakers. He is a frequent keynote speaker and has led special education training and system improvement efforts for states and territories nationwide. He is also the parent of two adult children, one with an IEP and one with a Section 504 plan.
 
All Times are Central Time - the 1st Session is Free to Everyone

Webinar Dates          

                

Office Hours
September 2, 2026       1:00 PM-2:00 PM        
October 7, 2026   1:00 PM-2:00 PM   October 28, 2026   2:00 PM-3:00 PM
November 18, 2026   1:00 PM-2:00 PM   December 2, 2026       2:00 PM-3:00 PM
December 9, 2026   1:00 PM-2:00 PM   December 6, 2026   2:00 PM-3:00 PM
January 13, 2027   1:00 PM-2:00 PM   January 27, 2027   2:00 PM-3:00 PM

 

October Workshop

Shared Leadership: Defining Roles and Responsibilities in Special Education
Strong special education systems begin with leadership clarity. This session focuses on the relationship between principals and special education leaders and examines how unclear roles often create conflict, inconsistent implementation, and fragmented decision-making within schools. Participants will explore how building leaders can create shared ownership of special education services while improving collaboration between general education and special education systems.
 
Session Focus
  • The principal’s role in IDEA and Section 504 implementation
  • Shared leadership between administrators and special education teams
  • Clarifying responsibilities across leadership roles
  • Improving communication between departments
  • Preventing “special education in isolation”
  • Creating consistent building-level expectations
Participants Will Leave With
  • A clearer understanding of leadership responsibilities
  • Strategies for improving coordination across teams
  • Tools for strengthening collaborative leadership structures

November Workshop

Supporting Instruction Together: What Principals Need to Know About SDI and IEP Implementation
Many principals are expected to supervise special education services without ever being trained to recognize high-quality specially designed instruction (SDI). This session focuses on helping administrators better support teachers, co-teaching teams, and special education staff through stronger instructional leadership. The session emphasizes collaboration between principals, instructional leaders, and special education staff to improve implementation consistency across classrooms.
 
Session Focus
  • The difference between accommodations, interventions, and SDI
  • What principals should look for during walkthroughs and observations
  • Co-teaching and collaborative instructional practices
  • Shared accountability for IEP implementation
  • Supporting general education teachers serving students with disabilities
  • Moving beyond “support” to meaningful instruction
Participants Will Leave With
  • Greater confidence observing special education instruction
  • Practical walkthrough and observation guidance
  • Leadership strategies for supporting collaborative instruction
 

December Workshop

Difficult Conversations and Collaborative Problem-Solving
Special education leadership often becomes most difficult during conflict. This session focuses on how principals and special education leaders can work together during challenging situations involving behavior, parent concerns, discipline, emotionally charged meetings, and disagreements among staff. Participants will examine how leadership communication either escalates or reduces conflict and will learn strategies for maintaining collaborative relationships during difficult situations.
 
Session Focus
  • Leading difficult conversations with families
  • Managing conflict during IEP meetings
  • Collaborative responses to behavioral concerns
  • Manifestation Determination Review (MDR) leadership considerations
  • Maintaining trust during disagreements
  • Communication strategies that reduce escalation
Participants Will Leave With
  • Practical communication strategies for difficult meetings
  • Greater understanding of collaborative conflict management
  • Leadership tools for maintaining productive team relationships
 

January Workshop

Building Sustainable Systems for Inclusion and Accountability
The final session focuses on how principals and special education leaders can create sustainable systems that improve outcomes for students with disabilities while supporting staff and reducing implementation breakdowns.
Rather than focusing solely on compliance, this session examines how schools build accountability systems that improve instruction, communication, and inclusion over time.
 
Session Focus
  • Creating sustainable systems for IDEA and Section 504 implementation
  • Shared accountability for student progress
  • Inclusion and Least Restrictive Environment (LRE)
  • Using data to guide leadership decisions
  • Supporting staff capacity and reducing burnout
  • Identifying system breakdowns before they become legal problems
Participants Will Leave With
  • Action steps for improving building-level systems
  • Strategies for strengthening inclusion and collaboration
  • Leadership tools for long-term implementation improvement