Boscardin, M. L. (2005). The administrative role in transforming
secondary schools to support inclusive evidence-based practices.
American Secondary Education, 33(3), 21-32. The role of
secondary administrators, including but not limited to
principals, guidance directors, curriculum supervisors,
department chairs, and special education directors, is important
to the success of students with disabilities. Administrators
equipped with the knowledge and skills to support the
implementation of evidence-based practices of teachers in
inclusive and accessible instructional environments are poised
to be effective advocates of improved educational outcomes of
all students. In this paper, we examine two ways in which
administrators facilitate the development, adoption, use, and
evaluation of evidence-based educational interventions within
secondary schools. One considers refocusing the administrator
role from one of manager to one of effective instructional
leader. The other focuses on key leadership strategies for im