03/12/2025
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Leyna Malone “Enhancing Instructional Leadership to Improve Outcomes for Students with Disabilities: The Impact of Professional Development on Principal Walkthrough Practices in ICT Classrooms”

Candidate: Leyna Malone
Degree: Doctoral- Leadership in Schooling
Defense Date: Wednesday, March 26, 2025
Time: Noon
Location: Remote Zoom link
Thesis/Dissertation Title: "Enhancing Instructional Leadership to Improve Outcomes for Students with Disabilities: The Impact of Professional Development on Principal Walkthrough Practices in ICT Classrooms”

Dissertation Committee
Dissertation Chair: Robai Werunga, Ph.D., Assistant Professor of Special Education, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Yanfen Li, Ph.D., Assistant Professor, Francis College of Engineering, University of Massachusetts Lowell
Dissertation Committee Member: Linda Riley, Ed.D., School of Education, University of Massachusetts Lowell

Abstract
Legislation mandating placement of students with disabilities (SWDs) in the least restrictive environment (LRE) has increased placement in inclusive settings for students. This has led to the widespread adoption of integrated co-teaching (ICT) models wherein a general education and special education teacher work together to deliver instruction. Despite offering an opportunity for inclusive education, implementing this program can be problematic, particularly due to the overreliance on the one-teach, one-assist model which limits the delivery of specially designed instruction (SDI). One significant barrier to effective ICT instruction is the lack of instructional leadership from building principals, who often prioritize managerial responsibilities.

This study examines how professional development can enhance principal perceptions of classroom walkthroughs as an instructional leadership practice. A PDSA cycle was conducted in a suburban school district involving four administrators supervising ICT classrooms. The intervention included professional development sessions on walkthroughs and feedback. Findings indicate a significant shift in principal perception of the purpose and importance of conducting regular walkthroughs and providing specific feedback. Post-intervention data revealed an increased understanding of walkthroughs as a tool for instructional improvement; however, principals noted time constraints, conflicting priorities, and the need for additional professional development as barriers to implementation of a classroom walkthrough practice.

Recommendations to build on the initial success of this intervention include establishing clear expectations for instructional supervision, piloting the use of a Walkthrough Tool, providing ongoing professional development, and creating a Professional Learning Community for principals. Implementing these strategies will strengthen instructional leadership, leading to improved outcomes for SWDs.