2026 EDUC 745 Interview Assignment Liberty University

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2026 EDUC 745 Interview Assignment Liberty University

Interview Assignment Brittany Krieger School of Education, Liberty University

Author Note Brittany Krieger I have no known conflict of interest to disclose.

Correspondence concerning this assignment should be addressed to Brittany Krieger.

Email: bdkrieger@liberty.edu

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Interview Questions Can you describe your current administrative role and your primary responsibilities related to special education or instructional oversight?

Absolutely. I’m currently an Assistant Principal over second, fourth, fifth, NAC, and Life Skills. A big part of my role is supporting instructional practices and ensuring compliance with special education requirements. Because I previously taught both resource and selfcontained, I stay very involved in IEP implementation. I conduct walkthroughs, support ARD meetings, and help teachers understand accommodations. I also work closely with our special education team to monitor progress and make sure our students are receiving the services and supports outlined in their plans.

How long have you been in an educational leadership role, and how has your approach to organizational problem-solving evolved over time?

This is my 3rd year as an assistant principal, but prior to this, I was a testing coordinator, which I did work directly with the accommodations and things like that. Not the overall process but overseeing that those things were met for each individual student. Prior to that, I was a SPED administrator for 2 years. That was directly working with our special populations in different areas of it, overseeing life skills, overseeing ECSE, and everybody else that was receiving services. I would say my approach has definitely evolved. Earlier on, I tended to focus on addressing issues as they came up, which is more of a reactive approach. Over time, I’ve shifted to looking at patterns and root causes.

When you recognize an issue such as inconsistent implementation of IEPs across classrooms, what steps do you take to analyze the root cause?

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So overall, I get a bigger picture, especially when we're having staffings. I kind of started picking up on, you know, one teacher maybe can speak more so on a student than maybe the other teacher. A lot of times it does happen in partnerships. So when I notice things like that, I do address it with that individual teacher just to kind of see, you know, is it just that you weren't sharing at the staffing and maybe you are aware of what you need to be implementing within the class? Just to give them another opportunity to speak to the individual student. Now, if I notice that they really can't recall a lot of what goes on with that student, then at that point, I do fill in Ms. Diaz (our principal) on a situation, and then we'll have an additional meeting to just discuss our concerns. We really haven't had to do that often. Overall, me bringing attention to it the 1st time kind of changes things, but it has happened.

How do you determine whether a problem like IEP non-compliance is structural (policyrelated), systemic (process-related), or cultural (belief-related)?

I look at where and how the issue is showing up. If the expectations or procedures themselves are unclear, that’s structural. If different teams are doing things differently and there’s no consistent process, that’s systemic. If teachers know what to do but don’t see it as a shared responsibility, or if beliefs about inclusion vary, then it’s cultural. I've noticed certain patterns. I think it might have been created based on the culture of the campus or previous leadership. And I mean, it's hard to break, right? But I think that we are doing a good job with, like, preventing those things from happening, and I'm just gonna use this as an example. When we have parents requesting, let's say an evaluation, okay? I think that before, it might have been the norm to just, you know, follow suit with that and trust that the parent is requesting, for the right type of evaluation. But I think

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now we take more preventative measures when it comes to, perhaps me, I'm doing the digging on how are they doing academically? Do I see a reason for us to move forward with that? It is not, I'll voice it to the parent and say, hey, this student will be brought up to SIT (student intervention team). We're wanting to do more things in between prior to that, right? As long as a parent is on board, then we can try those things, and they generally are.

I'm thinking that things kind of were just a pattern or the norm prior. So then, you know, by nature, it's just something that, you know, persists. But we are able to pick up those patterns and try to break it. So, I think it's a combination of things. I think we know the process, but it could be an issue within the norms of that. It could be an issue of all 3 where it's like some teachers don't believe or they believe that everybody should be, but then you also have the structure and the process that goes with it too. So it kind of is everything. And I think a lot with, like, the teacher factor in the past, previous years, like, when I was a SPED administrator, there was a lot of, well, I want so and so evaluated, but that's not what's gonna solve the situation in that moment. I think with us reshaping how we do the SIT process has also helped a lot of that. And maybe, like, misconceptions that teachers had. They were more concerned about getting accommodations for a student, but they could get that through SIT and see how the student progresses, and then, if need be, move forward with an evaluation.

In your experience, what indicators or data sources are most helpful when assessing how effectively teachers are implementing IEP accommodations?

Okay, so a lot of the bigger tool, I guess, that they're utilizing is Review 316. Now, with that, we do have to consistently remind teachers to keep up with their data. so that we can

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have the most accurate data. So it's a great tool to have, but it's just one of those things when we need to make sure that they're consistent using. That ties into tracking their accommodations, um, making sure that they're meeting their goals. And there are times where we have to assist or that I have to assist teachers in determining what pieces can they utilize to be able to score certain or get certain data points. And teachers are really good about reaching out when they do have questions about certain goals. And that's when our resource teachers come in, our case managers, and they are always that in between person that are in their home, they're very helpful with that.

What strategies have been most effective in ensuring that general education teachers understand and apply IEP accommodations consistently?

From the very beginning, we do make sure that they're all trained to be able to read IEP paperwork and where to look for certain things. And not just, you know, looking at Review 360 and trusting that everything's on there, because we are human. If we miss things, they always have a document, a legal document that they can refer to, to make sure that they are tracking accommodations and goals effectively. In the past, we would make it one of those things where it's like, if you needed to attend the training or if you would like to have a refresher, please attend. This year, we went more with the model of, like, everybody's going to be trained again. Just to make sure that we still had everybody on the same page. So, I think that strategy has helped.

How do you build accountability for IEP implementation without making teachers feel micromanaged or overwhelmed?

We do everything pretty much like reminders. So, for instance, I send out reminders dating, hey, IP data is due by this date, you know, well before their actual grades are due.

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So, just like we give them reminders on when grades are due, they get reminders for IEP data as well.

What role does collaboration between administrators, special education staff, and general educators play in sustaining improvement once changes are made?

Oh, I think it's very important that we have an open line of communication with each other. For the case managers to have that trust to come to us, if there's any concerns that might come up, especially when they are working with the teachers. I've had a few case managers that come up and might say, hey, I think, I might be having a hard time with this specific teacher putting in data. Then that's kind of when I would come in and speak to that teacher, to see what was kind of happening. Sometimes they might just have a question about specific goal. So, then the case manager comes back in to provide examples as to like, okay, this goal could be tracked in these ways. Typically, that only has to happen once, and then they know that's my person to go to. They go to their case managers. I very rarely have to come in. I do a lot of the behind the scenes, but if the case manager brings it to my attention, that's kind of when I step in.

From your perspective, how can school leaders foster a culture that values inclusion and collective responsibility for all learners?

I think a little, I mean, it does always start with us, right? And teachers are always watching, just like we say kids are always launching, right? But how do we address certain situations. So, for instance, you know, we talk about our kiddos as they’re general education students first. They're receiving services to make sure that they are getting what they need to be successful. So, just the terms that we use when we're addressing students, I think speak volumes to our teachers, and in a sense, it's kind of like modeling

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to them. This is how I'm addressing the situation or the student. And we're expecting the same from them, to make sure that we have more inclusive practices, and there's not a division between our students on an IEP and our general education students.

What advice would you offer to emerging leaders who are developing action plans to address issues like inconsistent IEP implementation in their schools?

I think a big factor is to just, one, really get to know who the kiddos are overall. To be able to speak to each individual kid. Seeing things for themselves, before they see the big picture. And then getting very familiar with their IEP goals. And getting familiar with who the case manager is. Maybe meeting with the case manager to make sure everybody's on the same page with the student, and that all their minutes, accommodations, everything's being met, following the IEP. Now, if there is any discrepancies with that, I mean, I think it has to start within that group 1st before we start reaching out to all the teachers that work with that specific student. So, you know, scheduling and all of that.

Do you feel like the walkthroughs that y'all do are really helpful to kind of evaluate some of that IEP implementation as well?

Oh, I definitely hope. So oftentimes, I'll have situations where I might be walking into a math class. And I see the student, they have their supplemental aids, but they're, over to the side. You know? So, if I notice something like that, I might go over and be like, Hey, what's this over here? And I kind of see, like, do they even know what it is. And how do they can utilize it? If I notice things like that, then I just have a conversation with the teacher to say, hey remember to maybe prompt them to take out their folder. You might have to prompt them every day during math class to take out that folder, but it's probably

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what they might need to get them to use those things. I started noticing things like that here and there. We've always had walkthroughs, so we have to complete at least 2 per teacher and then their formal comes in. But the WE CLIMB walks are new. Very similar, but they're a lot faster, 5 to 10 minutes. Those are looking for specific things, but even with that, we are able to pick up on things.

Do you think having been a special education teacher prior to being an assistant principal has given you an advantage in a leadership role?

I do believe so. I mean, a big part of what we do is been related. I keep thinking back to like the very beginning. I knew how to read the paperwork. I knew how to schedule. I knew what kind of recommendations I would make for kiddos. So that made things easier in a sense. It's learning the logistics behind the scenes, especially or learning a new program that maybe I didn't teach directly. I can speak more so to like the Resource setting than I could to, you know, ECSE, even though I taught it. Things have changed so much. But having that experience, it kind of is a little easier, like you said, easier to read the paperwork. And it is easier to kind of help guide people because you know, you've done it. You've been in their role; and even to like speak to parents. Whenever they do bring up that they have concerns, or even if I'm referring to a student to for a potential evaluation, and the parent might be a little skeptical in the situation, I can walk them through how special education looks very different from what you might think and from what we thought it was when we were younger. So that has helped in that sense also.

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Summary Interviewee Information The interviewee has over fifteen years of experience in education, and her background shows a strong understanding of both special education and general education settings. She started her career as a paraprofessional while finishing her teaching degree, which gave her early hands-on experience supporting students and teachers. After becoming certified, she taught in a variety of special education roles, including Resource, ECSE, and Life Skills. Working across these different placements helped her build a wide range of skills, especially in understanding student needs and adapting instruction.

Her administrative experience is equally broad. She previously served as a Special Education Coordinator for two years, where she supported multiple programs and worked closely with teachers and families on the campus. She then spent a year as a Testing Coordinator, which helped her develop a stronger understanding of accommodations, documentation, and compliance requirements. For the past three years, she has worked as an Assistant Principal over several grade levels and the Life Skills program. In this role she is responsible for monitoring instruction, supporting ARD meetings, ensuring IEP implementation, conducting walkthroughs, and helping teachers understand accommodations and goal tracking.

She is a credible resource because she has worked in almost every part of the special education system, from paraprofessional to administrator. She also brings personal insight as a parent of children in special education, which helps her see issues from both a professional and a family perspective. This combination makes her especially knowledgeable about the realities of IEP implementation, communication with families, and how school systems function behind the scenes. Her ability to analyze problems and find solutions is a major part of her work. During the

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interview, she explained how her thinking has shifted over time. Early in her leadership roles, she tended to respond to issues as they happened. Over the years she has learned to look for patterns, check for root causes, and ask whether a problem is structural, process-related, or cultural. She uses multiple data sources when she is trying to understand an issue, such as walkthrough observations, Review 360 data, teacher input, case manager feedback, and what she notices during staffings. She often checks whether teachers understand the expectations, whether the process is being followed consistently, or whether beliefs about inclusion might be influencing implementation. Her problem-solving approach focuses on clarity, early intervention, consistent communication, and breaking past habits that no longer support students well.

Conclusion The interview helped me better understand how school leaders use analysis and problem solving to support both teachers and students. One of the biggest things I learned is the importance of looking for patterns instead of reacting to individual situations. My interviewee explained how helpful it is to step back, gather information from different sources, and determine what type of problem it really is before taking action. This approach not only makes solutions more effective but also prevents the same issues from repeating.

I also learned how important collaboration is. She described a system where case managers, general education teachers, and administrators all play a role in maintaining consistent IEP implementation. Her focus on supporting teachers, giving reminders, and keeping communication open shows how accountability can be built without making staff feel micromanaged.

Another key takeaway is how much experience shapes leadership. My interviewee’s background in multiple special education settings allows her to guide teachers with practical

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examples and understand situations from many angles. She can speak to parents confidently because she has lived these experiences as both a teacher and a parent. Overall, the interview showed that effective school leaders rely on clear communication, strong relationships, and intentional analysis to support inclusive, student-centered practices.