How to become a principal of special education

How to become a Principal of Special Education

Becoming a principal of special education typically requires a combination of education, experience, and development of specialized leadership skills. Here’s an overview of the pathway to the career:

Bachelor’s Degree in Education
The road to becoming a principal of special education starts with earning a Bachelor’s Degree in Education, Special Education Teaching, or a related field. This undergraduate degree equips students with the foundational knowledge related to teaching, child development, curriculum design, and classroom management.

Teacher Preparation Program
As part of a bachelor's degree, you must complete a state-approved teacher preparation program. This includes coursework as well as supervised student teaching experience, often in both inclusive general education and dedicated special education classrooms.

State Certification / Licensing
After completing a bachelor's degree and teacher preparation program, you must obtain state certification (in the US) or equivalent in your country. Certification requirements vary by state, but usually include passing standardized exams, such as the Praxis Elementary Education Tests, the Praxis Middle School Content Knowledge Test, or the Praxis Secondary Education Tests.

For individuals pursuing a career in the special education sector, required exams may include one or more of these or other Praxis tests: Special Education: Foundational Knowledge, Special Education: Core Knowledge and Applications, Special Education: Core Knowledge and Mild to Moderate Applications, Special Education: Core Knowledge and Severe to Profound Applications, Special Education: Severe to Profound.

Gain Teaching Experience
Most special education principals start their careers as special education classroom teachers. Generally, they accumulate several years of teaching experience (usually three to five years or more), which helps them cultivate expertise in individualized education program (IEP) development and implementation, inclusive education, student accommodations, assistive technology, and collaboration with therapeutic and other specialists.

Master’s Degree in Educational Leadership
Most states and provinces require an advanced degree for individuals pursuing a career as a principal. A Master’s in Educational Administration is typically required. This graduate program provides essential knowledge and skills in the areas of school management, leadership strategies, curriculum design and development, and educational law, policy, and finance. Some schools may offer a Master of Special Education Administration.

Some regions may accept candidates with a master’s in a related field combined with relevant administrative experience.

Principal Certification or Licensure
In addition to a master’s degree, aspiring principals often need to earn a principal/school administrator certification or licensure, depending on the region. This may involve completing a state-approved principal preparation program, gaining supervised leadership experience, and passing an exam, such as the Praxis School Leaders Licensure Assessment (SLLA), that tests knowledge in areas like educational law and school management. Depending on the jurisdiction, a background check may also be required.

Private and charter schools may have more flexible requirements and may not always require specific principal licensure.

Gain Administrative Experience
After acquiring a teaching background and completing advanced education, aspiring principals often take on administrative roles such as assistant principal, special education coordinator, or special education program director. This experience helps develop skills in program management, compliance with special education law (e.g., Individuals with Disabilities Education Act-IDEA, Section 504), and working with staff and students in a leadership capacity.

Continue Professional Development
Even after becoming a principal, ongoing professional development is important. Attend conferences, seminars, and workshops to stay current with general and special education trends, policies, and leadership practices, and gain new insights into handling complex school issues. In many regions principals are required to earn continuing education credits to maintain their license.

Doctoral Degree (Optional but Beneficial for Advancement)
Some principals pursue a Doctor of Education (Ed.D.) or Ph.D. in Educational Leadership to qualify for district-level leadership roles, such as superintendent or policy advisor.

Certifications
Principals of special education can pursue several professional designations and certifications to advance their careers. These credentials validate their proficiency in special education management, instructional leadership, and school administration:

• NASET Board Certifications – The National Association for Special Education Teachers (NASET) offers five board certification programs: Board Certification in Classroom Management (BCCM), Board Certification in Inclusion in Special Education (BCISE), Board Certification in Individualized Education Programs Development (BCIEP), Board Certification for Advocacy in Special Education (BCASE), Board Certification in Special Education (BCSE). These credentials demonstrate high levels of competency and can lead to professional recognition and higher pay.
• Learning Disabilities Teacher-Consultant (LDT-C) – This specialized certification is mandatory in certain regions (like New Jersey, US). LDT-C programs prepare experienced teachers to advance into positions on a child study team. Prerequisites to enter an LDT-C program usually include a Master’s Degree in Special Education and relevant experience.
• Orton-Gillingham Certification – This specialized certification, administered by the Orton-Gillingham Academy, is for teachers working with students with dyslexia. It provides training in a structured, multisensory approach to reading instruction. Various levels of Orton-Gillingham certification (such as Associate Level and Certified Level) are available based on the teacher’s expertise.
• Dyslexia Specialist Certification – Educators who work specifically with students who have dyslexia can pursue certifications through organizations like the Center for Effective Reading Instruction (CERI), an affiliate of the International Dyslexia Association (IDA). These certifications demonstrate knowledge and proficiency in diagnosing and providing instruction to students with dyslexia.
• Autism Spectrum Disorder (ASD) Certification – Various universities and professional organizations offer certifications specifically focused on autism spectrum disorder (ASD). These programs help principals, teachers, teaching assistants, and caregivers gain specialized knowledge about autism, including behavior management, communication strategies, and individualized education planning. Examples: Autism Spectrum Disorder Graduate Certificate, University of Kansas; Autism Spectrum Disorders (ASD) Grad Certificate, Arizona State University Online
• Applied Behavior Analysis (ABA) Certification – ABA certification is useful for teachers and principals working with students who exhibit behavioral challenges alongside learning disabilities. This professional credential allows practitioners to design and implement behavior interventions based on evidence-based practices. Candidates must complete a graduate degree with ABA coursework and supervised fieldwork, as well as pass the Board Certified Behavior Analyst (BCBA) exam administered by the Behavior Analyst Certification Board (BACB).
• Crisis Prevention Institute (CPI) Certifications – Crisis Prevention Institute (CPI) is the world’s leading provider of evidence-based de-escalation training. Their programs equip staff with crisis intervention and de-escalation skills that reduce emotional outbursts, meltdowns, or challenging behavior and help prevent future incidents. These are the programs and specialty courses offered by CPI and its affiliates: Verbal Intervention Training, Nonviolent Crisis Intervention (NCI), NCI with Advanced Physical Skills, Trauma, Mental Health, Autism Spectrum Disorder, Reframing Behavior, Prevention First Online Training.
• Social Thinking Certification – Social Thinking is a research-based curriculum focused on strategies for teaching students with autism and other social communication disorders how to navigate social situations. Requirements include completing specific Social Thinking workshops or courses and passing related assessments.
• Social-Emotional Learning (SEL) Certification – SEL training and credentialing, available through many different entities, focuses on social/emotional-informed practices that enhance educators’ ability to effectively teach students emotional regulation, empathy, and social skills.
• Assistive Technology Professional (ATP) Certification – Teachers can earn certifications in assistive technology to learn how to use tools and devices that support students with learning disabilities. Organizations like the International Society for Technology in Education (ISTE) offer assistive technology training and certification programs.
• National Certification of Educational Diagnosticians (NCED) – This credential certifies educators to assess and diagnose students' learning disabilities and guide the development of individualized education plans.

Professional Organizations
In addition to the certifying bodies referenced above in the Certifications section, the following organizations also support the special education and learning disabilities community:

• National Association of Elementary School Principals (NAESP) – NAESP is a professional organization serving elementary and middle school principals and other education leaders throughout the US, Canada, and overseas. It provides advocacy, training and professional development resources, and networking opportunities.
• National Association of Secondary School Principals (NASSP) – The NASSP serves secondary school leaders, offering resources, support, and leadership development programs. NASSP also awards the National Principal of the Year recognition.
• AASA-The School Superintendents Association – AASA (formerly the American Association of School Administrators) develops and supports school system leaders through the national exchange of ideas; access to professional learning, publications, and resources; and opportunities to champion initiatives to help transform the future of public education.
• Association for Supervision and Curriculum Development (ASCD) – ASCD provides resources for teachers to improve instruction for diverse learners, including those with learning disabilities and special education needs.
• Council for Exceptional Children (CEC) – The CEC is one of the largest professional organizations dedicated to improving the educational success of students with disabilities. The CEC Council of Administrators of Special Education (CASE) provides resources for special education leaders, including professional development, networking, and advocacy on behalf of special education programs.
• Learning Disabilities Association of America (LDAA) – The LDAA is dedicated to advocating for individuals with learning disabilities and providing educators with resources to support these students. They offer professional development, conferences, and research-based strategies for working with students with learning disabilities.
• National Center for Learning Disabilities (NCLD) – The NCLD advocates for individuals with learning disabilities and provides resources for educators to improve their teaching practices. It offers research, policy updates, and best practices for working with students with learning disabilities.
• American Speech-Language-Hearing Association (ASHA) – While ASHA primarily focuses on speech and language pathologists, it offers resources for teachers and principals working with students who have speech and language disorders alongside learning disabilities. ASHA offers certifications and professional development focused on communication and literacy issues that often overlap with learning disabilities.
• Association for Behavior Analysis International (ABAI) – ABAI is a global organization dedicated to supporting the use of behavior analysis to help individuals with disabilities, including those with learning disabilities. Teachers can benefit from their resources on applying behavior analysis techniques to improve learning outcomes for students with behavioral or academic challenges.
• National Association of School Psychologists (NASP) – The NASP supports school psychologists who work with students with learning disabilities. While focused more on assessment and mental health, their resources can be valuable for educators who work closely with school psychologists in identifying and supporting students with learning disabilities.