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McLeskey, James



McLeskey, JamesProfessor
School of Special Education, School Psychology, and Early Childhood Studies

College of Education
University of Florida
1423D Norman Hall
PO Box 117050
Gainesville, FL 36211
Phone: 352-273-4278
Fax: 352-392-2655
mcleskey@coe.ufl.edu

Research Biography

I am a professor in the School of Special Education, School Psychology, and Early Childhood Studies, and Director of the Center on Disability Policy and Practice in the College of Education. My state and federal grants have addressed school improvement, preparation of teachers to meet the needs of a diverse range of students in general education classrooms, policy issues in special education, and preparation of leadership personnel in general and special education. My research interests include comprehensive school improvement and developing effective, inclusive school programs; examining the practice of principals in supporting effective inclusive schools; improving teacher quality and teacher practice through the use of practice-based teacher education and high leverage practices; and policy issues influencing special education.

Degrees

Ph.D. – Georgia State University, 1977, Special Education

M.Ed. – Clemson University, 1972, Counseling

A.B. – Central Wesleyan College, 1971, Psychology

Key Professional Appointments

Director, Center on Disability Policy and Practice, College of Education, University of Florida, 2009-present

Interim Director, School of Special Education, School Psychology, & Early Childhood Studies, University of Florida, 2008-2009.

Chair, Department of Special Education, University of Florida, 1999-2008.

Activities and Honors

Chair, Professional Standards and Practice Committee, Council for Exceptional Children, 2014-2019

Chair, High Leverage Practices Writing Team, Council for Exceptional Children, 2014 to 2017

Advisory Group, SWIFT (Schoolwide Integrated Framework for Transformation) Center, University of Kansas, 2012 to 2017

Member, CEC Standards Development Work Group, Council for Exceptional Children, 2017 to present

Member, National Coalition on Inclusive Principal Leadership, Council for Chief State School Officers, 2017 to present

Member, Framing Document Work Group, Council for Exceptional Children, 2016-2017

Member, Principal Competencies Advisory Group on Effective Inclusive Leadership, Council for Chief State School Officers, 2015-2016

Member, Florida Special Education Certification Redesign Committee, Florida Department of Education, 2014

Grants

Principal Investigator, Project RITE (Restructuring to Improve Teacher Education), 2011-2016, Funded by the U.S. Department of Education–$1,500,000.

Principal Investigator, Regional Professional Development Grant, 2010-2012, funded by the Florida Department of Education–$375,000.

Selected Publications

Bettini, E., Gurel, S., Park, Y., Leite, W., & McLeskey, J. (in press). Principals’ qualifications in special education and students with and at risk for disabilities’ reading achievement growth in kindergarten. Exceptionality.

Billingsley, B., McLeskey, J., & Crockett, J. (in press). Educational leadership and multi-tiered systems of support. In P. Pullen & M. Kennedy (Eds.). Handbook of RTI and MTSS. London: Routledge.

Billingsley, B., McLeskey, J., & Crockett, J. (in press). Success for all students: Leading for effective inclusive schools. In J. Crockett, B. Billingsley, & M. Boscardin (Eds.). Handbook of Leadership and Administration for Special Education (2nd ed.). New York: Routledge.

Williamson, P., & McLeskey, J. (in press). Least restrictive environment. In Frey, B. (Ed.). The Sage encyclopedia of educational research, measurement, and evaluation. Thousand Oaks, CA: Sage Publications.

McLeskey, J., Rosenberg, M., & Westling, D. (2018). Inclusion: Effective practices for all students (3rd ed.). Boston: Pearson Education.

Billingsley, B., McLeskey, J., & Crockett, J. (2017). Principal leadership: Moving toward inclusive and high-achieving schools for students with disabilities. (Document No. IC-8-Revised). Gainesville, FL. CEEDAR Center.

McLeskey, J., Berringer, M., McLeskey, J., Barringer, M., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M., Winn, J., & Ziegler, D. (2017). High leverage practices in special education: The final report of the HLP Writing Team. Arlington, VA: CEC & CEEDAR Center.

Sailor, W., Satter, A., Woods, K., McLeskey, J. & Waldron, N. (2017). School Improvement through Inclusive Education. In A. Hynds (Ed.). Oxford Bibliographies in Education. New York: Oxford University Press.

Bettini, E., Benedict, A., Thomas, R., Kimerling, J., Choi, N., & McLeskey, J. (2016). Cultivating a community of effective special education teachers: Local special education administrators’ roles. Remedial and Special Education, 50(3), 178-190.

McLeskey, J., Billingsley, B., & Waldron, N. (2016). Principal leadership for effective inclusive schools. In J. Bakken & F. Obiakor (Eds.). Advances in special education (Volume 32) (pp. 55-74). New York: Emerald.

McLeskey, J., & Brownell, M. (2015). High-leverage practices and teacher preparation in special education (Document No. PR-1). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/best-practice-review/.

McLeskey, J., & Waldron, N. (2015). Effective leadership makes schools truly inclusive. Phi Delta Kappan, 96(5), 68-73.

Schmidt, M., MacSuga-Gage, A., Gage, N., Cox, P., & McLeskey, J. (2015). Bringing the field to the supervisor: Innovation in distance supervision for field-based experiences. Rural Special Education Quarterly, 34(1), 37-43.

McLeskey, J., Waldron, N., Spooner, F., & Algozzine, B. (Eds.) (2014). Handbook of effective inclusive schools: Research and practice. New York: Routledge.

McLeskey, J., Waldron, N.L., Spooner, F., & Algozzine, B. (2014). What are effective inclusive schools and why are they important? In J. McLeskey, N.L. Waldron, F. Spooner, & B. Algozzine (Eds.). Handbook of effective inclusive schools: Research and practice (pp. 3-16). New York: Routledge.

Hoppey, D., & McLeskey, J. (2014). What are qualities of effective inclusive schools? In J. McLeskey, N.L. Waldron, F. Spooner, & B. Algozzine (Eds.). Handbook of effective inclusive schools: Research and practice (pp. 17-29). New York: Routledge.

Billingsley, B., & McLeskey, J. (2014). What are roles of principals in inclusive schools? In J. McLeskey, N.L. Waldron, F. Spooner, & B. Algozzine (Eds.). Handbook of effective inclusive schools: Research and practice (pp. 67-79). New York: Routledge.

Waldron, N., Parker, J., & McLeskey, J. (2014). How are data systems used in inclusive schools? In J. McLeskey, N.L. Waldron, F. Spooner, & B. Algozzine (Eds.). Handbook of effective inclusive schools: Research and practice (pp. 155-166). New York: Routledge.

Blanton, L., McLeskey, J., & Hernandez, K. (2014). Examining indicators of teacher program quality: Intersections between general and special education. In P. Sindelar, E. McCray, M. Brownell, & B. Lignugaris/Kraft (Eds.). Handbook of research on special education teacher preparation (pp. 129-142). London: Taylor and Francis.

McLeskey, J., Waldron, N., & Redd. L. (2014). A case study of a highly effective inclusive elementary school. Journal of Special Education, 48(1), 59-70.

Hoppey, D., & McLeskey, J. (2013). Principal leadership in an era of high stakes accountability: A case for ‘lubricating the human machinery.’ Journal of Special Education, 46, 245-256.

McLeskey, J., Rosenberg, M., & Westling, D. (2013). Inclusion: Effective Practices for All Students (2nd ed.). Boston: Pearson Education.

McLeskey, J., Landers, E., Williamson, P., & Hoppey, D. (2012). The Least Restrictive Environment mandate of IDEA: Are we moving toward educating students with disabilities in less restrictive settings? Journal of Special Education, 36(3), 131-140.

Brownell, M., Billingsley, B., McLeskey, J., & Sindelar, P. (2012). Teacher quality and effectiveness in an era of accountability: Challenges and solutions in special education. In J. Crockett, B. Billingsley, & M.L. Boscardin (Eds.). The Handbook of Leadership & Administration for Special Education (pp. 260-280). New York: Routledge.

Waldron, N., McLeskey, J., & Redd, L. (2011). Setting the direction: The role of the principal in developing an effective, inclusive school. Journal of Special Education Leadership, 24, 51-60.

McLeskey, J. (2011). Supporting improved practice for special education teachers: The importance of learner centered professional development. Journal of Special Education Leadership, 24(1), 26-35.

McLeskey, J., Landers, E., Hoppey, D., & Williamson, P. (2011). Learning disabilities and the LRE mandate: An examination of national and state trends. Learning Disability Research and Practice, 26, 60-66.

McLeskey, J. & Waldron, N. (2011). Educational programs for elementary students with learning disabilities: Can they be both effective and inclusive? Learning Disabilities Research & Practice, 26(1), 48-57.

Rosenberg, M., Westling, D., & McLeskey, J. (2011). Special education for today’s teachers (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Selected Links

Center on Disability Policy and Practice: https://education.ufl.edu/disability-policy-practice/