Teachers of students with extensive support needs (ESN) often perform many leadership-related tasks, such as supervising paraprofessionals or advocating school wide for student accessibility and inclusion. While teacher leadership has received considerable attention in research and practice, much of the attention has resided in general education and on formal pathways toward increased responsibility in the school. In this study, the authors explored the perspective and experiences related to teacher leadership competencies of both teachers and teacher educators in the field of ESN in one midwestern state. Teachers reported high confidence and moderate to high engagement in each of the competencies, contrasted with self-reported low coverage of many related topics in their teacher training programs. Teacher educators perceived the competencies as highly relevant to the teaching position and generally held moderate to high confidence in their program coverage and their student preparation to perform the related activities.

具有广泛支持需求（ESN）的学生的老师经常执行许多与领导相关的任务，例如监督准专业人士或提倡全校范围内的学生可及性和包容性。尽管教师的领导层在研究和实践中受到了相当大的关注，但大部分注意力都集中在通识教育和增加学校责任感的正式途径上。在这项研究中，作者探索了中西部一个州的ESN领域与教师和教师教育者的教师领导能力有关的观点和经验。老师报告说他们对每项能力都有很高的信心和中度到高度的投入，而自我报告的在教师培训计划中对许多相关主题的报道很少。