Delivering Excellence in Education through Transformative School Leadership

Tabatha Miller, Director, Special Education, Greeley-Evans School District 6

Tabatha Miller is a dedicated leader in special education with a strong record of supporting students, families and school teams. As one of the Directors of Special Education for the Greeley-Evans School District 6, she ensures that effective social-emotional supports are in place for students needing tier two and tier three interventions. Her career began when she shifted from being a student in to early childhood education, where she found purpose in helping children facing high-risk factors and adverse experiences. Her early classroom work reflects a deep belief in meeting students’ needs through practical social-emotional strategies and consistent, caring support.

This feature explores Miller’s approach to creating supportive learning environments and shares practical insights on how collaboration and compassion drive lasting student success.

Building Systems of Support for Every Learner

In my current role, I ensure that every school team has the intervention systems necessary to support students’ academic and social-emotional growth. Transitioning into a new district, I continue to leverage my experience as a director of special education, where establishing a clear baseline for social-emotional learning (SEL) practices was foundational. Across both districts, my priority has been strengthening tier 1 implementation so every student benefits from a consistent, proactive SEL framework.

Each age group requires a different approach. Middle schoolers need structured guidance in coping and emotional regulation, while younger children benefit from early support that builds self-awareness and emotional understanding. Strong tier 1 practices create consistency across classrooms, while tier 2 interventions offer focused support when students need additional help.

“Leadership in education is not about having all the answers but about seeking them together.”

Equally vital are systems that determine when students require more specialized attention. Clear criteria for moving from tier 2 interventions to mental health professionals ensure timely and appropriate care. When necessary, this process also includes referrals for special education evaluations or clinical services, enabling families to access more intensive support. Through these coordinated layers of care, we build a responsive framework that nurtures the academic and emotional growth of every student.

Understanding Shifts in Social Emotional Learning Support

Throughout my career in education, I have observed many misconceptions about how students develop social and emotional skills. Some assume that children naturally possess these abilities before entering school, leading to frustration when they do not. Others believe that fostering these skills is outside the educator’s responsibility.

Every child arrives with unique experiences and needs help to create a foundation of understanding and inclusion. Teachers, administrators, support staff and even transportation and cafeteria teams play a part in shaping how students interact and respond.

Building on this awareness, I ask educators to view behavior through a more informed lens. Instead of labeling a student’s actions as defiance, they are encouraged to consider what the student might be missing and how to address that need. This perspective promotes communication among staff and creates opportunities for shared problem-solving. When adults respond with empathy and consistency, students feel supported academically and emotionally.

The growing use of video modeling reflects how instructional practices are evolving to meet social and emotional needs. Educators increasingly rely on visual demonstrations that help students observe and apply positive behaviors. Research initially emphasized the benefits of video modeling for students with autism, yet its broader impact across diverse learners is now gaining recognition. Understanding these outcomes will guide schools in using technology responsibly and effectively in the classroom.

At the same time, technology’s influence on emotional development demands close attention. Social media is already leading to declining mental health, and the spread of AI introduces new complexities. Many students now interact with digital assistants in deeply personal ways, revealing growing social gaps and emotional dependence. These patterns call for thoughtful exploration of how technology affects relationships and coping abilities.

As schools adapt to these shifts, educators must rely on collaboration and research-based insight. Sharing data and best practices across districts helps identify what truly supports students’ growth. Nonprofit organizations play a valuable role by offering coaching, video modeling and inclusive training that empower staff to engage students with varied learning styles.

Building Consistency and Compassion in SEL

Across school systems, growth begins when expectations and priorities are clear and consistent. When districts align goals with a shared vision and mission, teams move in the same direction and progress becomes measurable. This sense of alignment also strengthens social and emotional learning.

Recognizing that students and adults have emotional needs builds empathy and understanding within the system. While adults often have established coping strategies, many students do not yet know how to manage their emotions or express their needs appropriately. Maintaining open discussions about behavior as a form of communication helps shift mindsets toward support rather than punishment.

Equipping students with the right tools and structured support transforms outcomes. I have seen students move from daily emotional escalations to brief moments of frustration only a few times a week. A student who previously struggled with behavior issues now thrives in a general education classroom.

These results reaffirm that consistency, planning and compassion create measurable growth. Every student deserves a champion who advocates for access, development and opportunity.

SEL must evolve to match the realities facing students today. Schools are encountering more complex emotional and behavioral needs than ever before, and long-term research will be critical to understanding the pace and impact of student progress.

Strengthening early intervention, deepening collaboration between educators and healthcare providers and grounding strategies in evidence will help schools respond earlier and more effectively. Over time, these efforts can redefine how education supports academic growth and emotional resilience.

Leading with Curiosity and Courage

Growth in education begins with a commitment to continuous learning and curiosity. Embracing the unknown and asking questions is not a sign of weakness but of wisdom. When educators lead with openness and vulnerability, they create spaces where honesty and collaboration thrive.

Networking plays a vital role in this journey. Reaching out, sharing experiences and being receptive to others’ insights help strengthen collective problem-solving. There is no single right way to approach challenges in education, only thoughtful solutions shaped by context and collaboration. By trusting the process and engaging with peers, leaders and young professionals alike, new perspectives leading to lasting growth can be discovered.

Above all, leadership in education is not about having all the answers but about seeking them together. When we choose to learn with integrity and lead with humility, we build the kind of professional culture that inspires progress and empowers every voice.

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