Pathways to Leadership: Regina Frazier’s CEC Journey

Regina Frazier’s leadership journey in special education did not begin with a formal role or title. It started with curiosity, connection, and a growing belief in the power of a professional community. From her early work in the classroom to her current role as President of Virginia CEC, her experience reflects how engagement, mentorship, and persistence can shape both career pathways and leadership impact. 

Regina began her professional career as an instructional assistant in a self-contained, enhanced autism kindergarten and first-grade classroom in Fairfax County Public Schools. Working alongside an experienced educator helped ground her understanding of special education early on. “I worked alongside an expert educator, Ms. Taylor,” she recalls, an experience that influenced her commitment to the field. 

Her involvement with CEC deepened during her doctoral program, where she was an Office of Special Education Programs–funded scholar. Through that work, Regina became immersed in the research shaping special education practice. “I was exposed to the researchers in the field through CEC journal publications,” she explains. Attending conferences brought those experiences full circle. “I was able to meet the authors of the very literature I was reading, and that was impactful for me.” 

Those connections ultimately led Regina toward state-level leadership. While presenting and attending research poster sessions—an experience she describes as particularly valuable for “academic feedback and networking”—she found herself engaging in meaningful conversations with members of the Virginia CEC board. One poster session at the Virginia conference proved especially influential. “I was inspired by the dedication of the current board,” Regina says, adding that their welcoming approach helped her see them as trusted colleagues. 

As her leadership responsibilities expanded, Regina learned the importance of staying actively connected to CEC’s broader network and resources. She encourages emerging leaders to engage early and often. “There are resources to support your success, and the only way to activate them is to stay engaged,” she notes. Even when a resource isn’t immediately needed, she emphasizes the value of knowing where to find support when the time comes. 

Looking back, Regina reflects that there were lessons she wishes she had learned sooner. “I think I would have liked to know a bit more about fostering good relationships and securing continued sponsorship dollars,” she shares—skills that are critical to sustaining strong organizations and effective leadership. 

Regina views CEC as a powerful platform for developing future leaders because of its emphasis on mentorship and professional growth. “It takes a leader to build a leader,” she says. With an international network of experienced professionals, CEC provides opportunities for leaders to grow into their roles. “Not everyone is their ‘best’ leadership self when they enter their leadership line,” Regina explains, “but the experiences and professional development that CEC offers allow you to grow during the journey.” 

Despite the demands of leadership, Regina remains motivated by the impact of her work. “I know my contributions to attracting, preparing, and retaining special educators matter,” she says. She also credits the support she receives from colleagues across the CEC network and from past Virginia CEC presidents who continue to offer guidance and encouragement. 

Regina hopes her leadership will be remembered for its collaborative spirit. “I hope people remember me as a great collaborator, respected researcher, and a personable colleague,” she reflects. Her journey serves as a reminder that leadership is not a destination, but a process—one built through relationships, reflection, and a shared commitment to advancing the field of special education.