This course provides students with an overview of an administrator's role in a wide array of special programs offered in public schools today. Candidates examine programs and services geared towards diverse student populations, including special education, ELL, gifted education, Title I, alternative education, early childhood, career readiness, and school counseling programs. In addition, candidates learn about the importance of student and teacher leadership, as well as response to intervention as a model for school improvement.
This graduate course is 6 weeks.
This course has a prerequisite. Please see details in the Prerequisite section below.
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.
This course is not available for enrollment to residents of Alabama, Arkansas, Connecticut, Georgia, Indiana, Iowa, Kansas, Kentucky, Massachusetts, Minnesota, Missouri, New York, Ohio, South Dakota, Tennessee, Washington, and individuals who reside outside the United States.
- Analyze the importance of special education and Section 504 services in public schools.
- Evaluate the components of the Individuals with Disabilities Education Act (IDEA).
- Examine the referral and evaluation process for special education and Section 504 services.
- Examine some of the critiques of Title I funding.
- Identify various Title I programs available to schools.
- Defend the need for culturally-responsive teaching in schools.
- Assess how school programs assist and support English language learners (ELLs).
- Identify ways to involve migrant parents in the educational process.
- Evaluate academic preparation, enrichment, and intervention programs.
- Evaluate the administrator’s role in relation to English language learner enrichment, and intervention programs.
- Evaluate assessment methods for young children with suspected disabilities.
- Examine programs and practices available for young children with disabilities.
- Analyze the history of career and technology education.
- Assess career readiness programs in secondary education.
- Evaluate the administrator's role in early childhood and career readiness programs in K–12 education.
- Compare programs designed to provide services to gifted students.
- Assess current models for the implementation of school counseling programs.
- Identify legal and ethical considerations related to school counseling programs.
- Analyze the characteristics of effective alternative education programs.
- Examine the characteristics of shared leadership and teacher leadership.
- Assess the importance of student leadership programs.
- Identify the legal implications pertaining to student leadership programs.
- Evaluate the administrator's role in supporting teacher leadership and student leadership programs.
- Examine the role of central office staff and resources in regards to individual schools.
- Identify the essential elements of a response to intervention (RTI) program.
- Examine the link between response to intervention (RTI) programs and professional learning communities (PLCs).
- Evaluate the administrator's role in leading response to intervention (RTI) programs in a school.
This graduate level course requires proof of completion of a Bachelor's degree. Be prepared to provide documentation during the checkout process.
During the checkout process you will be prompted to provide proof of the requirement(s). If you completed the prerequisite at another institution be prepared to upload an official/unofficial transcript. If you have questions about meeting the prerequisite requirements for this course please contact an enrollment representative at 866-345-1800.
The University of Phoenix reserves the right to modify courses.
Although our continuing education for teacher’s courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing education for teachers’ courses is not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
While widely available, not all programs are available in all locations or in both online and on-campus formats. More information about eligibility requirements, policies, and procedures can be found in the catalog or please check with a University Enrollment Representative.