K-12 Administrator Certification

Graduates of this concentration are eligible for certification as a special education administrator in New Hampshire. Reciprocity through interstate compacts extends this certification to additional states. Requirements for certification may change, subject to changes made by the New Hampshire Department of Education (NHDOE). Teacher candidates can find the latest NHDOE standards at education.nh.gov/index.htm.

Admissions Note: This program requires previous certification in K–12 General Special Education as well as three years of teaching experience.

Certification-only Option: Students would complete 27 credits as listed below, excluding the Master’s Core Component, except for ED 5060 which is required.

Curriculum Requirements

  • Master’s Core Component – 12 credits
  • 3
    This course is designed for students in the Educational Leadership and Counseling programs. Students will gain knowledge of statistical concepts, including reliability and validity, scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations. Each student will develop a complete proposal for a program in their profession, including a needs assessment, data collection design, review of related literature, and plans for implementation and evaluation.
  • 3
    Recognizing that social behavior occurs within an intercultural context, that include ethical components, students will develop the basic knowledge and foundations necessary to understand and influence social behavior in a diverse society. Texts, readings, and learning modules have been chosen and/or designed to facilitate the student?s ability to understand the nature of social behavior cross culturally.
  • 3
    A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
  • 3
    An overview of current theories concerning the brain, development, and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligence, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning differences.
  • Initial Course in Educational Leadership Component – 3 credits
  • 3
    Students in the educational leadership program are strongly encouraged to take this course first in the educational leadership course sequence. Roles and functions of administrators in elementary and secondary schools will be addressed. A variety of theories will be analyzed and applied in the context of the dynamic milieu, personal and group biases, and the multivariate issues facing organizational life in schools.
  • Educational Leadership Component – 9 credits
  • 3
    Major functions concerning the supervision of staff in a school setting including the selection, orientation, and development of staff members will be covered. Theories and techniques for promoting a positive school climate will be explored and applied. Alternative approaches to assessing and enhancing a staff's instructional competence will be examined. Prerequisites: AD 5010 or EP 7020, and AD 5830 or EP 7040.
  • 3
    The development of school budgets that support the planning processes within a school setting will be covered. Other relevant topics will include cost effectiveness, revenue sources, communication with the public, capital projects, state and federal programs, using the budget to promote excellence in the schools, and principles and practices in collective bargaining.
  • 3
    AD 5700 School Law
    Federal and state laws that apply to school systems, educational programs, and personnel will be discussed. Also covered will be the legal prerogatives available to the administrator and local boards of education. Consideration of constitutional, statutory, and case-law foundations of education systems, and the school administrator's role will be discussed.
  • – OR –
  • 3
    This three-credit course will give participants a greater understanding of both federal and New Hampshire special education law. Time will be spent on Section 504 of the Rehabilitation Act of 1973. This course is designed and intended for teachers and special education administrators. You do not need to be a law student to succeed in this class. There is a heavy emphasis in this course on theory to practice, "practical news you can use" the next day in your profession. Students will review the most current cases and trends in special education law, analyze cases, and learn how to research both statutory and case law.
  • Special Education Component – 9 credits
  • 3
    This course exposes students to comprehensive, multi-system approaches designed to enhance the emotional well being and reduce the problem behavior of students with intense and chronic needs including those identified as emotionally disturbed under the Individuals with Disabilities Act (IDEA). Using the PBIS approach to systems change, students will learn how to develop and implement, in collaboration with families and community partners, a process for addressing the behavior and functioning of students who are not experiencing success with universal and targeted interventions. Topics include wraparound planning for multiple life domains, interagency coordination, family involvement, community involvement, methods for changing behavior, affect and cognitions, and evaluating the intensive system using data based decision making.
  • 3
    This course is designed to assist participants in examining the nature of collaboration in organizations, the consultation process and essential leadership skills in special education. Students will learn about the nature of collaboration and examine examples of effective collaboration skills, as well as participate in guided practice of those skills. Emphasis will be given to concepts of intervention, management models and an analysis of the variety of special education needs. Prerequisites: SE 5300, SE 5600, SE 5770, and SE 6040.
  • 3
    This course is designed to assist candidates in acquiring the skills, knowledge and competencies necessary for curriculum development as it relates to special education and the general education curricula. Each participant will have the opportunity to examine models of curriculum-based assessment designed to generate better educational programs for students with disabilities. Each student will demonstrate an understanding of the instructional process with emphasis on students with disabilities. Keys to this understanding will include management considerations, instructional practices and evaluative and collaborative activities.
  • Capstone Experience – 3 credits
  • 3
    A collaborative supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience as a special education administrator through applying knowledge learned in coursework to on-the-job situations.
  • Total for MEd in Special Education, K–12 Administrator Certification – 36 credits

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