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Our Director of Special Education License prepares you to best serve students with disabilities and their families. You’ll be ready for leadership in an administrative role as you build skills in problem solving, organizational management and communication, resource allocation, and other areas.

Online

Online with Intensives

You'll complete coursework online, with 1 week of on-campus intensives each year.

Location: St. Paul

Start Dates: Courses start every 8 weeks. Contact your enrollment counselor for details.

*We have opportunities to start throughout the year. Please contact your Enrollment Counselor for more information.

Total Credits

40

Finish in as Few as

2 years

Courses

  • Historical, Cultural, and Philosophical Issues Impacting School Administration (EDUC800)

    Examination of the roles school leaders play as they pertain to ethics and influencing the school community. Analysis of how the field of education changes and the factors that influence change. Analysis of the historical, philosophical and cultural aspects of educational reform. Exploration of the balance between personal faith and/or values and professional leadership in an environment characterized by separation of church and state

    3 credits

  • Principles of Organizational Leadership (EDUC805)

    Application of theory and practice of leadership to educational settings. Implementation of organizational leadership theories and change theory while incorporating a values-informed worldview. Synthesis of philosophical and values anchors, shared priorities and commitments, and vision through policy and program development.

    3 credits

  • Curriculum and Instructional Management and Student Development (EDUC810)

    Application of issues and trends in curriculum and instruction. Development of an effective curricular and instructional plan for your organization. Analysis of district-wide literacy initiatives and the leading of school-wide literacy efforts. Understanding of the importance of professional development in the areas of curriculum and instruction. Identification of research and best practices on integrating curriculum, technology, and relevant resources. Development of knowledge and skills needed to be an effective curriculum and instructional leader.

    3 credits

  • Meeting the Needs of All Stakeholders (EDUC819)

    Exploration of the role of educational leaders in developing and growing relationships with students, families, and community members to meet the needs of all stakeholders. Examination of the changing needs of school communities as sociocultural environments. Embedding of relevant resources that support social and emotional learning, culturally and linguistically diverse learners (English learners), mental health, and trauma. Addressing individual and institutional biases and fostering educational equity through the lens of culturally responsive leadership.

    3 credits

  • Leading in a Complex and Pluralistic Society (EDUC825)

    Exploration of the dynamics of engaging differences, including cultural, ethnic, religious, gender, ability, age differences, and others. Focus on providing effective leadership in pluralistic systems, including creating a hospitable organizational environment and maintaining relationships with diverse partners and stakeholders. Analysis of one's assumptions, beliefs, behaviors, and capacities with regard to differences.

    3 credits

  • Administration of Essential Educational Programs (EDUC830)

    Analysis of school policies and procedures to ensure that essential programs are in place. Awareness of how personal belief systems affect decision-making. Examination of school relationships, communication, culture and environment, teachers and student engagement, school supervision, safety, instructional supervision, and personalization.

    3 credits

  • Measurement and Assessment (EDUC835)

    Engagement in contextual learning experiences that apply principles and practices involved in educational institutions assessment processes including their uses, misuses, and limitations. Exploration of concepts and skills involved in employing descriptive statistics. Investigation and discussion of ethical issues in assessment, factors that influence test performance, and issues found in current scholarly research.

    3 credits

  • Operations and Personnel Administration (EDUC840)

    Application of personal and organizational management skills. Synthesis of school/district mission and vision in systemic planning. Development of communication to foster public relations and address organizational politics. Synthesis of the relationship between leadership and conflict management. Analysis of the factors of school cultures. Integration of faith/worldview and core values with leadership strategies.

    3 credits

  • Administrators as Agents of Change (EDUC855)

    Development of visionary leadership capacity and skill for designing and sustaining meaningful educational change. Analysis of current trends in our world while considering their impact on education. Identification of a complex change initiative in context/setting and development of strategies for implementing signicant change.

    3 credits

  • Legal Issues in School Administration (EDUC860)

    Examination of educational laws and policies, the process by which they are created, and their impact on schools. Analysis of leadership and communication around legal issues and policies, with emphasis on accuracy, clarity, and correct implementation. Evaluation of laws and policy, along with their application and outcomes, to recommend change.

    3 credits

  • Resource Management in K-12 Education (EDUC865)

    Examination of constitutional authority for using public funds to support public schools and the tax structure used to generate revenue for schools. Evaluation of the budget process and publications implemented against recognized best practices. Application of emerging practices and essential facets of human resource management. Analysis of the resource allocation pattern of a school aimed toward improved student learning. Exploration of the relationship between personal values/ethical guidelines and resource management practices in schools.

    3 credits

  • Special Education Policy, Law, and Finance (EDUC875)

    Application of state and federal laws, rules, and procedures governing special education to funding structures. Application of state and federal regulations governing the provision of special education services. Understanding of special education program development including needs assessment, design, implementation and evaluation. Understanding of the resources available, along with agencies and organizations that serve students with a disability and their families.

    2 credits

  • Special Education Organization Management (EDUC876)

    Application of state and federal laws, rules, and procedures relative to School Districts affecting board meetings, policies, communications, procedures, and practices that affect special education governance. Understanding of special education administrative structures used in Minnesota. Understanding of special education program development including needs assessment, design, implementation and evaluation.

    2 credits

  • Director of Special Education Internship (EDUC889)

    School-based experience of at least 320 hours in 1 year; at least 40 hours at a special education administrative unit other than students primary experience. Jointly supervised by Bethel faculty member and onsite licensed and practicing director of special education. Direct experience in administrative duties; synthesis of learning between academic program and administrative needs of host district.

    3 credits

How is the license awarded?

The Director of Special Education License is awarded through the Minnesota Board of School Administrators after completing all required steps, including:

  • Director of Special Education Internship: A paid or unpaid school-based experience of at least 320 hours to be completed over 12 continuous months. Students are placed in their local area.
  • Electronic Portfolio: A portfolio demonstrating skills learned throughout the program through audio, video, and other forms of electronic documentation.
  • License Review Panel: A panel of practicing administrators and program directors reviews each student based on their portfolio, a presentation, and a question and answer session with the panel. A license application process is initiated for students who meet the standards. Students who do not meet the standards will work with their onsite mentor and advisor to reinforce skills that need improvement.

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