Specialist in Education with a Major in Special Education, Tier 1 Educational Leadership
For more information, please see the Academic Catalog. A program sheet, which provides a required coursework sequence, is available for download in the Courses tab below.
The Tier One Leadership track embeds four of the six required Educational Leadership (EDLE) courses into our 27-credit hour program, requiring two additional EDLE courses at completion of the EDS to finish the Tier One Certificate. In this program, candidates will be required to read, write, and research the major topics in Special Education.
Candidates enroll in 15 hours of 7000 and 8000 level special education Content Specialization courses. Most of the required courses include a designated artifact that is utilized as part of the assessment plan for each candidate. Students may begin the program any semester.
During the initial advising session, a projected sequence of courses is developed for each student. Any changes in the projected sequence need to be determined jointly between student and advisor in order for the student to be able to complete the program in a timely manner.
Program Location
Carrollton Campus
Method of Delivery
Fully Online
Accreditation
The University of West Georgia is accredited by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).
Credit and transfer
Total semester hours required: 27
This program is offered entirely online. Though a student may choose to sign-up for a face-to-face elective or core course, one can earn this degree completely online.
Save money
UWG is often ranked as one of the most affordable accredited university of its kind, regardless of the method of delivery chosen. In addition, online courses and programs can mean a huge cost-savings in many non-evident ways: No more high gas charges. No childcare needed. The flexibility can allow one to maintain a job while attending school. Regardless of state residency, out-of-state non-resident students are not charged non-resident tuition for online course credit hours.
Details
- Total tuition costs and fees may vary, depending on the instructional method of the courses in which the student chooses to enroll.
- The more courses a student takes in a single term, the more they will typically save in fees and total cost.
- Face-to-Face or partially online courses are charged at the general tuition rate and all mandatory campus fees, based on the student's residency (non-residents are charged at a higher rate).
- Fully or entirely online course tuition rates and fees my vary depending on the program. Students enrolled in exclusively online courses do not pay non-Resident rates.
- Together this means that GA residents pay about the same if they take all face-to-face or partially online courses as they do if they take only fully online courses exclusively; while non-residents save money by taking fully online courses.
- One word of caution: If a student takes a combination of face-to-face and online courses in a single term, they will pay both all mandatory campus fees and the higher eTuition rate.
- For the cost information, as well as payment deadlines, see the Student Accounts and Billing Services website
There are a variety of financial assistance options for students, including scholarships and work study programs. Visit the Office of Financial Aid's website for more information.
Coursework
Downloads
General
This course lays the foundation for the educational leadership student to transition into the role of instructional leader. The student is introduced to the theories and practices of leadership and organizational behaviors, to include vision development, and connects that knowledge to instructional leadership that facilitates school improvement. Attention is given to understanding ones self as leader, identifying core values and personal leadership styles, and practicing effective communication that facilitates positive interactions with internal and external stakeholders.
This course is designed to provide school administrators with proficiencies essential to school leaders for the effective, efficient, equitable, and ethical management of schools and districts. Students are taught to advance the best interests of all students in policy development, allocation of capital and human resources, and monitoring. Course content addresses the role of school leaders in working within the legal and policy frameworks affecting the schools and school personnel. Ethical standards for professional educator conduct are an integral part of this course.
The course will provide students experiences in reviewing different types of data, analyzing data from multiple sources, and in using different methodologies of interpreting and presenting data. Students will also explore (1) the use of data within curriculum, instruction, and comprehensive school improvement efforts and (2) how to develop a data driven culture within the school.
Students learn effective management principles for PK-12 schools in three core competencies: personnel, finance, and school safety. Using ethical frameworks when possible, emphasis is placed on aligning and developing efficient management processes that support school priorities and student learning.
This course prepares aspiring leaders to create a framework of effective practices that work together to drive significant impacts on student achievement. Aspiring leaders will learn to confront the challenge of variability in student outcomes through access to a guaranteed and viable curriculum, careful monitoring of learning, and systemic interventions for students who struggle. Particular attention is given to the process of teachers and leaders working collaboratively in Professional Learning Communities to engage in collective inquiry and action research to achieve better results for the students they serve. *Candidates will be aware of and able to support teachers in the foundational concepts underlying the science of teaching reading, including the importance of systematic, structured literacy instruction emphasizing phonemic awareness, phonological awareness, decoding, word recognition, spelling, vocabulary knowledge, and comprehension.
This course provides students with the proficiencies essential for school leaders to foster a healthy, safe, and supportive school environment that builds and sustains productive community relationships. Students are taught to promote the success and well-being for every student through collaborative engagement and the development of a shared vision for the school community.
This course is designed to assist the educator in developing and maintaining an appropriate service delivery model for students with special learning needs. Strategies used to assess program effectiveness are discussed.
Federal, state, and local organizational and administrative provisions for exceptional children; screening, identification, placement and ancillary services within educational settings. Teacher training and evaluation patterns will also be reviewed.
This course provides public school administrators and teachers the opportunity to examine the statutory and case law requirements of educating special populations.
This course explores the complexities of multicultural issues and topics in special education.
An in depth examination of curriculum development and implementation will be conducted. Students will examine research pertinent to the types of individuals they serve and design and modify educational programs based upon recent research findings and best practice literature.
This zero-credit seminar course is designed for students at the end of their Ed.S. program to reflect on their learning experience and provide feedback. Students are also given information on the tiered certification system in Georgia.
Morris Council, III Ph.D.
Associate Professor, Assistant Department Chair
Clifford Davis, Jr., Ed.D.
Assistant Professor
Jean Ferguson Ruffin, Ed.D.
Assistant Professor and Assistant Chair
Toni Franklin
Associate Professor, Assistant Department Chair
Michelle Frazier Trotman Scott, Ph.D.
Director Of Graduate Affairs and Professor of Special Education
Katy Green, Ph.D.
Professor, Interim Department Chair
Laurie Kimbrel, Ed.D.
Associate Professor
Brandy M. Locchetta, Ph.D., BCBA-D
Assistant Professor, ABA Program Coordinator
Andy Nixon, Ed. D.
Associate Professor
James Schwab, Ph.D.
Assistant Professor, Curriculum Instruction Assessment Lead
Trina Fortner Wood, Ed.D.
Lecturer, Assistant Department ChairGuidelines for Admittance
- All graduate applicants must complete the online Grad Application. A one-time application fee of $40 is required.
- Applicants should also review the Graduate School website below for individual program specific requirements and tasks that must be completed prior to admission. Also see Graduate Studies Application Process.
- International applicants are subject to additional requirements and application deadlines. See Procedures for International Students.
Program Specific Admittance Guidelines
- Students are admitted in Summer, Fall, and Spring
- Official transcripts from all schools that have conferred degrees (Associate's, Bachelor's, Master's, etc.) are required and should be sent directly to the UWG Graduate Admissions Office.
- All applicants must:
- Complete requirements for a Master's degree from an accredited institution
- Present a cumulative 3.0 (4.0 scale) grade point average or higher on all graduate work
- Present a clear and renewable T-5 teaching certificate in special education or service certificate in speech-language pathology
- Submit a professional resume documenting 2 or more years of successful experience as a special education teacher, collaborative teacher working directly with students with disabilities, or speech-language pathologist in the school setting.
- Submit proof of the GACE Ethics for Educational Leadership (GACE #380)
- All out-of-state students must verify with their local certification agency to determine if the sought-after degree will result in a certification upgrade.
Application Deadlines
Specific Graduate Admissions Deadlines are available via the Graduate School
Specific dates for Financial Aid, Fee Payment, Registration, Start/End of Term Dates, Final Exams, etc. are available in THE SCOOP.
Admission Process Checklist
The Graduate Studies Application Process checklist is available here
Contact
Graduate Admissions
graduate@westga.edu
678-839-1394
Special Education Department
Dr. Morris Council
Pre-enrollment Advisor
mcouncil@westga.edu
Phone: 678-839-6121
Specific Graduate Admissions Deadlines are available via the Graduate School
Specific dates for Financial Aid, Fee Payment, Registration, Start/End of Term Dates, Final Exams, etc. are available in THE SCOOP.
- LO1-Candidates demonstrate knowledge and skills related to Leadership and Policy (CEC Advanced Special Education Content Standard 1).
- LO2-Candidates demonstrate knowledge and skills related to Program Development & Organization (CEC Advanced Special Education Content Standard 2).
- LO3-Candidates demonstrate knowledge and skills related to Research & Inquiry (CEC Advanced Special Education Content Standard 3).
- LO4-Candidates demonstrate knowledge and skills related to Student and Program Evaluation (CEC Advanced Special Education Content Standard 4).
- LO5-Candidates demonstrate knowledge and skills related to Professional Development and Ethical Practice (CEC Advanced Special Education Standard 5).
- LO6-Candidates demonstrate knowledge and skills related to Collaboration (CEC Advanced Special Education Standard 6).
- LO7-Candidates demonstrate appropriate professional dispositions.
- Special education specialists use valid and reliable assessment practices to minimize bias.
- Special education specialists use their knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels.
- Special education specialists facilitate the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities.
- Special education specialists conduct, evaluate, and use inquiry to guide professional practice.
- Special education specialists provide leadership to formulate goals, set and meet high professional expectations, advocate for effective policies and evidence-based practices, and create positive and productive work environments.
- Special education specialists use foundational knowledge of the field and professional ethical principles and practice standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities.
- Special education specialists collaborate with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families.