Master of Arts in Education (M.A.E.)

253.535.7272	www.plu.edu/education/	educ@plu.edu
John Wright, Ph.D., Associate Dean

The School of Education offers three programs leading to a graduate degree in education; including, two leading to teacher certification and one for international students. In addition, the school offers principal certification and add-on endorsement programs. All programs are aligned with the school’s Guiding Principles.

The one-year master’s degree with certification begins in June and includes a year-long internship in a K-12 school. Students complete all program requirements within a one year time frame.
The Alternative Routes to Certification (ARC) is for current paraeducators and conditional teachers or career changers seeking endorsements in high needs areas with admission priority given to high need areas within the state (e.g., special education, mathematics, sciences, etc.). The program begins in June and includes a full-time, year-long mentored internship starting in September. Candidates complete 24-25 of the required 34 program semester hours in order to become certified. After completing certification, candidates have three additional years to complete the remaining program semester hours to obtain the M.A.E.

34-38 semester hours depending on program

M.A.E. with Teacher Certification

The Master of Arts in Education with Teacher Certification Program helps prepare preservice teachers to establish a socially just and responsible world. To facilitate this, the program encourages candidates to explore their vocation as teachers and to work for meaningful social change by recognizing the perspectives of the students and families in the communities they serve; by providing opportunities for powerful and authentic learning grounded in the lived experiences of their students; by facilitating candidate inquiry into the formulation of critical educational questions; by honoring the vast array of cultural and linguistic resources in schools, classrooms and communities; and by modeling the skills, habits, and ethical passions required for effective democratic citizenship.

The primary aim of the program is to prepare teachers to assume a variety of roles in 21st Century schools. Faculty work with students to develop understandings and skills for their work as leaders, inquirers, and curriculum/instructional specialists.

Program Overview

Students can apply to one of two options within the graduate teacher certification program:

1) The one-year option begins in June and includes a year-long internship in a K-12 school. Students complete all program requirements within a one year time frame.

2) The Alternative Routes to Certification (ARC) is for students seeking elementary or secondary endorsements with admission priority given to high need areas within the state (e.g., special education, mathematics, sciences, etc.). The program begins in June and includes a full-time, year-long mentored internship starting in September. Candidates complete 24 or 26 of the required 34 program semester hours in order to become certified. After completing certification, candidates have three additional years to complete the remaining program semester hours to obtain the M.A.E.

All teacher candidates must pass the WEST-B, WEST-E, or NES as mandated by the state for certification.

Prerequisites

For regular admission, applicants must have completed a baccalaureate degree from a regionally-accredited institution of higher education. Scores on the WEST-B or SAT/ACT equivalent and passing scores on the WEST-E or NES are required as well. Candidates not meeting these requirements may be granted conditional admission on a case-by-case basis. Candidates must also have background coursework corresponding with the subject they want to teach. Please consult the school for more information on endorsements.

Admission Procedures

Please visit: www.plu.edu/admission-graduate/

Program Requirements for Washington State Teacher Certification

Candidates who successfully complete a program of professional studies in the school, who meet all related academic requirements for a degree or a certificate, and who meet all state requirements will be recommended by the school for a Washington State residency teaching certificate. Additional state requirements include a minimum age of 18, good moral character and personal fitness as evidenced by completion of state Pre-Residency Clearance and Washington State Patrol/FBI background check via fingerprint clearance, assessment by means of passing scores on WEST-B, WEST-E/NES/ACTFL exams and completion of state certification application and payment of state certification fee. Information regarding all state requirements and procedures for certification is available from the certification officer in the school. State requirements are subject to immediate change. Candidates should meet with school advisors each semester and the certification officer for updates in program or application requirements.

Note: The school will make every reasonable attempt to obtain and distribute the most current information regarding Washington State certification requirements, but cannot guarantee that state requirements will remain unchanged.

M.A.E. Certification

Elementary Program
38 semester hours

EDUC 510: Teaching Reading and Language Arts (3)
EDUC 514: Management and Student Engagement (2)
EDUC 520: Issues of Child Abuse and Neglect (1)
EDUC 544: Sociocultural Foundation of Education (2)
EPSY 566: Advanced Cognition, Development, and Learning (2)
SPED 580: Foundations and Instructional Strategies for Students with Disabilities (2)

EDUC 562: Schools and Society (2)
EDUC 563A: Integrating Seminar: Technology Embedded Instructional Design (2)
EDUC 565: Elementary Reading, Language Arts, and Social Studies (2)
EDUC 566: Elementary Math and Science (4)
SPED 520: Teaching Students with Special Needs (2)

EDUC 528: Reading and Writing Across the K-8 Curriculum (2)
EDUC 564: The Arts, Mind, and Body (2)
EDUC 563B: Integrating Seminar: Internship (4)
EDUC 568: Internship in Teaching (6)

Secondary Program
36 semester hours

EDUC 510: Teaching Reading and Language Arts (3)
EDUC 514: Management and Student Engagement (2)
EDUC 520: Issues of Child Abuse and Neglect (1)
EDUC 544: Sociocultural Foundations of Education (2)
EDUC 556: Critical Issues in Secondary Teaching (2)
EPSY 566: Advanced Cognition, Development, and Learning (2)
SPED 580: Foundations and Instructional Strategies for Students with Disabilities (2)
EDUC 561: Instructional Methodology for Secondary Teachers (4)
EDUC 562: Schools and Society (2)
EDUC 563A: Integrating Seminar: Technology Embedded Instructional Design (2)
SPED 520: Teaching Students with Special Needs (2)
EDUC 529: Reading and Writing Across the Secondary Curriculum (2)
EDUC 563B: Integrating Seminar: Internship (4)
EDUC 568: Internship in Teaching (6)

M.A.E. Alternative Routes to Certification (ARC)

24-26 semester hours for certification, 34 semester hours for degree completion

The Master of Arts in Education-Alternative Routes to Certification program includes special pathways designed to meet the needs of individuals who are career changers in high needs areas (such as math, science, special education) or who have prior experience in schools as paraeducators or substitutes. The M.A.E.-ARC program is heavily, but not entirely, based in the field. During the field-based portion of this program, candidates are assigned mentors in a school district.

The certification portion of the M.A.E.-ARC program begins in June. Beginning in the fall, candidates enter an open ended internship in a K-12 school. If you are currently employed or have strong relationships with a school, we will work with you to explore the possibility of an appropriate internship where you are. Typical internships begin on the first teacher report day of the school year and continue through the school year. In rare cases, early completion can be arranged, however the state requires that all candidates must complete a minimum of one full K-12 semester. During this time, the candidates spend all day, every day in their internship gaining an intimate knowledge of how schools work.

After candidates have completed the initial certification portion of the program, they will have three years to complete the remaining credits in the M.A.E. degree. These classes will be made available on nights and weekends so candidates are able to work while finishing the degree.

Elementary Program
26 semester hours

EDUC 510: Teaching Reading and Language Arts (3)
EDUC 514: Management and Student Engagement (2)
EDUC 520: Issues of Child Abuse and Neglect (1)
EDUC 544: Sociocultural Foundation of Education (2)
SPED 580: Foundations and Instructional Strategies for Students with Disabilities (2)
EDUC 565: Elementary Reading, Language Arts, and Social Studies (2)
EDUC 566: Elementary Math and Science (2)
SPED 520: Teaching Students with Special Needs (2)
EDUC 564: The Arts, Mind, and Body (2)
EDUC 563B: Integrating Seminar: Internship (2)
EDUC 568: Internship in Teaching (6)

Candidates have the option to complete the following semester hours within three years to receive the Master of Arts in Education:

EDUC 528: Reading and Writing Across the K-8 Curriculum (2)
EDUC 562: Schools and Society (2)
EDUC 563A: Integrating Seminar: Technology Embedded Instructional Design (2)
EPSY 566: Advanced Cognition, Development, & Learning (2)

Secondary Program
24 semester hours

EDUC 510: Teaching Reading and Language Arts (3)
EDUC 514: Management and Student Engagement (2)
EDUC 520: Issues of Child Abuse and Neglect (1)
EDUC 544: Sociocultural Foundations of Education (2)
SPED 580: Foundations and Instructional Strategies for Students with Disabilities (2)
EDUC 561: Instructional Methodology for Secondary Teachers (4)
SPED 520: Teaching Students with Special Needs (2)
EDUC 563B: Integrating Seminar: Internship (2)
EDUC 568: Internship in Teaching (6)

Candidates have the option to complete the following semester hours within three years to receive the Master of Arts in Education:

EDUC 529: Reading & Writing Across the Secondary Curriculum (2)
EDUC 562: Schools and Society (2)
EDUC 556: Critical Issues in Secondary Teaching (2)
EDUC 563A: Integrating Seminar: Technology Embedded Instructional Design (2)
EPSY 566: Advanced Cognition, Development, & Learning (2)

M.A.E. Non-Certification: International Students Only

The Master of Arts Non-Certification Program provides an avenue for international candidates interested in pursuing a graduate degree in teaching without receiving state certification. To facilitate this, the program encourages candidates to explore their vocation as teachers and to work for meaningful social change by recognizing the perspectives of the students and families in the communities they serve; by providing opportunities for powerful and authentic learning grounded in the lived experiences of their students; by facilitating candidate inquiry into the formulation of critical educational questions; by honoring the vast array of cultural and linguistic resources in classrooms, schools, and communities; and by modeling the skills, habits and ethical passions required for effective democratic citizenship.

Program Overview

Students in the M.A.E. Non-Certification Program enroll as part of a cohort in mid-June.

Prerequisites

For regular admission, applicants must have completed a baccalaureate degree from a regionally-accredited institution of higher education or provide an official evaluation stating that they possess an equivalent degree. See Graduate Programs International Admissions section. A minimum grade point average of 3.00 is required.

Admission/Application

Please visit: www.plu.edu/mae-teaching/

Elementary Program
38 semester hours

EDUC 510: Teaching Reading and Language Arts (3)
EDUC 514: Management and Student Engagement (2)
EDUC 520: Issues of Child Abuse and Neglect (1)
EDUC 544: Sociocultural Foundation of Education (2)
EPSY 566: Advanced Cognition, Development, and Learning (2)
SPED 580: Foundations and Instructional Strategies for Students with Disabilities (2)
EDUC 562: Schools and Society (2)
EDUC 563A: Integrating Seminar: Technology Embedded Instructional Design (2)
EDUC 565: Elementary Reading, Language Arts, and Social Studies (2)
EDUC 566: Elementary Math and Science (2)
SPED 520: Teaching Students with Special Needs (2)
EDUC 528: Reading and Writing Across the K-8 Curriculum (2)
EDUC 564: The Arts, Mind, and Body (2)
EDUC 560: Practicum (2)
EDUC 563B: Integrating Seminar: Internship (4)
EDUC 585: Comparative Education (3)

Secondary Program
35 semester hours

EDUC 510: Teaching Reading and Language Arts (3)
EDUC 514: Management and Student Engagement (2)
EDUC 520: Issues of Child Abuse and Neglect (1)
EDUC 544: Sociocultural Foundations of Education (2)
EDUC 556: Critical Issues in Secondary Teaching (2)
EPSY 566: Advanced Cognition, Development, and Learning (2)
SPED 580: Foundations and Instructional Strategies for Students with Disabilities (2)
EDUC 561: Instructional Methodology for Secondary Teachers (4)
EDUC 562: Schools and Society (2)
EDUC 563A: Integrating Seminar: Technology Embedded Instructional Design (2)
SPED 520: Teaching Students with Special Needs (2)
EDUC 529: Reading and Writing Across the Secondary Curriculum (2)
SPED 577: The Inclusive Classroom (2)
EDUC 560: Practicum (2)
EDUC 563B: Integrating Seminar: Internship (4)
EDUC 585: Comparative Education (3)

Master of Arts in Education (EDUC) - Graduate Courses

EDUC 510 : Teaching Reading and Language Arts

Investigates how children learn to read, improve their fluency, and strengthen their vocabulary and comprehension. Includes required reading tutoring practicum. (3)

EDUC 514 : Management and Student Engagement

Introduces commonly used engagement and management strategies for increasing academic achievement. Includes a 15 hour practicum. (2)

EDUC 520 : Current Issues of Child Abuse and Neglect

Issues of child abuse, neglect, harassment, and violence. Includes identification and reporting procedures, and the legal and professional responsibilities of all mandated reporters. (1)

EDUC 528 : Reading and Writing Across the K-8 Curriculum

Investigates genres of contemporary children's literature and how to develop a personal repertoire of reading material for classroom use. Also examines strategies for teaching writing in K-8 classroom. (2)

EDUC 529 : Reading and Writing Across the Secondary Curriculum

Explores strategies for integrating young adult reading materials and written work and reading and writing instruction in all secondary content areas. (2)

EDUC 540 : Introduction to Bilingual/ESL Education

This course builds a foundational understanding of the legal and policy development of Bilingual/ESL education through the rich history of state and federal litigation and current legal challenges faced in American public K-12 schools. The course assesses how differences in race/ethnicity, class, gender, and power affect education for culturally and linguistically diverse students in American public schools. Examines legal requirements for program identification and placements, as well as promotes critical uses, effectiveness, validity, and fairness in the testing of linguistically diverse populations. Provides first-hand experiences developing, selecting, reviewing, and adapting test materials as critical to making informed teaching decisions. (3)

EDUC 541 : Program Models for Culturally & Linguistically Diverse Students

This course examines current research on the academic effectiveness of various program models, philosophies, and theoretical underpinnings of bilingual education. It includes the role of emerging research findings of asset-based models that support the academic, cognitive, linguistic, and sociocultural aspects that lead to student success. Overview of federal and state mandates and resources related to program models will be addressed. (3)

EDUC 542 : Culturally & Linguistically Relevant Pedagogy

This course prepares educators to serve as leaders in culturally and linguistically diverse settings. Topics include strategies for creating inclusive learning environments in the school setting, issues of identity, power, and privilege with an emphasis on English Learners. (3)

EDUC 543 : Language Acquisition and Linguistic Foundations

Explores the orientations, theories, debates, and research findings in the areas of first, second, and bilingual language acquisition in addition to connecting the nature of linguistic development and performance to teaching and learning in the classroom. Topics include: theory and research of language development, transference, language identity, translanguaging, and strategies to promote language acquisition and proficiency. Analysis of language proficiency standards, language domains, and language acquisition stages will be examined with emphasis on application to classroom instruction. (3)

EDUC 544 : Sociocultural Foundations of Education

Examines the purposes of K-12 schools, the root causes of the achievement gap, and the ways accomplished teachers adapt to the changing sociocultural context of schooling. (2)

EDUC 556 : Critical Issues in Secondary Teaching

Introduces what successful secondary teachers know and are able to do in the areas of curriculum and assessment, instructional methods, and classroom management. (2)

EDUC 557 : Interdisciplinary Pedagogy

This course explores the theoretical foundations and practical applications of teaching across disciplinary boundaries. Students will examine various models for integrating subject matter, focusing on how interdisciplinary approaches can foster deeper critical thinking, problem-solving skills, and a more holistic understanding of complex issues among diverse learners. The course emphasizes designing and implementing cohesive, standards-aligned interdisciplinary curricula and units of study appropriate for various educational settings. Participants will develop the skills necessary to collaboratively plan and assess learning experiences that connect traditionally separate fields of study. (4)

EDUC 561 : Instructional Methodologies for Secondary Teachers

This course will introduce the instructional methodologies being used currently in secondary schools, including curriculum design, instructional strategies, the use of assessments, and specific methodologies for content area instruction. (4)

EDUC 562 : Schools and Society

Individual and cooperative study of the socio-cultural and cultural, political, legal, historical, and philosophical foundations of current practices of schooling in America. Prerequisite: Admission to the M.A.E./Cert program or consent of instructor. (3)

EDUC 563A : Integrating Seminar: Technology Embedded Instructional Design

Students work cooperatively and individually to integrate education course work, field experience, and individual perspective during graduate degree programs. May be repeated for credit. (2)

EDUC 563B : Integrating Seminar: Internship

A seminar focusing on development of professionalism and competence in inquiry and reflective practice with opportunities to demonstrate your knowledge and skills related to the complexities of teaching. (2-4)

EDUC 564 : The Arts, Mind, and Body

An exploration of methods to facilitate creativity and meaning-making in the classroom through visual, musical, non-verbal/physical movement, and dramatic arts. (2)

EDUC 565 : Elementary Reading, Language Arts, Social Studies

Practice designing, implementing, and assessing lessons and units that integrate reading, language arts, and social studies content in K-8 classrooms. Introduces exemplary reading, language arts, and social studies classroom materials and examines what successful classroom managers in K-8 classrooms know and are able to do. (2)

EDUC 566 : Elementary Math and Science

Practice designing, implementing, and assessing math and science lessons and units in K-8 classrooms. Introduces exemplary math and science classroom materials and examines what successful classroom managers in K-8 classrooms know and are able to do. (2-4)

EDUC 567 : Current Issues in Education

This course provides a rigorous examination of contemporary challenges shaping national and state educational systems. Students will analyze complex, high-impact topics such as the intersection of Artificial Intelligence (AI) and pedagogy, the politics of funding and equity, and teacher retention and preparation, among other topics. The course emphasizes critical analysis of recent policy changes, relevant research, and journalistic coverage to develop informed perspectives and innovative solutions for the future of learning. (4)

EDUC 568 : Internship in Teaching

Internship in classroom settings. Fourteen weeks of teaching under the direct supervision of cooperating teachers and university supervisors. Designed for students in the M.A.E./Cert program. (6)

EDUC 569 : Current Issues in Inclusive Differentiation

This course is designed to assist candidates in becoming familiar with differentiation from a school leadership perspective. Using implementation science with a focus on all students, school leaders are prepared to be system leaders, fostering strong core instruction as an essential component of implementing multi-tiered systems of support (MTSS). (3)

EDUC 576 : Personnel/Policy for Educational Leaders

Effective leadership strategies for professional development, mentoring/coaching, supervision; contract law, hiring and firing of school personnel. (3)

EDUC 578 : School Law

Overview of school law; impact on all legal aspects of schooling. Includes educational implications of constitutional, case, and statutory law as it affects teachers, students, parents, and others. Includes legal aspects on special education in the areas of due process, discipline, and instruction. (3)

EDUC 582 : Instructional Leadership I: Introduction to Curriculum and Instruction

Introduces candidates to the principles and practices of effective instructional leadership in K-12 schools. Topics covered include curriculum development and alignment as standards-based teaching, learning and assessment; the demonstration and assessment of instructional effectiveness; and the collection, analysis and presentation of student achievement data utilizing best practices in technology. (3)

EDUC 587 : History of Education

A study of great men and women whose lives and writings have shaped and continue to shape the character of American education. (3)

EDUC 588 : ST: Leadership in Higher Education

Leadership development for administrators and faculty. Focus on higher education leadership models as they relate to PLU. Restricted to PLU administrators and faculty. (1 to 4)

EDUC 589 : Philosophy of Education

Philosophical and theoretical foundations of American education as well as the social philosophy of growing diverse populations in the K-12 schools. (3)

EDUC 591 : Independent Study

To provide individual graduate students graduate-level study not available in the regular curriculum. The title will be listed on the student term-based record as IS: followed by the specific title designated by the student. (1 to 4)

EDUC 592 : Advanced Data-Based Decision Making

This course provides a rigorous examination of the methodological and ethical issues involved in using educational data to drive policy and instructional practice. The primary focus is on critically evaluating data quality and translating the findings into equitable and actionable recommendations for supporting student, teacher, and school improvement. (4)

EDUC 594 : Capstone

This course focuses on creating a culminating project that serves as a "capstone" to a student's academic journey in their chosen education concentration in the M.Ed. program at Pacific Lutheran University. It is a demonstration of their readiness for future endeavors in their chosen concentration. (4)

EDUC 700 : Educational/Instructional Leadership Orientation & Introduction

This course is to prepare students for executive/advanced school leadership roles in districts. The course emphasizes the character, dispositions, and skills, as well as the values and beliefs, which inform effective school and organizational leadership and support the development of a districtwide vision. Additionally, this course will introduce students to the PLU Ed.D. program and build relationships among cohort members and faculty. (3)

EDUC 701 : Educational Research I

This course provides foundational concepts in educational research including various methodologies. The course will address criteria for evaluating and using educational research in their own practice. Students will develop skills in understanding and evaluating research claims. Course concepts include descriptive and inferential statistics and quantitative research designs. Students will also develop knowledge and skills of action research. (4)

EDUC 711 : Educational Research II: Qualitative Research

This second course in the research methods sequence addresses major concepts of qualitative research methods. Students will learn the major methodologies and ethical implications of qualitative research including appropriate research questions. Students will learn and implement qualitative data collection and analysis techniques. (2)

EDUC 721 : Educational Research III: Program Evaluation

This third course in the research methods sequence addresses major concepts of program evaluation. This course prepares students to plan, implement, evaluate, and disseminate the results of a job-embedded Program Evaluation for their Applied Project. The course addresses the similarities and differences between program evaluation and other forms of education research and related ethical implications. Students will learn the steps in designing and conducting a program evaluation, as well as considerations when contracting for program evaluations, as many educational grants and programs require outside evaluation. (2)

EDUC 731 : Educational Leadership: Instructional Leadership

In this course, students will learn both the field's best knowledge of what high-quality learning is and how to generate it at a systems level. Students will read, discuss, collect and analyze data around learning at all levels of a school district's system; including, students, teachers, and school and district leaders. Concurrently, students will examine the leadership actions and formal and informal organizational systems that serve as levers for learning. Students will be guided by three key questions at each level of analysis: what is the learning, how does the learning occur, and when and under what conditions do people learn? (3)

EDUC 732 : Current Trends and Challenges in Educational Leadership

Educational leaders serve in districts impacted by many social, economic, and political factors; thus, leaders must maintain a clear understanding of these issues in order to implement change. This course will provide an in-depth analysis of current trends and issues impacting leadership. This will enable the candidate to focus on personal growth and development of characteristics of leadership. This course will explore and study the current issues and trends related to the field of education leadership through several case studies. Emphasis will be placed on current problems of practice, research, and analysis of practices related to effectiveness. (3)

EDUC 741 : Educational Law, Policy, and Governance

The primary goal of this course is to assist the school leader to develop the attitudes, knowledge, and skills necessary to effectively practice high quality, ethical and legal practices based on the law and appropriate policy application. This course explores federal and state law that school administrators and superintendents are responsible to know and administer. This course is a requirement for all students in the Ed.D. program and for the superintendent certification. (2)

EDUC 742 : Human Resources in P12

This course provides learning of concepts, skills, theories, and techniques involving human resource management and a review of examples of HR practices in P-12 school systems. This course extends what building leaders know and understand about HR and looks at it through a district and superintendent role. There will be an examination of human resource planning, development, and utilization in modern organizations. Topics include: recruitment, selection, training and development, performance appraisal, collective bargaining, contracts, benefit programs, relationships, and role of the human resource department. (2)

EDUC 743 : Educational Finance in P12

The primary goal of this course is to help aspiring school leaders understand school finance and the systemic and political impacts on P12. Students will look at school funding, applying an equity and instructional lens, to help prioritize and guide district level funding. Particular emphasis will be placed on the role of the superintendent or program leader in advocating for students and programs. (2)

EDUC 744 : Community & Family Engagement

The primary goal of this course is to assist district leaders in developing the knowledge, skills, and cultural understanding to improve learning and achievement by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Students will explore the roles and responsibilities of school leaders in co-creating with families and communities to establish social networks of shared responsibility for student learning and development. This course is a requirement for all students in the Ed.D. program and for the superintendent certification. (2)

EDUC 745 : School Board Relations

The school board governs and the superintendent administers the school district. While this may sound simple, it is often the most difficult area for the board and superintendent to clarify. Not having a clear understanding of the board and superintendent's proper role can lead to poor communication, mistrust, and, in the end, conflict and educational failure. This course will focus on the role of the superintendent, board, and the relationship between the two. (1)

EDUC 746 : Crisis, Conflict, Emergency Management

Effectively managing crisis, conflict, and emergencies is a critical responsibility of a school leader. This course focuses on how educational leaders plan for, manage, and address crises at the institutional level. This course provides practical experiences where students analyze and apply knowledge related to crisis management systems essential to the health and safety of employees and students. (2)

EDUC 747 : Central Office and Programmatic Leadership

This course focuses on superintendent or school district leader roles in establishing effective central management and the integration of special programs; including, Title I, LAP, student services, early childhood, career and technical education, and special education. The course also includes systems and strategies to evaluate program leaders and principals across the system. Students will explore approaches to improve central district systems and student learning for historically underserved populations. (2)

EDUC 760 : Evaluation and Supervision in Educational Leadership

The primary goal of this course is to develop knowledge, skills, dispositions, and cultural competence required of the aspiring school leader to effectively assess instruction and provide feedback to teachers for the improvement of practice and pedagogy in the P-12 setting. This course will cover the evaluation and supervision of certificated staff; including, teachers, principals, and central office/program administrators. During this course, the school leader will conduct several classroom, school, and district observations using the Washington State Teacher and Principal Evaluation (TPEP), one of the three approved instructional frameworks, and the AWSP principal framework. (2)

EDUC 761 : Educational Leadership: Equity and Social Justice

This course will prepare students to serve as leaders who can demonstrate effective diversity leadership for all students; including, students of all races, students who are linguistically diverse, students with disabilities, students from low-income families, and students along the gender/sexual identity spectrum and their intersections. This course supports students in creating equitable and rich school and district cultures where staff, students, and members of the wider school community are engaged and work together to create a dynamic, inclusive learning environment. (3)

EDUC 762 : Educational Leadership: Systems Leadership

The goal of this course is to expand the students' understanding of systems thinking (a) the role of the leader in evaluating systems theory and frameworks used by educational organizations, particularly in the creation and maintenance of organizational identity; (b) knowledge and skill of policy formulation, evaluation, and advocacy; including, methods of influence, building strategic alliances, and setting policy agendas; (c) the role of the educational leader in working with multiple constituencies (government, legislature, lobbyists, special interest groups, media); and (d) purposes and effective strategies for building teams in leadership settings. (3)

EDUC 763 : Collaboration and Contributions to the Profession

This course supports Ed.D. students/candidates by offering opportunities for them to engage in providing and receiving professional growth and development, mentorship, and networking within the P-12 system. Students in this course will partner with local school and local system leaders, community leaders, current cohort members, and alumni to advance connections and identify next career steps. (1)

EDUC 790 : Program Evaluation Applied Project & Seminar

This is the first course in the Ed.D. Program Evaluation Applied Project Series. Throughout this sequence the Ed.D. student will plan, implement, evaluate, and disseminate the results of a job-embedded Program Evaluation. (3; 1 didactic, 2 clinical)

EDUC 791 : Program Evaluation Applied Project & Seminar

This is the second course in the Ed.D. Program Evaluation Applied Project Series. Throughout this sequence the Ed.D. student will plan, implement, evaluate, and disseminate the results of a job-embedded Program Evaluation. This course includes public presentation of the Program Evaluation to both an academic audience as well as the relevant client (e.g. school, district, state agency, and/or community organization). (4; 1 didactic, 3 clinical)

EDUC 792 : Applied Project Seminar

This course serves as an introduction to the Instructional Leadership and Equity Applied Project process. Students will build upon their research methods and leadership courses to develop their problem statement, research question(s), and outline for their project proposal. The course will also provide an overview of the IRB process. (2)

EDUC 793 : Instructional Leadership and Equity Applied Project & Seminar

This is the first course in the Ed.D. Instructional Leadership and Equity Applied Project series. Throughout this sequence the Ed.D. student will plan, implement, evaluate, and disseminate the results of an Equity Focused Applied Project that represents a synthesis of the learning throughout the doctoral program. (4)

EDUC 794 : Instructional Leadership and Equity Applied Project & Seminar

This is the second course in the Ed.D. Instructional Leadership and Equity Applied Project series. Throughout this sequence the Ed.D. student will plan, implement, evaluate, and disseminate the results of an Instructional Leadership and Equity Focused Applied Project that represents a synthesis of the learning throughout the doctoral program. This course includes public presentation of the project to both an academic audience as well as the relevant school, district, state agency, and/or community organization. (5; 1 didactic, 4 clinical)

EDUC 795 : Executive Leadership Internship

The superintendent internship is part of the professional preparation of school administrators. The basic function of the internship is to enable the intern/candidate to gain the necessary experience in the performance of the critical tasks of his/her profession while under the close supervision of a certified, experienced superintendent and a university field supervisor. The internship is 360 hours and will assist the aspiring school leader by building upon coursework and learning through practical field experience. NELP leadership standards that are in the foundation for the superintendent certification program frame this course. Will be repeated twice for certification and may be repeated up to four times total. (1)

Master of Arts in Education (EPSY) - Graduate Courses

EPSY 566 : Advanced Cognition, Development and Learning

The study of principles and current thought and research in cognition, development, and learning. Prerequisite: Admission to the MA/Cert program or consent of instructor. (2)

EPSY 587 : Special Topics in Educational Psychology

To provide graduate students with new, one-time and developing courses not yet available in the regular curriculum. The title will be listed on the student term-based record as ST: followed by the specific title designated by the academic unit. (1 to 4)

EPSY 588 : Special Topics in Educational Psychology

EPSY 589 : Special Topics in Educational Psychology

EPSY 593 : Community & Justice in Practice

This course provides educators with the theoretical knowledge and practical skills necessary to effectively implement and evaluate SEL programs in diverse PreK-12 settings. Students will deeply explore the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, focusing on the five core competencies and their integration into both academic instruction and school culture. The course emphasizes evidence-based strategies for teaching SEL directly, embedding it into subject matter and using data to assess student growth and program impact on over all well-being and academic success. (4)

Master of Arts in Education (SPED) - Graduate Courses

SPED 500 : Foundations in Special Education

This is a foundational course designed to provide students with a baseline knowledge set of special education. The field of special education is founded on basic principles as well as legal mandates. This course will explore these and provide students with a deeper understanding of the IEP (Individualized Education Plan). (1)

SPED 509 : Current Topics in Serving Students with Disabilities

This course is designed to look at some of the current topics, issues, "problems of practice", and more recent trends in special education and advance solutions and evidence-based practices, such as Universal Design for Learning (UDL), collaboration, inclusion, trauma-informed practices, and culturally-responsive teaching. (1)

SPED 511 : Students with Developmental Disabilities

This course is designed to develop baseline knowledge of various issues related to special education. You will learn about the children and young adults who are placed in related IDEA categories and the various strengths and challenges they bring to the educational table. The course explores what the term "Developmental Disability" means (there are multiple meanings), variation among those with a disability, how to create access while teaching important skills, and collaboration to implement the least restrictive environment. This course addresses terminology that you will need to know in Special Education, including acronyms and process-related knowledge. (2)

SPED 514 : Students with High Incidence Disabilities

High-incidence disabilities make up 80% of the population of students with disabilities and are disabilities that are more commonly served in general education classrooms. This course focuses on developing understanding of perspectives on the learning, school, and classroom experiences of learners with high incidence disabilities. Topics include: characteristics of students with high incidence disabilities such as specific learning disability, attention deficit/hyperactivity, mild intellectual disability, speech and language impairments, and emotional behavioral disorders, the development and implementation of individualized educational plans, instructional strategies, and accommodations. (3)

SPED 515 : Students with Emotional/Behavioral Disabilities

This course is designed to provide students with an overview of working with students who have significant support needs surrounding emotional regulation and challenging behavior. In Washington State, the Emotional Disturbance category is referred to as Emotional Behavioral Disability (EBD). This course will address foundational strategies for supporting children with EBD, including behavior analytic approaches to increasing pro-social behaviors in school. (3)

SPED 516 : Students with Autism Spectrum Disorders

This course is designed to assist you to become familiar with the various issues related to special education. You will learn about the children and young adults who are placed in this IDEA category and the various strength and challenges they bring to the educational table. You will leave with a much better understanding of special education, this particular population, and all of its inherent variability, and its nature as a part of education rather than a separate entity. (2)

SPED 520 : Teaching Students with Special Needs

Introduction and overview of services for students with special needs at all levels. Includes procedural and substantive legal issues in special education, program modification, and classroom management. (2)

SPED 540 : Theory & Philosophy in Behavior Analysis

This course provides the introduction to the philosophical underpinnings of Applied Behavior Analysis and will include the history of the science behind ABA, the main core principles that guide all research, and how research translates into practice. It will also cover the fundamentals of experimental design in applied behavior analytic research. This is the first in a 3-part series that meets the VCS requirements for Behaviorism and Philosophical Foundations as well as Concepts and Principles. This course addresses the Test Content Standards 6th Edition. (3)

SPED 541 : Basic Principles of Behavior

This course is the first in a series of two that covers the Concepts and Principles section of the BACB Test Content Outline. (3)

SPED 542 : Measurement & Experimental Design

This course provides a complete and comprehensive overview of the measurement practices and principles used most in ABA. This course addresses the Test Content Standards 6th Edition. (3)

SPED 545 : Ethics in Behavior Analysis

This course is the first of two in a series designed to meet the VCS requirements for Ethics and Professionalism in ABA. This course will overview ethical behavior and requirements for BCBAs as well as how to conduct their practice as professionals. In particular, this course will address the four core principles of the BACB Ethics Code. (3)

SPED 580 : Foundations and Instructional Strategies for Students with Disabilities

This course is designed to build a strong foundational understanding of the various issues related to special education and provide ways to apply strategies aimed at building inclusive, supportive, and positive classroom environments that are characterized by quality differentiated instruction. (2)

SPED 588 : Legal, Ethical, and Administrative Issues in Special Education

Investigation of special education administrative practices, pupil placement procedures, student staffing, program reimbursement procedures, and federal funding models. (2)