Program Goals and Learning Outcomes

The Special Education Leaderhip Program is designed around 3 program goals and 14 program objectives/outcomes.

Program Goals

The Special Education Leadership Program goals are:

1. Acquire skills for group facilitation and collaboration with a variety of stakeholders, including the students in their classrooms to improve services and outcomes for students with exceptionalities.
2. Through critical inquiry, participate in the development and evaluation of evidence- and research-based practices intended to improve the learning of students with exceptionalities.
3. Develop self-reflective and critical thinking skills that promote innovative special education practice and learning using a variety of perspectives.

Learning Outcomes

The Program’s 14 outcomes are aligned with our Department’s mission and goals as well as the National Board Teaching Standards (NBTS) core propositions and Council for Exceptional Children Special Education Specialist Advanced Preparation Standards.

1. Model the role of a knowledgeable and caring teacher in a global society;
2. Conduct action research within classroom and school settings;
3. Accommodate student differences through appropriate inclusive practices;
4. Model self-reflective practice, dedication, and ethical leadership;
5. Reflect a commitment, knowledge, and skill to be advocates for students, their families, and the education profession;
6. Influence educational policy on the local, state, and national levels;
7. Employ best practice, innovative pedagogy, and skilled assessment;
8. Undertake multifaceted professional roles within school settings and within the education profession;
9. Interpret, analyze, and apply the professional research literature;
10. Exhibit leadership and collaborative skills with colleagues, parents, and students;
11. Assume multiple leadership roles within classrooms and school communities;
12. Utilize appropriate technology and multimedia to organize, analyze, interpret, and present information;
13. Use digital communication as an effective learning tool; and
14. Apply graduate studies toward professional development (e.g., licensure endorsements, National Board certification).