Post-Master’s Certificate

Customize your plan. Several focus areas to choose from, 100% online.

Interactive State Certification MapUNE Academic Catalog |  Admission Requirements | Course Descriptions

Our online Post-Master’s Certificate is a 15-credit program designed to help you advance your teaching abilities and cover a range of educational and leadership topics. You may choose any combination of five 3-credit courses to customize your program, or, there are several areas that you may choose to focus on.

UNE Online’s Post-Master’s Certificate is comprised of high quality and innovative curricula that will teach you skills that you can immediately apply in your classroom. This program will give you the tools to make a difference in your community as well as in your career.

Please note that although none of the Post Master’s Certificates lead to certification on their own, many contain state approved courses. Speak with your enrollment counselor to learn more.

    Post-Master’s Certificate highlights

    • 15-credit hour program
    • Complete your program in less than one year
    • 100% online – no campus visits required
    • Learn anytime from any place
    • No GRE Required
    • Dynamic faculty of practitioners, researchers and educators
    • Regionally accredited by the New England Association of Schools & Colleges (NEASC)

    Post-Master’s Certificate – optional focus areas


    Course descriptions

    Focus area: Curriculum & Instruction Strategies

    For professional K-12 educators who wish to focus on strengthening their classroom in the areas of literacy and inclusion. The course on instructional leadership, in particular, examines how one teacher can make a difference in curriculum beyond the single classroom.

    Includes methods and strategies for teaching all students in inclusion settings, with a special course on the range and use of assistive technologies. This online program will also explore study skills and literacy interventions that can be used within the content area.

    You will learn to develop better curriculum, become a better leader, advance your inclusion teaching methods and design current models for curriculum to ensure that materials meet appropriate content and learning goals.

    EDU 707: Instructional Leadership (Credits:3)

    School leaders must also be “lead teachers”. To effectively instill motivation and creativity in teachers, participants learn current models for curriculum design to ensure that instructional materials meet appropriate mandates for content and learning goals, and which also address students’ diverse needs, abilities, and experiences. Learning theories and styles are included, as are topics relating to curriculum theory and assessment.

    EDU 721: Using Technology within Inclusion Education (Credits:3)

    This course introduces students to the use of technology in the education of individuals with special needs. Methods and techniques for evaluation and determination of appropriate uses of technology are included. A range of assistive technologies are covered as well as teaching strategies that support the implementation of technologies. Using technology in universally-designed educational environments is examined. Participants will be expected to have access to and use selected teaching and learning technologies with students with disabilities.

    EDU 723: Teaching and Learning in Inclusion Settings (Credits:3)

    This course focuses on methods and strategies for teaching students with special needs. Current issues of concern, learning standards, promising practices, behavioral strategies, and methods for individualizing, differentiating, creating, and providing universally designed instruction are covered. Participants will be expected to conduct observations in schools and plan and implement instructional activities with students with disabilities. Participants can pursue an elementary or secondary strand.

    EDU 742: Study Skills & Content Literacy Instruction for All (Credits:3)

    This course focuses on research-based study skills and strategies for providing literacy instruction within the classroom content area. Teachers will learn to integrate literacy and study skills instruction in their classrooms while designing reading assignments that afford students access to the concepts in the text. Concepts and strategies presented are relevant to the needs of ESL students.

    EDU 743: Connecting Reading with Writing for Success (Credits:3)

    The reading-writing connection will be the focus of the course. Teachers will have the opportunity to explore the connection through examining and applying successful instructional strategies and activities. Teachers, regardless of the level or content they teach, will be provided with tools that will help to maintain learners’ literacy development as they read and write to learn, or learn to read and write.


    Focus area: Educational Leadership

    This 15-credit focus area is completed entirely online, and is designed for professional K-12 educators who are considering school administration. These courses provide entry level knowledge and skill for beginning school administrators. Participants address the current state of the educational system, educational change and school reform while receiving a thorough foundation in educational leadership theory, principles, and practices.

    Teachers will be introduced to the theories and practices of effective leadership,with special attention given to supervision and evaluation of personnel. The responsibilities and ethics involved in educational leadership are also explored, and the relationships between school, administrators, and the community are examined.

    Throughout this program, teachers gain valuable insight into budget development and expenditure, as well as into organizational theory, especially as it relates to change. Special focus is paid to the skills needed to instruct, inspire and lead fellow teachers and administrators. Team building, decision making, and motivational techniques are also discussed.

    EDU 701: Educational Leadership (Credits:3)

    This course provides the overarching context for the entire curriculum in educational leadership. Participants consider theories and practices relating to effective leadership in educational settings. Topics include team building, diagnosing the work environment, decision-making, problem solving, and strategic planning and human resource development. Students will reflect on their own leadership, observe and analyze other leaders, and explore how the theories and practices relate to the Professional Standards for Educational Leaders (formerly ISLLC) standards for leaders. 

    EDU 702: School Law (Credits:3)

    In today’s complex society, educational administrators must possess a working knowledge of federal and state statutory and case law impacting education. This course will provide a foundation of the legal underpinnings of the American education system and how the “law” has had an effect on schools. Specific legal principles relating to church/state issues, tort liability, teachers’ responsibilities, students’ rights, and administrative concerns such as contracts and collective bargaining will be covered. Students will be required to apply these legal principles to analyze actual case scenarios. Assignments will be included to acquaint students with their state’s laws that will affect them as future educational leaders.

    EDU 704: Supervision and Evaluation of Instructional Personnel (Credits:3)

    Supervision and evaluation strategies need to support teachers’ growth into strong, competent professionals. This course examines requirements of educational leaders engaged in supervising and evaluating educational personnel, and explores new directions and procedures currently under development. Emphasis is given to understanding the theory behind the practice, strengths and weaknesses of varying methods, and hands-on applications. Drawing on knowledge of developmental stages and multiple styles of learning and teaching, participants consider such practices as peer evaluations, self-evaluations, portfolios, and mentoring.

    EDU 709: School Finance (Credits:3)

    The course traces the historical background and development of school finance acts, and examines the intent, concepts and relationship inherent in these acts. Processes by which state subsidies are computed, allocated and distributed are considered. Budget and expenditure practices in relation to these acts are illustrated. Emphasis is placed on helping students develop a clear conceptual understanding of the overall methods by which state aid is provided to local school systems. Readings, research, and other assignments are designed to acquaint students with school finance practices in their respective states.

    EDU 715: Organizational Theory & Strategic Planning (Credits:3)

    This course will include: an overview of organizational theories and systems; the inclusion of organizational theory in the educational change process; the functions, objectives, development, and assessment of strategic plans; and the relationship between strategic planning and budget development.

     


    Focus area: Inclusion Education

    The Inclusion Education concentration is for educators, both teachers and administrators, who wish to have more background in special education with respect to inclusion practices and concerns.

    This unique concentration explores methods and strategies for teaching all students in inclusion settings, with a special course on the range and use of assistive technologies. Furthermore, participants will review formal and informal procedures for assessing special needs students and utilizing the results to inform and plan instruction. Finally, the concentration teaches the ability to apply special education law to different settings and includes a practicum to integrate inclusive education learning.

    EDU 720: Special Education Law for the Classroom (Credits: 3)

    Laws, regulations, and judicial decisions relating to the education of students with special needs are discussed. Methods of conflict resolution, mediation, and ethical standards are examined. Students will be required to apply what they learn as they analyze real-life case scenarios.

    EDU 721: Using Technology within Inclusion Education (Credits: 3)

    This course introduces students to the use of technology in the education of individuals with special needs. Methods and techniques for evaluation and determination of appropriate uses of technology are included. A range of assistive technologies are covered as well as teaching strategies that support the implementation of technologies. Using technology in universally-designed educational environments is examined. Participants will be expected to have access to and use selected teaching and learning technologies with students with disabilities.

    EDU 722: Special Education Assessment in Inclusion Settings (Credits: 3)

    Assessment approaches for identifying students with disabilities and assessing progress toward learning goals and standards are addressed. Students examine a variety of formal and informal procedures for use in the assessment of the instructional and behavioral needs including curriculum-based assessment, observations, and continuous and periodic assessments of instruction and behavior. Participants will be expected to have access to and administer selected standardized formal and informal instruments to K-12 students with disabilities.

    EDU 723: Teaching and Learning in Inclusion Settings (Credits: 3)

    This course focuses on methods and strategies for teaching students with special needs. Current issues of concern, learning standards, promising practices, behavioral strategies, and methods for individualizing, differentiating, creating, and providing universally designed instruction are covered. Participants will be expected to conduct observations in schools and plan and implement instructional activities with students with disabilities. Participants can pursue an elementary or secondary strand.

    EDU 724: Collaboration in Inclusion Settings (Credits: 3)

    Students will complete co-teaching experiences in inclusion settings. Activities are tailored to insure field application of concepts, models, practices, and skills as students apply effective co-teaching instructional practices, participate in interdisciplinary planning meetings, and collaborate as team members. These co-teaching experiences reinforce the acquisition of ethics and standards. During the course, participants are expected to spend considerable time in K-12 inclusive classrooms, plan and implement teaching and learning activities, research and reflect on practices, and work collaboratively with educational teams. Some course requirements may be modified during summer sessions for participants without access to students during summer school breaks.

     


    Focus area: Literacy (K–12)

    The focus in Literacy (K-12) is a 15-credit online program in literacy for K-12 educators who wish to delve deeper into the importance of reading and writing for all students to be successful. The premise of this concentration focuses on the fact that literacy skills are central for all students to succeed. 

    Current research and theory are translated into practice, and teachers are coached to implement new literacy program strategies and join colleagues online to critique the outcome. Additionally, assessment in literacy will be linked to next steps in connecting data to teaching practice. Study skills and literacy interventions that can be used within the content area are explored. 

    EDU 740 Supporting Literacy Development (Credits: 3)

    This course will address the foundational knowledge that teachers of literacy need in order to understand the reading and writing process for students. In this course, teachers will be exposed to major theories, research, and best practices in the literacy field. Teachers will be asked to draw upon this theoretical and practical knowledge to think about issues of instructional practice. Through engaging inquiry experiences, teachers will become active participants in developing a strong foundational base for literacy instruction for all learners in their classrooms.

    EDU 741 Literacy Assessments (Credits: 3)

    This course focuses on the use of assessments in determining a student’s reading and/or writing skills. Teachers will examine, create, evaluate, and reflect on a variety of literacy assessments as they are directly connected to data-driven instruction and student literacy achievement. Each course module will engage teachers in becoming familiar with a range of assessments and how to use data from these assessments in developing lessons and activities that will allow students to learn subject content as well as develop and deepen literacy skills. Teachers will be engaged in the research around assessments as well as how to modify assessments and instruction based on assessments to meet the needs of diverse learners.

    EDU 742 Study Skills & Content Literacy (Credits: 3)

    This course will provide teachers with the foundational knowledge of how to meaningfully integrate content area literacy into their classrooms. Teachers will be immersed in the most current research surrounding teaching our students to be active consumers of a variety of texts in the content area classroom. Each learning module will be devoted to answering an inquiry question that is based in research and best practice. Teachers will be expected to engage with this material as well as be active learners themselves by demonstrating how this would look in their practice as they deliver effective literacy instruction.

    EDU 743 Connecting Reading with Writing for Success (Credits: 3)

    This course will immerse teachers in the theoretical and evidence-based reading and writing connection. Teachers will have the opportunity to explore this connection by examining and applying successful instructional strategies and activities. In addition, teachers will engage with the research that drives effective writing instruction. Each learning module will be devoted to answering an inquiry question that is based in research and best practice. Teachers, regardless of the level or content they teach, will be provided with tools that will help to maintain learners’ literacy development as they read and write to learn or learn to read and write.

    EDU 744 Meeting Student Literacy Challenges (Credits: 3)

    This course will address how to engage in differentiated literacy practices to meet the needs of all diverse learners in current and future classrooms. Teachers will be immersed in the foundational knowledge that will assist them creating effective instruction that will assist students who need support in their literacy development. This class will deal with how to approach literacy challenges from the classroom and school levels in a systematic way. In addition, it will address diverse learners both in terms of learning differences (such as struggling readers, English Language Learners, and gifted learners) as well as incorporating a culturally responsive approach to pedagogy.

     


    Focus area: Reading Specialist/Literacy Coach K-12

    The Post-Master’s Certificate in Reading Specialist/Literacy Coach K-12 program is a 15-credit post-masters program that prepares you to become a Reading Specialist/Literacy Coach in a K-12 setting. The courses are all 100% online, and are designed to equip you with the foundational knowledge that you need to assess students and to provide targeted literacy instruction.

    This course track prepares you to take a leadership role in your school and districts to support fellow educators in their goal of improving students’ literacy growth. Through coursework that engages you in collaborative relationships around issues in literacy education, you will explore the dispositions, knowledge, and skills that literacy leaders need to be successful.

    EDU 746: Professional Learning and Literacy Leadership (Credits: 3)

    This course will focus on the leadership skills that the professional will need as a Reading Specialist/Literacy Coach. Specifically, this course will explore the coaching relationship and how to work collaboratively to plan, implement, and supervise literacy programs at the individual, classroom, school, and district wide level. Focus will also be on facilitating a literate environment, working with literacy in a diverse society, and developing leadership skills. This course will also fulfill the requirements that many states have for course work in Administration and Supervision of Language Arts Programs.

    EDU 747: Literacy for English Language Learners (Credits: 3)

    This course goes into more depth specifically about meeting the needs of students whose native language is not English. Topics will include emergent literacy, individual student differences and similarities, first and second language acquisition and development, emergent and experienced reading and writing development, multiple test sources, text analysis, process writing, assessment techniques, portfolio assessment, classroom organization and management, whole language classrooms, language arts materials, and effective instructional strategies. This course will help to prepare future Reading Specialists to work with this growing population and support teachers who have students from different linguistic backgrounds.

    EDU 748: Literacy for Inclusion Settings (Credits: 3)

    This course is designed to straddle the disciplines of regular and special education. With the movement to RTI (Response to Intervention) schools are taking on a more holistic approach to differentiation of instruction and support for intervention at all levels before a special education diagnosis is made for a child. As a result regular and special education teachers have been asked to sit at the same side of the table when assessing and planning instruction for all students. This course will emphasize this bridge between working with students in an inclusive setting. Special emphasis on literacy assessments and instruction will be the focus as well as how to differentiation in Tier One, Two, and Three levels of instruction.

    EDU 749: Reading Diagnosis: Clinical Practice I (Credits: 3)

    This two part practicum courses will closely examine a wide range of assessment and instructional methods to support literacy development of struggling learners. They will involve working closely with both an onsite mentor and also with a learning community of students and a UNE instructor. This collaboration will support the student as he/she develops an intensive tutorial relationship with a K-12 student who is struggling in literacy. These courses are full semester long where each term the teacher will work in a one-on-one tutorial setting. During Reading Diagnosis the teacher will engage in administering a variety of reading diagnosis assessments to better understand the child’s literacy difficulty. During the Instructional Intervention course, the teacher will collaboratively create and implement literacy programming that builds on this diagnosis with the goal of moving the student forward in his/her literacy growth. This course meets most state’s requirements that a 6 credit practicum be part of an approved graduate program.

    EDU 750 Reading Instructional Intervention: Clinical Practice II (Credits: 3)

    This two part practicum courses will closely examine a wide range of assessment and instructional methods to support literacy development of struggling learners. They will involve working closely with both an onsite mentor and also with a learning community of students and a UNE instructor. This collaboration will support the student as he/she develops an intensive tutorial relationship with a K-12 student who is struggling in literacy. These courses are full semester long where each term the teacher will work in a one-on-one tutorial setting. During Reading Diagnosis the teacher will engage in administering a variety of reading diagnosis assessments to better understand the child’s literacy difficulty. During the Instructional Intervention course, the teacher will collaboratively create and implement literacy programming that builds on this diagnosis with the goal of moving the student forward in his/her literacy growth. This course meets most state’s requirements that a 6 credit practicum be part of an approved graduate program.

     


    Focus area: Career & Technical Education

    This focus area is designed for practicing Career and Technical Education (CTE) professionals learning to refine their skills. The focus of the online CTE graduate education program is on improving instructional and curricular competencies as well as the development of leadership skills.

    EDU 707: Instructional Leadership (Credits: 3)

    School leaders must also be “lead teachers.” To effectively instill motivation and creativity in teachers, participants learn current models for curriculum design to ensure that instructional materials meet appropriate mandates for content and learning goals, and which also address students’ diverse needs, abilities, and experiences. Learning theories and styles are included, as are topics relating to curriculum theory and assessment.

    EDU 723: Teaching and Learning in Inclusion Settings (Credits: 3)

    This course focuses on methods and strategies for teaching students with special needs. Current issues of concern, learning standards, promising practices, behavioral strategies, and methods for individualizing, differentiating, creating, and providing universally designed instruction are covered. Participants will be expected to conduct observations in schools and plan and implement instructional activities with students with disabilities. Participants can pursue an elementary or secondary strand.

    *EDU 723 meets the “Teaching Exceptional Students in the Regular Classroom” requirement for the State of Maine. Read more.

    EDU 757: Health and Safety Implementation for CTE (Credits: 3)

    Health and Safety Standards for CTE offers essential content and background for those responsible for overseeing the safety and hygiene in a CTE schools. Participants will develop an understanding of safety and industrial hygiene terminology and principles and practices by examining four key processes in an effective industrial hygiene model — anticipation, recognition, evaluation, and control. Discussions on when to utilize various qualified and certified safety protocols are held throughout the course. Coursework focuses current best practices for school and workplace safety and exploration of industrial hygiene hazards and controls found in many industries.

    EDU 759: Preparing Students for College, Careers, & Citizenship (Credits: 3)

    The initiation, building and continuation of educational, business and community partnerships and collaborations are critical to the success of CTE schools. Vital and active partnerships provide ground for unique collaborations that serve students by fostering business apprenticeships, post-secondary articulations and dual enrollments, parental and community support, grants/scholarships/donations, curricula content expertise and the overall understanding of macro trends and opportunities Course participants will develop a Comprehensive CTE Outreach Plan for their school.


    And your choice of one of the following:

    EDU 742: Study Skills & Content Literacy  (Credits: 3)

    This course will provide teachers with the foundational knowledge of how to meaningfully integrate content area literacy into their classrooms. Teachers will be immersed in the most current research surrounding teaching our students to be active consumers of a variety of texts in the content area classroom. Each learning module will be devoted to answering an inquiry question that is based in research and best practice. Teachers will be expected to engage with this material as well as be active learners themselves by demonstrating how this would look in their practice as they deliver effective literacy instruction.

    EDU 743: Connecting Reading with Writing for Success (Credits: 3)

    This course will immerse teachers in the theoretical and evidence-based reading and writing connection. Teachers will have the opportunity to explore this connection by examining and applying successful instructional strategies and activities. In addition, teachers will engage with the research that drives effective writing instruction. Each learning module will be devoted to answering an inquiry question that is based in research and best practice. Teachers, regardless of the level or content they teach, will be provided with tools that will help to maintain learners’ literacy development as they read and write to learn or learn to read and write.


    After completing a Post-Master’s Certificate, students should be able to:

    • Apply research results to leadership decisions.
    • Describe the requirements of the Professional Standards for Educational Leaders (formerly ISLLC)
    • Demonstrate a high degree of specialized knowledge and skills about school administration.
    • Exhibit leadership skills in an actual school administrative settings.

    Upon completion of the Post-Master’s Certificate program, you will receive a diploma stating “Post-Master’s Certificate.” If you need additional documentation or verification of your focus area, please contact an enrollment counselor.

    Gainful Employment Links

    Gainful Employment Disclosure – Year 1
    Gainful Employment Disclosure – Year 2

    Suggested next steps:

    1. Admissions requirements – Post-Master’s Certificate
    2. Commonly asked questions for the online Post-Master’s Certificate program
    3. International admissions requirements
    4. Certification requirements by state
    5. Fun interactive U.S. map of certification requirements

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