Certificate of Advanced Graduate Study (CAGS)

Choose your specialization, 100% online

Inter­ac­tive Cer­ti­fi­ca­tion MapAdmis­sions Require­ments | UNE Aca­d­e­m­ic Cat­a­log

This 30-cred­it Cer­tifi­cate of Advanced Grad­u­ate Study pro­gram allows you to con­cen­trate on any com­bi­na­tion of 10 cours­es that are most close­ly applic­a­ble to the area in which you are work­ing or that inter­ests you.

Program Highlights

  • 30-cred­it hour pro­gram
  • Com­plete your pro­gram in just under two years
  • 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)


Of the fol­low­ing 700-lev­el cours­es, choose any com­bi­na­tion of 10 cours­es, for a total of 30 cred­its. An intern­ship is not manda­to­ry for this CAGS pro­gram.

EDU 701: Edu­ca­tion­al Lead­er­ship (Credits:3)

This course pro­vides the over­ar­ch­ing con­text for the edu­ca­tion­al lead­er­ship focus area. Edu­ca­tors con­sid­er the­o­ries and prac­tices relat­ing to effec­tive and eth­i­cal lead­er­ship in edu­ca­tion­al set­tings. Top­ics include diag­nos­ing the work envi­ron­ment, deci­sion-mak­ing, prob­lem-solv­ing, 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 that relate to the Pro­fes­sion­al Stan­dards for Edu­ca­tion­al Lead­ers (for­mer­ly ISLLC). 

EDU 702: School Law (Credits:3)

This course pro­vides a foun­da­tion of the legal under­pin­nings of the Amer­i­can edu­ca­tion sys­tem and explores how legal deci­sions have had an effect on schools.  Spe­cif­ic legal prin­ci­ples relat­ing to church/state issues, tort lia­bil­i­ty, teacher respon­si­bil­i­ties, stu­dent rights and admin­is­tra­tive con­cerns such as con­tracts and col­lec­tive bar­gain­ing are exam­ined. Par­tic­i­pants will ana­lyze case stud­ies to apply their under­stand­ing and cre­ate a com­pendi­um of the laws unique to the states in which they work.

EDU 703: Edu­ca­tion­al Change/School Reform (Credits:3)

Regard­less of how ben­e­fi­cial a desired change may seem, new ini­tia­tives are often dif­fi­cult to imple­ment. Each edu­ca­tion­al set­ting has its own cul­ture, and inno­va­tions and changes that are incom­pat­i­ble with the pre­vail­ing cli­mate may elic­it resis­tance and hos­til­i­ty. The course exam­ines change the­o­ry; stud­ies case his­to­ries of suc­cess­ful and not so suc­cess­ful change efforts; and reviews change strate­gies to equip stu­dents with skills for intro­duc­ing effec­tive reforms.

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 706: School-Com­mu­ni­ty Rela­tions & Com­mu­ni­ca­tions (Credits:3)

An effec­tive edu­ca­tion­al leader pro­motes the suc­cess of all stu­dents by com­mu­ni­cat­ing the learn­ing community’s vision, poli­cies, and suc­cess­es to staff, stu­dents, par­ents, com­mu­ni­ty, deci­sion mak­ers, leg­is­la­tors, and media. This course pro­vides 80 hours of field-based work, in which aspir­ing lead­ers will devel­op a plan to build and main­tain part­ner­ships with mul­ti­ple con­stituent groups with­in the com­mu­ni­ty in a way that pos­i­tive­ly impacts the edu­ca­tion of stu­dents.

EDU 707: Instruc­tion­al Lead­er­ship (Credits:3)

School lead­ers must also be “lead teach­ers.”  Par­tic­i­pants will explore 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 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.

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.

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 focus­es on research-based study skills and strate­gies for pro­vid­ing lit­er­a­cy instruc­tion with­in the class­room con­tent area. Edu­ca­tors 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. Edu­ca­tors will have the oppor­tu­ni­ty to explore this con­nec­tion through the exam­i­na­tion and appli­ca­tion of suc­cess­ful instruc­tion­al strate­gies and activ­i­ties. Edu­ca­tors, 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 diverse learn­ers. Edu­ca­tors will be immersed in the foun­da­tion­al knowl­edge that will aid them in cre­at­ing effec­tive instruc­tion that will assist stu­dents who need sup­port in their lit­er­a­cy devel­op­ment. The read­ings and course­work will explore how to approach lit­er­a­cy chal­lenges from the class­room and school lev­els in a sys­tem­at­ic way as well as incor­po­rat­ing a cul­tur­al­ly respon­sive approach to ped­a­gogy.

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. Stu­dents will explore the imple­men­ta­tion of mul­ti-tier approach­es to the ear­ly iden­ti­fi­ca­tion and sup­port of stu­dents with learn­ing and behav­ior needs and ways to dif­fer­en­ti­ate instruc­tion. The course attends to the col­lab­o­ra­tion that takes places between reg­u­lar and spe­cial edu­ca­tion teach­ers when assess­ing and plan­ning instruc­tion for all stu­dents in an inclu­sive set­ting.

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

In con­junc­tion with EDU 750, this course is the first of two practicum cours­es that close­ly exam­ine a wide range of assess­ment and instruc­tion­al meth­ods to sup­port lit­er­a­cy devel­op­ment of strug­gling learn­ers. Stu­dents in this course work close­ly with an onsite men­tor, a learn­ing com­mu­ni­ty of stu­dents and a UNE instruc­tor. This col­lab­o­ra­tion will sup­port stu­dents as they devel­op rela­tion­ships with K-12 stu­dents who strug­gle in lit­er­a­cy. Expe­ri­ences in the course include work­ing in a one-on-one tuto­r­i­al set­ting, admin­is­ter­ing a vari­ety of read­ing diag­no­sis assess­ments, and col­lab­o­ra­tive­ly cre­at­ing and imple­ment­ing lit­er­a­cy pro­gram­ming that builds on diag­no­sis with the goal of mov­ing learn­ers for­ward in their 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)

In con­junc­tion with EDU 749, this course is the sec­ond of two practicum cours­es that close­ly exam­ine a wide range of assess­ment and instruc­tion­al meth­ods to sup­port lit­er­a­cy devel­op­ment of strug­gling learn­ers. Stu­dents in this course work close­ly with an onsite men­tor, a learn­ing com­mu­ni­ty of stu­dents and a UNE instruc­tor. This col­lab­o­ra­tion will sup­port stu­dents as they devel­op rela­tion­ships with K-12 stu­dents who strug­gle in lit­er­a­cy. Expe­ri­ences in the course include work­ing in a one-on-one tuto­r­i­al set­ting, admin­is­ter­ing a vari­ety of read­ing diag­no­sis assess­ments, and col­lab­o­ra­tive­ly cre­at­ing and imple­ment­ing lit­er­a­cy pro­gram­ming that builds on diag­no­sis with the goal of mov­ing learn­ers for­ward in their lit­er­a­cy growth. This course meets most state’s require­ments that a 6 cred­it practicum be part of an approved grad­u­ate pro­gram.

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 health and safe­ty in a CTE school set­ting. Edu­ca­tors will devel­op an under­stand­ing of OSHA require­ments and process­es which gov­ern work­place safe­ty stan­dards and devel­op the lead­er­ship skills required to enhance the strength of their school safe­ty cul­ture. Course­work focus­es on cur­rent best prac­tices to pro­mote safe and healthy work­ing con­di­tions through edu­ca­tion, train­ing and enforce­ment. Field-based work will allow stu­dents to eval­u­ate prac­tice and cul­ture first hand. Edu­ca­tors will rec­og­nize the crit­i­cal nature of build­ing a cul­ture of safe­ty and aware­ness, under­stand­ing that stu­dents are key stake­hold­ers in this process.

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. This course will explore how these part­ner­ships work and build upon that knowl­edge to put ideas into action. Stu­dents in this course will dis­cov­er how 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.

EDU 791/792: Intern­ship I & II (Credits:3)

This intern­ship is a self-designed expe­ri­ence that con­sists of 150 hours (10 hours/week for 15 weeks) at a site oth­er than the school the stu­dent works. The design of the intern­ship must focus on the intern’s lead­er­ship skills as described in the Pro­fes­sion­al Stan­dards for Edu­ca­tion­al Lead­ers as well as the col­lec­tion of arti­facts and data that demon­strate the intern’s use of those skills. This course is a require­ment of State of Maine Build­ing Admin­is­tra­tor Cer­ti­fi­ca­tion.

Transfer credits for more flexibility

This CAGS pro­gram allows stu­dents to trans­fer in up to two class­es — for a total of six cred­its, which allows more flex­i­bil­i­ty in cus­tomiz­ing your edu­ca­tion­al expe­ri­ence. Cours­es that involve field-based work may be includ­ed in this pro­gram.

The option to design your own program

This CAGS pro­gram allows you, as a school leader, to design a post-master’s pro­gram of study based on your district’s needs and your state’s require­ments.  This CAGS pro­gram does not align with any par­tic­u­lar state cer­ti­fi­ca­tion require­ments.

As a stu­dent, you are encour­aged to work with your Depart­ment of Edu­ca­tion if cer­ti­fi­ca­tion is your goal. If cer­ti­fi­ca­tion is your goal, you may wish to con­sid­er the CAGS — Advanced Edu­ca­tion­al Lead­er­ship pro­gram or con­tact an enroll­ment coun­selor for ques­tions. 

The CAGS focuses on developing leaders through advanced instruction in:

  • Team build­ing
  • Deci­sion mak­ing
  • Prob­lem solv­ing
  • Strate­gic plan­ning
  • Ana­lyz­ing lead­er­ship through obser­va­tion

Learn to effectively motivate and lead teachers

This pro­gram requires com­ple­tion of 10 post-master’s cours­es for a total of 30 cred­its. Addi­tion­al focus is placed on instruc­tion­al lead­er­ship and tools to use to effec­tive­ly moti­vate and lead teach­ers. The CAGS is tai­lored to the dai­ly life of a work­ing teacher and includes an immer­sive edu­ca­tion expe­ri­ence with­in the student’s own class­room.

Discussion topics include:

  • The chang­ing state of edu­ca­tion across the Unit­ed States
  • School reform
  • School cul­ture
  • Edu­ca­tion­al ini­tia­tives
  • Super­vi­sion and eval­u­a­tion strate­gies
  • School and com­mu­ni­ty rela­tions
  • Com­mu­ni­ca­tion
  • Ethics
  • Finance
  • Strate­gic plan­ning


NEASC accredited

The Uni­ver­si­ty of New Eng­land is region­al­ly accred­it­ed by the New Eng­land Asso­ci­a­tion of Schools and Col­leges Com­mis­sion on Insti­tu­tions of High­er Edu­ca­tion (NEASC CIHE). NEASC is the nation’s old­est region­al accred­it­ing asso­ci­a­tion whose mis­sion is the estab­lish­ment and main­te­nance of high lev­els of edu­ca­tion, from pre-kinder­garten through the high­er edu­ca­tion doc­tor­al lev­el. Accred­i­ta­tion is the review of the qual­i­ty of edu­ca­tion­al insti­tu­tions and pro­grams. In the Unit­ed States, accred­i­ta­tion is a major way that the pub­lic knows that an insti­tu­tion or pro­gram pro­vides a high qual­i­ty edu­ca­tion.
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Best Online Programs Graduate Education

US News & World Report Ranking

Best Online Graduate Education Programs 2018

The Uni­ver­si­ty of New Eng­land claimed a spot in U.S. News & World Report’s 2018 rank­ings for Best Online Grad­u­ate Edu­ca­tion Pro­grams. UNE is ranked in the top 100 pub­lic and pri­vate col­leges and uni­ver­si­ties list­ed in the report and is one of just two Maine insti­tu­tions includ­ed in the rank­ing.

After completing their CAGS, 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 set­ting.

Learn to effectively motivate and lead teachers

This CAGS pro­gram is tai­lored to the expe­ri­ences of an edu­ca­tion­al pro­fes­sion­al who aspires to a lead­er­ship role. It pro­vides a thor­ough foun­da­tion in edu­ca­tion­al lead­er­ship the­o­ry, prin­ci­ples, and prac­tices, plac­ing empha­sis on instruc­tion­al lead­er­ship and tools to use to effec­tive­ly moti­vate and lead teach­ers. 

Apply your skills immediately

The online Cer­tifi­cate of Advanced Grad­u­ate Study is designed to help you become an effec­tive leader in your edu­ca­tion­al envi­ron­ment. The cours­es cov­ers a range of edu­ca­tion­al and lead­er­ship top­ics and are com­prised of high qual­i­ty and inno­v­a­tive cur­ric­u­la that will teach skills imme­di­ate­ly applic­a­ble in your learn­ing com­mu­ni­ty.

Grad­u­ates of the CAGS pro­gram will receive a diplo­ma stat­ing “Cer­tifi­cate of Advanced Grad­u­ate Study.” 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 – CAGS: Gen­er­al
  2. Explore the CAGS AEL pro­gram
  3. Com­mon­ly asked ques­tions for the online CAGS pro­gram
  4. Cer­ti­fi­ca­tion require­ments by state
  5. Fun inter­ac­tive U.S. map of cer­ti­fi­ca­tion require­ments

Request Infor­ma­tionApply Now

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