Post-Master’s Certificate

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

Inter­ac­tive State Cer­ti­fi­ca­tion MapAdmis­sions Require­ments | UNE Aca­d­e­m­ic Cat­a­log

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.” 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 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. 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.


    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 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 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 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.


    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. 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.


    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

    Request Infor­ma­tionApply Now