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 Commission on Higher Education (NECHE, formerly known as the Commission on Institutions of Higher Education for 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 723 meets the "Teaching Exceptional Students in the Regular Classroom" requirement for the State of Maine. The three-credit course, EDU 723: Teaching and Learning in Inclusion Settings is pre-approved by the State of Maine Certification office for initial credentialing.

To view the comprehensive list of approved courses, please visit: https://www.maine.gov/doe/cert/initial.

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.

Students can choose five of the following courses to fulfill their Educational Leadership focus area.

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 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.


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.

Students can choose five of the following courses to fulfill their Inclusion Education focus area.

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 723 meets the "Teaching Exceptional Students in the Regular Classroom" requirement for the State of Maine. The three-credit course, EDU 723: Teaching and Learning in Inclusion Settings is pre-approved by the State of Maine Certification office for initial credentialing.

To view the comprehensive list of approved courses, please visit: https://www.maine.gov/doe/cert/initial.

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 725: Behavior Considerations in the Inclusive Setting (Credits: 3)

This course will help participants identify and prioritize essential behavioral skills in their work with students. They will explore how to model, teach, and nurture behavioral skills and analyze differentiation strategies at Tier 1 of a Positive Behavior Intervention and Support model and prepare for intervention and monitoring at Tier 2 and 3. The course will engage participants in addressing factors that influence a school's response to behavioral considerations such as available resources, parent collaboration, and school and community culture. This is a new course in development in 2019 and this description is subject to change.

EDU 726: Telling Your School's Story of Inclusive Education Through Data Analysis (Credits: 3)

This course will focus on the use of data to create inclusive environments for all students. Participants in this course will apply the components of the Continuous School Improvement Framework (Plan-Implement- Evaluate-Improve). Participants will use data readily available in their classroom, school, or district. Several protocols for analysis will be used. Themes will include using data to support a shared vision and using data to examine school core values. This is a new course in development in 2019 and this description is subject to change.

EDU 727: Understanding the Whole Child in the Inclusive Setting (Credits: 3)

This course will deepen participants' understanding of the factors that affect a learner’s ability to access their education. Participants will explore the current research in neuroscience and its connection to social and emotional learning. Participants will review and understand practical strategies to address the social and emotional learning needs of all learners and develop a social and emotional learning plan including the development of self-regulation skills in all learners. This is a new course in development in 2019 and this description is subject to change.


Focus area: Adult Education

Designed for educators who teach or train adults, the Adult Education focus area is ideal for instructional coaches, trainers, adult education teachers, or anyone with the goal of transferring knowledge to an adult audience.

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 760: Adult Learning Theory (Credits: 3)

Participants in this course will examine the major assumptions and tenets of adult learning theory including andragogy and self-directed learning, constructivism, experiential and situated learning, and transformative learning theory. The goal of this course is to familiarize participants with current research and its practical applications for use in settings such as workshops, classrooms, and within the area of training and development. Students will develop strategies to address issues faced by educators of adults, helping them be more effective and responsive to the needs of the learners they serve.

For more information, visit https://go.une.edu/adult-learning-theory.

EDU 761: Adult Literacy (Credits: 3)

The goal of this course is to familiarize participants with the role literacy plays in the classroom and the workplace; specifically in regard to training and professional development as well as in formal classroom settings. Participants in this course will examine literacy in different contexts including social, digital, the media, and English as a second language. Students will create materials that adult learners can access at multiple literacy levels, and develop strategies for best practice.

 

For more information, visit https://go.une.edu/adult-literacy.

EDU 762: Designing Curriculum for Adults (Credits: 3)

This course provides the foundations of the curriculum planning processes with the goal of promoting the cognitive, personal, and social development of curriculum planners. Participants explore both theory and practice while examining the principles of curriculum development. The course also considers institutional and program contexts and the collaborative nature of curriculum work within the participant's own professional environment. 


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. 

Students can choose five of the following courses to fulfill their Literary (K-12) focus area.

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.


Interprofessional Electives

Students also have the option to take electives from our other online graduate programs. A full list of these interprofessional courses can be found here:

Shared Interprofessional Course List


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.

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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