The focus of this course is the development and design of curriculum, and the delivery of instruction to ensure academic success. The course provides key principles of effective supervision, and asks students to apply concepts involved in teaching diverse populations, developing standards-based curricula, and assessment of instructional objectives. The ISLLC Standards for School Leaders are used as framework for inquiry and decision making.

This course examines and promotes prospective administrators, intrapersonal understanding, interpersonal ability, and potential for effectiveness as leaders. Theory and practice relative to the staffing of schools for effective realization of educational goals and objectives will be explored. Current challenges influencing the optimization of human capital in schools will be studied and students will apply the concepts to their own settings.

This course will examine the principles, processes, and responsibilities of financing public education with a focus on the leadership provided at the school level in finance. The course will have a special emphasis on budgeting procedures and accounting systems critical to the management of finances at the building level.

This course is designed to prepare individuals for positions of education leadership by exposing them to hands-on administrators. Students will be engaged in a significant number of administrative activities at the elementary, middle, and high schools levels as well as at central office and at community out-reach sites. Students will be mentored on site by licensed school administrators during their 320-hour internship.

This course provides students with the necessary blend of theory, best practice, and authentic problems of practice in leadership. The course provides a bridge between their thought in other courses and the practicalities involved as they prepare for the administrative leadership selection process and their first leadership assignment. Students learn how to use personal assessment tools and feedback to construct Individual Development Plans.

This module will investigate the current legal, moral, and instructional impact of special education policies in the Commonwealth of Virginia and across the nation. Response to Intervention concepts will be explored in-depth.

Detailed study of graduate course material on an independent basis under the guidance of a faculty member

Research Ethics/Responsible Conduct of Research fulfills both the National Science Foundation and National Institutes of Health Responsible Conduct of Research (RCR) Mandate. The course is case-based and practical. The goal is to have course participants grapple with complex research integrity concerns, especially through cases, and to take away important points from each session as well as where to turn for more information.

This course guides graduate students to communicate their research to non-technical audiences such as the public, the media, scholars in other fields, and policymakers. Topics include audience analysis, message design, managing jargon, and presentation skills. Lectures will introduce key topics which will be practiced in discussion sections. The course is most effective if you have an active research focus.

This is the required course for the graduate Certificate in Digital Humanities. It entails participation in colloquia, sixty hours of experience participating in a research project uniting computation and humanities, and a portfolio.