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Master of Science in Education – Educational Administration online

The Master of Science in Education – Educational Administration online provides a pathway to administration that allows you to work on your own schedule.

10/04/21 Next Application Due Date
10/25/21 Start Classes
Program Overview

Consider the online M.S. in Education – Educational Administration program at UW-Superior


$14,400 Total Tuition
As few as 12-18 months Program Duration
30 Credit Hours

The Master of Science in Education – Educational Administration online has three tracks to choose from to best suit your goals as an educator: PK-12 Principalship, PK-12 Director of Instruction or Director of Special Education and Pupil Services. All three are 30 credit hours. Interested in more than one track? Contact your academic advisor to see how.

Learn from practicing administrators and meet requirements through the Wisconsin Department of Public Instruction.

Career outcomes for the Master of Science in Education – Educational Administration online include:

  • Elementary, secondary, postsecondary administrator
  • Director
  • Administrator
  • Site coordinator
  • Executive director
  • Principal, assistant principal

Licensure and Certification

UW-Superior education programs are approved by the Wisconsin Department of Public Instruction to fulfill licensure requirements for the state of Wisconsin. As licensure requirements may change without notice, it is your responsibility to confirm the requirements for licensure in your state as it applies to the participation in an out-of-state degree program. If you seek licensure in a state other than Wisconsin, please see the UW-Superior Institutional Certification Office web page for further information and assistance.

The University of Wisconsin-Superior is accredited by the Higher Learning Commission (HLC), one of six regional accreditation organizations recognized by the United States Department of Education and the Council for Higher Education Accreditation.

Have questions or need more information about our online programs?

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Tuition

Our budget-friendly tuition can be paid as you go


Tuition cost for the Master of Science in Education – Educational Administration online degree program is the same affordable price for students who reside in-state or out-of-state. To help make the cost more manageable, students pay for each course as they enroll. There is a $56 application fee and a $60 technology, but all other fees are included in the total cost of tuition.

$480 Per Credit Hour
$14,400* Total Tuition

View full tuition breakdown

The following is the tuition breakdown for students pursuing a Master of Science in Education – Educational Administration online:

Program Per Credit Hour* Per Three Credit Hours* Total Tuition*
MSE – Educational Administration online $480 $1,440 $14,400

*Tuition does not reflect technology fee of $60 per course.

Calendar

Know when to apply, when classes start, when tuition is due


For the convenience of our Master of Science in Education – Educational Administration online students, there are multiple start dates each year on the academic calendar. Students should consider application date deadlines, turn in all the required documents, register for classes and pay for tuition for their desired program start date. You can be Superior any time of the year.

10/04/21 Next Application Due Date
10/25/21 Start Classes

View full calendar

At the University of Wisconsin-Superior, we offer multiple start dates to accommodate your schedule. Our calendar includes other important dates to make it easier for you to get started on your program.

Term Start Date Application Deadline Document Deadline Registration Deadline Payment Deadline* Course End Date
2021 Fall I September 6, 2021 August 16, 2021 August 16, 2021 August 30, 2021 September 1, 2021 October 24, 2021
2021 Fall II October 25, 2021 October 4, 2021 October 4, 2021 October 18, 2021 October 20, 2021 December 12, 2021
2022 Spring I January 24, 2022 January 3, 2022 January 3, 2022 January 17, 2022 January 19, 2022 March 13, 2022
2022 Spring II March 21, 2022 February 28, 2022 February 28, 2022 March 14, 2022 March 16, 2022 May 8, 2022

*All payments must be submitted by 4:00 p.m. CST. There will be no exceptions.

Ready to take the next step toward earning your degree online from The University of Wisconsin-Superior?

Admissions

Learn what you need to apply to our online MSE. – Educational Administration program


The admissions process is the first step toward earning your online degree. Find out the requirements for the Master of Science in Education – Educational Administration online, what additional materials you should send and where you need to send them.

Baccalaureate degree From a regionally accredited institution
Teaching license And three years of teaching experience
Minimum 2.75 GPA

View all admission requirements

Applicants must meet the following requirements to be eligible for admission:

  • A cumulative grade point average on all college (undergraduate and graduate) coursework of at least 2.75/4.00. Undergraduate and graduate coursework from all colleges attended will be considered.
  • A baccalaureate degree in education or a similar field from an accredited college or university
  • Official transcripts of all your undergraduate and graduate work to date. We are unable to accept transcripts from students. If you have taken courses at UW-Superior, transcripts are not required.
  • Current resume or CV detailing three years of teaching experience or the equivalent. Three years of teaching experience is required prior to admission to administrative licensure programs.
  • Holds an initial educator's license in teaching (even if now expired)
  • A professional resume
  • GRE not required
  • Attest to no criminal background
  • Complete criminal background check

View the International Admissions Requirements.

Courses

Explore the curriculum for the online MSE – Educational Administration


In order to earn the Master of Science in Education – Educational Administration online, students must complete 30 credit hours, consisting of eight courses (24 hours) plus a six-credit-hour practicum. Select from one of three tracks—PK-12 Principalship, Director of Special Education and Pupil Services, or PK-12 Director of Instruction—that best suits your career goals. Some courses may overlap within the three tracks.

Expand All [+]

PK-12 Principalship Track:

Duration: 7 weeks   |   Credit Hours: 3

Study of selected theories and research relating to individual and group behaviors in K-12 educational organizations with emphasis on leadership characteristics of educational administrators, including participatory management, long-range strategic planning and change-agent processes. Particular emphasis given to human relations skills as well as oral and written communication skills needed by public school leaders.

Learning Outcomes

This course will enable students to facilitate professional development as a public school administrator by being able to:

  • Demonstrate knowledge of the major job functions of administrative leadership
  • Understand the importance of mission, vision, values and goals
  • Begin investigating existing school improvement plans and plotting a course for moving school staff through the process
  • Understand the role of the principal in curriculum development and implementation
  • Persuade members of the education community of the benefits of student-friendly grading practices and how to create strategies for implementation
  • Differentiate between pre-assessments, formative assessments and summative assessments and present their impact on student learning
  • Create a roadmap for providing interventions to both ends of the learner spectrum
  • Debate the benefits of formative classroom walkthroughs
  • Analyze leadership research and present strategies
  • Create a leadership plan

Duration: 7 weeks   |   Credit Hours: 3

Study of the function of supervision and evaluation of personnel is designed to assist in the development of programs which will be appropriate to respective school positions and settings. Prepares any member of an organization for the instructional leadership role, which requires program planning, evaluation, human relations, and oral and written communication skills.

Learning Outcomes

Students who complete this course will be able to:

  • Think and make connections across academic disciplines
  • Analyze and reflect upon multiple perspectives to arrive at a perspective of one’s own
  • Explain the impact of various perspectives on supervision
  • Gain information on how to create an environment for staff development through an understanding of the patterns of supervision.
  • Describe the relationship between theory and practice in supervision
  • Develop a program or plan to help new or struggling teachers
  • Develop insights of supervision responsibilities, including development of performance evaluation plans and remediation plans (plans of assistance)
  • Understand the importance of school climate and culture as it relates to teacher performance and the rapport in the teacher/supervisor relationship

Duration: 7 weeks   |   Credit Hours: 3

Study of the theories and related practices of curriculum development and curriculum organization in American schools. Focuses on methods, materials and strategies in the development, organization and delivery of curriculum in the American K-12 school system. Special emphasis given to development and interpretation of philosophical statements and management. Attention given to utilization of the Wisconsin Department of Public Instruction curriculum guides.

Learning Outcomes

The objectives of this course are to:

  • Assist you in facilitating your professional preparation as an educational leader who can lead curriculum and instructional development
  • Enable you to gain a working understanding of all aspects of curriculum, instruction, and assessment

Duration: 7 weeks   |   Credit Hours: 3

Study of fiscal and material resource management and budgeting of K-12 school systems, including school finance, taxation and contract law with emphasis on the principles that should serve to guide the decision-making process.

Learning Outcomes

Students who complete this course will be able to:

  • Analyze scenarios and apply management techniques
  • Demonstrate an understanding of School Business Administration and the various functions and related support systems of including accounting, budgeting, financing programs, auditing, financial reporting, purchasing, risk management, technology, food service, transportation, operations and maintenance (i.e. knowledge) in an educational setting (i.e. disposition) as evidenced by problem solution and spreadsheets (i.e. performance)
  • Demonstrate the ability to synthesize the revenue and expenditure systems and property tax system and understand the terminology (i.e. knowledge) in an educational setting (i.e. disposition) as evidenced by text assignments (i.e. performance)
  • Display knowledge (i.e. knowledge) and comprehension of budgeting and accounting in the political and legal context (i.e. disposition) as evidenced by successful completion of a comprehensive final examination (i.e. performance)

Duration: 7 weeks   |   Credit Hours: 3

Study of the roles and responsibility of the school principal, with emphasis on development of effective instructional leadership skills for the various levels. Deals with the operational tasks of the principalship at the elementary, middle school and high school levels. Response to contemporary and anticipated problems affecting the elementary and secondary schools are based on tested theory, research and applied practice.

Learning Outcomes

Students who complete this course will be able to:

  • Develop a personal educational platform
  • Evaluate a school’s interior and exterior envelope for student and staff safety concerns
  • Identify components of Wisconsin DPI Violence Prevention Program
  • Evaluate a school’s interior and exterior envelope for general safety and compliance issues
  • Identify the relationship between building aesthetics (and maintenance) and student achievement and school climate
  • Apply basic school accounting, budgeting, and scheduling principles
  • Analyze and describe aspects of quality written and oral communication for school leaders
  • Identify key aspects of an effective school master schedule
  • Develop a personal entry plan

Duration: 7 weeks   |   Credit Hours: 3

Examination of issues related to inequities and inequalities in PK-12 schools. Explores diversity in education from a historical perspective to inform institutional practices regarding race, culture, class and gender. Considers power dynamics, pedagogy and ideologies that frame education in a democratic society.

Learning Outcomes

This course is designed to ensure students graduate with the knowledge and abilities necessary to:

  • Ensure diversity is recognized and valued in the school and greater community
  • Understand emerging issues and trends that potentially impact the school community
  • Grasp the conditions and dynamics of a diverse school community
  • Understand community relations and how they tie to marketing strategies and processes
  • Involve families and other school stakeholders in a collaborative decision-making processes
  • Engage and nurture relationships with community leaders
  • Integrate youth and family services in the community with school programs
  • Establish partnerships with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals

Duration: 7 weeks   |   Credit Hours: 3

Study in the understanding of conflict and handling such in the educational setting. Recognition of the role of communication to express conflict and knowledge of resolution techniques, different approaches to negotiations and basic mediation skills for administrators in the K-12 setting. Also explores the phenomena of school violence and means to respond.

Learning Outcomes

By the end of this course, students will achieve the following learning objectives:

  • Demonstrate competency of conflict resolution and mediation knowledge base
  • Evaluate moral and legal challenges and framework of conflict resolution
  • Demonstrate competency the connection of how one's worldview shapes conflict resolution and mediation
  • Apply conflict resolution and mediation concepts to educational issue and complex school communities as related to cultural differences
  • Research conflict resolution and mediation topics related to applying methods to an educational environment
  • Analyze conflict scenarios and determine how to mediate the issues with conflict resolution and mediation skills
  • Design interview questions presenting comprehension of course materials and conduct an interview
  • Identify and reflect on the personal application of conflict resolution for one's own life

Duration: 7 weeks   |   Credit Hours: 3

Study of the legal framework within which school district employees must operate. Emphasis on laws and sources of laws which affect students and instruction.

Learning Outcomes

Students who complete this course will be able to:

  • Describe the legal framework within which school operational decisions are made and reflect on how school laws have evolved throughout American history.
  • Describe the Establishment, Free Exercise and Free Speech Clauses as they relate to the concepts of equal access for and equal treatment of religious groups along with understanding when school districts must be able to substantiate when there is an overriding public interest over parent/student protected rights
  • Locate and interpret federal and state statutes, court decisions and school district policies around student rights
  • Describe the importance of specific statutes designed to protect the rights of students with disabilities and identify landmark cases in special education law
  • Locate and interpret cases regrading teacher rights and prepare case briefs along with analyzing contractual requirements
  • Identify discrimination in employment, understand procedures that must be followed in the termination of a teacher’s employment and describe tort liabilities
  • Describe what guides a code of ethics and their own personal belief system

Duration: 7 weeks   |   Credit Hours: 6

Year-long minimum, 320-hour administrative field experience and seminar in a grades PK-12 principalship setting. Prerequisite: Completion of nine EDAD credits and permission of the instructor and EDAD Director of Field Experiences.

Learning Outcomes

Students who complete this course will:

  • Attain mastery of the skills, methods, and knowledge appropriate to the discipline
  • Conduct themselves ethically and will benefit society through socially responsible leadership
  • Demonstrate advanced skills in sharing diverse perspectives and professional knowledge using modes of communication appropriate to the discipline
  • Fully engage with knowledge, think critically and imaginatively, formulate their own understanding, and communicate their ideas
  • Draw information from multiple perspectives, evaluate alternative courses of action, and propose or implement courses of action and/or solutions.

PK-12 Director of Instruction Track:

Duration: 7 weeks   |   Credit Hours: 3

Study of selected theories and research relating to individual and group behaviors in K-12 educational organizations with emphasis on leadership characteristics of educational administrators, including participatory management, long-range strategic planning and change-agent processes. Particular emphasis given to human relations skills as well as oral and written communication skills needed by public school leaders.

Learning Outcomes

This course will enable students to facilitate professional development as a public school administrator by being able to:

  • Demonstrate knowledge of the major job functions of administrative leadership
  • Understand the importance of mission, vision, values and goals
  • Begin investigating existing school improvement plans and plotting a course for moving school staff through the process
  • Understand the role of the principal in curriculum development and implementation
  • Persuade members of the education community of the benefits of student-friendly grading practices and how to create strategies for implementation
  • Differentiate between pre-assessments, formative assessments and summative assessments and present their impact on student learning
  • Create a roadmap for providing interventions to both ends of the learner spectrum
  • Debate the benefits of formative classroom walkthroughs
  • Analyze leadership research and present strategies
  • Create a leadership plan

Duration: 7 weeks   |   Credit Hours: 3

A study of the various factors which will provide the student with foundations of research, theory, and best practices in instructional leadership and school.

Duration: 7 weeks   |   Credit Hours: 3

Study of the function of supervision and evaluation of personnel is designed to assist in the development of programs which will be appropriate to respective school positions and settings. Prepares any member of an organization for the instructional leadership role, which requires program planning, evaluation, human relations, and oral and written communication skills.

Learning Outcomes

Students who complete this course will be able to:

  • Think and make connections across academic disciplines
  • Analyze and reflect upon multiple perspectives to arrive at a perspective of one’s own
  • Explain the impact of various perspectives on supervision
  • Gain information on how to create an environment for staff development through an understanding of the patterns of supervision.
  • Describe the relationship between theory and practice in supervision
  • Develop a program or plan to help new or struggling teachers
  • Develop insights of supervision responsibilities, including development of performance evaluation plans and remediation plans (plans of assistance)
  • Understand the importance of school climate and culture as it relates to teacher performance and the rapport in the teacher/supervisor relationship

Duration: 7 weeks   |   Credit Hours: 3

Study of the theories and related practices of curriculum development and curriculum organization in American schools. Focuses on methods, materials and strategies in the development, organization and delivery of curriculum in the American K-12 school system. Special emphasis given to development and interpretation of philosophical statements and management. Attention given to utilization of the Wisconsin Department of Public Instruction curriculum guides.

Learning Outcomes

The objectives of this course are to:

  • Assist you in facilitating your professional preparation as an educational leader who can lead curriculum and instructional development
  • Enable you to gain a working understanding of all aspects of curriculum, instruction, and assessment

Duration: 7 weeks   |   Credit Hours: 3

Study of fiscal and material resource management and budgeting of K-12 school systems, including school finance, taxation and contract law with emphasis on the principles that should serve to guide the decision-making process.

Learning Outcomes

Students who complete this course will be able to:

  • Analyze scenarios and apply management techniques
  • Demonstrate an understanding of School Business Administration and the various functions and related support systems of including accounting, budgeting, financing programs, auditing, financial reporting, purchasing, risk management, technology, food service, transportation, operations and maintenance (i.e. knowledge) in an educational setting (i.e. disposition) as evidenced by problem solution and spreadsheets (i.e. performance)
  • Demonstrate the ability to synthesize the revenue and expenditure systems and property tax system and understand the terminology (i.e. knowledge) in an educational setting (i.e. disposition) as evidenced by text assignments (i.e. performance)
  • Display knowledge (i.e. knowledge) and comprehension of budgeting and accounting in the political and legal context (i.e. disposition) as evidenced by successful completion of a comprehensive final examination (i.e. performance)

Duration: 7 weeks   |   Credit Hours: 3

Examination of issues related to inequities and inequalities in PK-12 schools. Explores diversity in education from a historical perspective to inform institutional practices regarding race, culture, class and gender. Considers power dynamics, pedagogy and ideologies that frame education in a democratic society.

Learning Outcomes

This course is designed to ensure students graduate with the knowledge and abilities necessary to:

  • Ensure diversity is recognized and valued in the school and greater community
  • Understand emerging issues and trends that potentially impact the school community
  • Grasp the conditions and dynamics of a diverse school community
  • Understand community relations and how they tie to marketing strategies and processes
  • Involve families and other school stakeholders in a collaborative decision-making processes
  • Engage and nurture relationships with community leaders
  • Integrate youth and family services in the community with school programs
  • Establish partnerships with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals

Duration: 7 weeks   |   Credit Hours: 3

Study in the understanding of conflict and handling such in the educational setting. Recognition of the role of communication to express conflict and knowledge of resolution techniques, different approaches to negotiations and basic mediation skills for administrators in the K-12 setting. Also explores the phenomena of school violence and means to respond.

Learning Outcomes

By the end of this course, students will achieve the following learning objectives:

  • Demonstrate competency of conflict resolution and mediation knowledge base
  • Evaluate moral and legal challenges and framework of conflict resolution
  • Demonstrate competency the connection of how one's worldview shapes conflict resolution and mediation
  • Apply conflict resolution and mediation concepts to educational issue and complex school communities as related to cultural differences
  • Research conflict resolution and mediation topics related to applying methods to an educational environment
  • Analyze conflict scenarios and determine how to mediate the issues with conflict resolution and mediation skills
  • Design interview questions presenting comprehension of course materials and conduct an interview
  • Identify and reflect on the personal application of conflict resolution for one's own life

Duration: 7 weeks   |   Credit Hours: 3

Study of the legal framework within which school district employees must operate. Emphasis on laws and sources of laws which affect students and instruction.

Learning Outcomes

Students who complete this course will be able to:

  • Describe the legal framework within which school operational decisions are made and reflect on how school laws have evolved throughout American history.
  • Describe the Establishment, Free Exercise and Free Speech Clauses as they relate to the concepts of equal access for and equal treatment of religious groups along with understanding when school districts must be able to substantiate when there is an overriding public interest over parent/student protected rights
  • Locate and interpret federal and state statutes, court decisions and school district policies around student rights
  • Describe the importance of specific statutes designed to protect the rights of students with disabilities and identify landmark cases in special education law
  • Locate and interpret cases regrading teacher rights and prepare case briefs along with analyzing contractual requirements
  • Identify discrimination in employment, understand procedures that must be followed in the termination of a teacher’s employment and describe tort liabilities
  • Describe what guides a code of ethics and their own personal belief system

Duration: 7 weeks   |   Credit Hours: 6

Year-long minimum 320-hour administrative field experience and seminar in a grades PK-12 Director of Instruction setting. Prerequisite: Completion of nine EDAD credits and permission of the instructor and EDAD Director of Field Experiences.

Learning Outcomes

The educational administration candidate will be able to:

  • Synthesize the salient qualities of specialized educational administration knowledge as evidenced by completion of a series of administrative and leadership experiences
  • Professionally collaborate in an education administration setting as evidenced by the completion of scheduled on-site meetings and semesterly university supervision pertinent to the field experience with the on-site supervisor
  • Self-manage the educational administration in a management context as evidenced by the development and maintenance of a professional experience log and summative self-evaluation representing a school based administrative and leadership experience
  • Self-manage the educational administration in a leadership context as evidenced by the development and maintenance of a field experiences portfolio
  • Complete a professional job shadow of a licensed educational administrator in an outside district or state level position
  • Demonstrate scholarly reflection of professional practice in an observational context as evidenced by successful the completion of a written summary, analysis, and critique of a professional job shadow

Director of Special Education and Pupil Services Track:

Duration: 7 weeks   |   Credit Hours: 3

Study of selected theories and research relating to individual and group behaviors in K-12 educational organizations with emphasis on leadership characteristics of educational administrators, including participatory management, long-range strategic planning and change-agent processes. Particular emphasis given to human relations skills as well as oral and written communication skills needed by public school leaders.

Learning Outcomes

This course will enable students to facilitate professional development as a public school administrator by being able to:

  • Demonstrate knowledge of the major job functions of administrative leadership
  • Understand the importance of mission, vision, values and goals
  • Begin investigating existing school improvement plans and plotting a course for moving school staff through the process
  • Understand the role of the principal in curriculum development and implementation
  • Persuade members of the education community of the benefits of student-friendly grading practices and how to create strategies for implementation
  • Differentiate between pre-assessments, formative assessments and summative assessments and present their impact on student learning
  • Create a roadmap for providing interventions to both ends of the learner spectrum
  • Debate the benefits of formative classroom walkthroughs
  • Analyze leadership research and present strategies
  • Create a leadership plan

Duration: 7 weeks   |   Credit Hours: 3

Study of the function of supervision and evaluation of personnel is designed to assist in the development of programs which will be appropriate to respective school positions and settings. Prepares any member of an organization for the instructional leadership role, which requires program planning, evaluation, human relations, and oral and written communication skills.

Learning Outcomes

Students who complete this course will be able to:

  • Think and make connections across academic disciplines
  • Analyze and reflect upon multiple perspectives to arrive at a perspective of one’s own
  • Explain the impact of various perspectives on supervision
  • Gain information on how to create an environment for staff development through an understanding of the patterns of supervision.
  • Describe the relationship between theory and practice in supervision
  • Develop a program or plan to help new or struggling teachers
  • Develop insights of supervision responsibilities, including development of performance evaluation plans and remediation plans (plans of assistance)
  • Understand the importance of school climate and culture as it relates to teacher performance and the rapport in the teacher/supervisor relationship

Duration: 7 weeks   |   Credit Hours: 3

Study of the theories and related practices of curriculum development and curriculum organization in American schools. Focuses on methods, materials and strategies in the development, organization and delivery of curriculum in the American K-12 school system. Special emphasis given to development and interpretation of philosophical statements and management. Attention given to utilization of the Wisconsin Department of Public Instruction curriculum guides.

Learning Outcomes

The objectives of this course are to:

  • Assist you in facilitating your professional preparation as an educational leader who can lead curriculum and instructional development
  • Enable you to gain a working understanding of all aspects of curriculum, instruction, and assessment

Duration: 7 weeks   |   Credit Hours: 3

Study of fiscal and material resource management and budgeting of K-12 school systems, including school finance, taxation and contract law with emphasis on the principles that should serve to guide the decision-making process.

Learning Outcomes

Students who complete this course will be able to:

  • Analyze scenarios and apply management techniques
  • Demonstrate an understanding of School Business Administration and the various functions and related support systems of including accounting, budgeting, financing programs, auditing, financial reporting, purchasing, risk management, technology, food service, transportation, operations and maintenance (i.e. knowledge) in an educational setting (i.e. disposition) as evidenced by problem solution and spreadsheets (i.e. performance)
  • Demonstrate the ability to synthesize the revenue and expenditure systems and property tax system and understand the terminology (i.e. knowledge) in an educational setting (i.e. disposition) as evidenced by text assignments (i.e. performance)
  • Display knowledge (i.e. knowledge) and comprehension of budgeting and accounting in the political and legal context (i.e. disposition) as evidenced by successful completion of a comprehensive final examination (i.e. performance)

Duration: 7 weeks   |   Credit Hours: 3

Examination of issues related to inequities and inequalities in PK-12 schools. Explores diversity in education from a historical perspective to inform institutional practices regarding race, culture, class and gender. Considers power dynamics, pedagogy and ideologies that frame education in a democratic society.

Learning Outcomes

This course is designed to ensure students graduate with the knowledge and abilities necessary to:

  • Ensure diversity is recognized and valued in the school and greater community
  • Understand emerging issues and trends that potentially impact the school community
  • Grasp the conditions and dynamics of a diverse school community
  • Understand community relations and how they tie to marketing strategies and processes
  • Involve families and other school stakeholders in a collaborative decision-making processes
  • Engage and nurture relationships with community leaders
  • Integrate youth and family services in the community with school programs
  • Establish partnerships with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals

Duration: 7 weeks   |   Credit Hours: 3

Study of leadership and administrative paradigms of special education and pupil services PK-12. Emphasis on exceptional educational needs and programming knowledge base for inclusive administrative leadership. Emphasis on special needs programming knowledge base not the prominent responsibility of regular or special education.

Duration: 7 weeks   |   Credit Hours: 3

Study in the understanding of conflict and handling such in the educational setting. Recognition of the role of communication to express conflict and knowledge of resolution techniques, different approaches to negotiations and basic mediation skills for administrators in the K-12 setting. Also explores the phenomena of school violence and means to respond.

Learning Outcomes

By the end of this course, students will achieve the following learning objectives:

  • Demonstrate competency of conflict resolution and mediation knowledge base
  • Evaluate moral and legal challenges and framework of conflict resolution
  • Demonstrate competency the connection of how one's worldview shapes conflict resolution and mediation
  • Apply conflict resolution and mediation concepts to educational issue and complex school communities as related to cultural differences
  • Research conflict resolution and mediation topics related to applying methods to an educational environment
  • Analyze conflict scenarios and determine how to mediate the issues with conflict resolution and mediation skills
  • Design interview questions presenting comprehension of course materials and conduct an interview
  • Identify and reflect on the personal application of conflict resolution for one's own life

Duration: 7 weeks   |   Credit Hours: 3

Study of the legal aspects of educating disabled learners under Section 504, the Individuals with Disabilities Education Act and No Child Left Behind Act.

Learning Outcomes

Students who complete this course will be able to:

  • Describe federal and state legal systems
  • Describe the major provisions of the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, the Family Education and Privacy Act, the Every Student Succeeds Act of 2015, and other federal and state laws affecting the education of students with disabilities
  • Identify and explain the major litigation leading to the passage of the IDEA
  • Discuss and evaluate the major court rulings on the IDEA
  • Locate sources of information regarding legislation and litigation in special education
  • Analyze the results of litigation using the case briefing form
  • Critically discuss and evaluate legal trends in special education

Duration: 7 weeks   |   Credit Hours: 6

Year-long minimum 320-hour administrative field experience (i.e. 200 Special Education and 120 Pupil Services) and seminar in a grades PK-12 Director of Special Education and Pupil Services setting. Prerequisite: Completion of nine EDAD credits and permission of the instructor and EDAD Director of Field Experiences.

Learning Outcomes

Students who complete this course will:

  • Attain mastery of the skills, methods, and knowledge appropriate to the discipline
  • Conduct themselves ethically and will benefit society through socially responsible leadership
  • Demonstrate advanced skills in sharing diverse perspectives and professional knowledge using modes of communication appropriate to the discipline
  • Fully engage with knowledge, think critically and imaginatively, formulate their own understanding, and communicate their ideas
  • Draw information from multiple perspectives, evaluate alternative courses of action, and propose or implement courses of action and/or solutions.

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