Post-Graduate Certificate in Transformational Leadership and Administration in Deaf Education
The Transformational Leadership and Administration in Deaf Education Post-Graduate certificate prepares candidates at the post-graduate level to become transformational leaders in schools and programs that serve deaf and hard of hearing children. This 24-credit, 15-month graduate certificate program addresses the crisis of leadership in deaf schools and programs and takes candidates through the educational, political, ethical, financial, and social principles needed to be agents of change in their schools or programs. This graduate certificate program, while largely online and asynchronous, includes two 1-week summer residencies (face-to-face) on the Gallaudet campus.
This program is ideal for teachers with an already earned master’s degree in deaf education or education who would like to become leaders in Pre-K -12 schools and programs serving deaf and hard of hearing students. School personnel who work with deaf and hard of hearing students and have earned master’s degrees from accredited universities and colleges may also apply. While this program is designed to prepare qualified candidates for leadership positions within their schools and programs, completing this program will not result in a license. However, the program is designed to meet the requirements for a principal-level license in DC. If the candidate prefers to be licensed within the state they are employed in, it is the responsibility of the candidate to contact their state’s certification agency to verify the steps needed to obtain licensure.
Plan of Study
Summer I 4 credits
| EDU 807 | Seminar I: Critical Issues in Deaf Education â€" Perspectives of Teachers, School Personnel, and Administrators | 1 |
| EDU 881 | Studies in General and Special Education Curriculum & Leadership | 3 |
Fall I 6 credits
| EDU 860 | Education Policy and Politics | 3 |
| EDU 880 | Curriculum & Instructional Leadership in Deaf Education | 3 |
Spring I 6 credits
| EDU 831 | Practicum & Seminar in Teacher Supervision | 3 |
| EDU 886 | Educational Leadership & Organizational Change | 3 |
Summer II 5 credits
| EDU 735 | Introduction to Special Education and the IEP Process | 2 |
| EDU 808 | Seminar II: Critical Issues in Deaf Education - Transformational Solutions | 2 |
Fall II 3 credits
| EDU 890 | Internship for School Leaders | 1-3 |
Program Outcomes
Transformational Leadership and Administration in Deaf Education Program Learning Outcomes (Based on the National Educational Leadership Preparation (NELP) 2018 standards required for beginning educational leaders)
Candidates who successfully complete the Transformational Leadership and Administration in Deaf Education Education Doctorate program understand and demonstrate the capacity to promote the current and future success and well-being of each deaf and hard-of-hearing student, as well as each teacher and professional working with deaf and hard-of-hearing students by applying the knowledge, skills, and commitments necessary to:
Program Learning Outcome 1: Vision, Mission and Continuous Improvement
Collaboratively lead, design, and implement a school mission, vision, and process for continuous school improvement designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
Program Learning Outcome 2: Reflection and Professional Learning
Engage in ongoing reflection and communicate about, cultivate, and model professional dispositions and norms (i.e. fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, lifelong learning) that will support the success and well-being of the students, teachers and professionals in deaf schools and programs.
Program Learning Outcome 3: Ethics
Evaluate, communicate about, and advocate for legal and ethical decisions, particularly those that impact deaf and hard-of-hearing students.
Program Learning Outcome 4: Equity, Inclusiveness and Cultural Responsiveness
Develop and maintain a supportive, equitable, inclusive, and culturally responsive school culture by advocating for equitable access to educational resources, technologies, and opportunities that support the diverse students, teachers and professionals in deaf schools and programs.
Program Learning Outcome 5: Learning and Instruction
Apply the knowledge and skills necessary to collaboratively evaluate, develop and implement high-quality, technology-rich, culturally responsive, and accessible systems of curriculum, instruction, data systems, resources and assessment that support the school’s academic and non-academic programs.
Program Learning Outcome 6: Building Professional Capacity with Effective Supervision
Build the school’s professional capacity by engaging in effective, collaborative, and professional staff supervision, evaluation, support, and professional learning practices
Program Learning Outcome 7: School, Family and Community Partnerships
Utilize a variety of avenues to engage families, communities, and school personnel to strengthen student learning in and out of school, support school improvement, and advocate for the needs of their school and community.
Program Learning Outcome 8: External Leadership
Engage and cultivate relationships with diverse community members, partners, and other constituencies, political or otherwise, for the benefit of school improvement and student development.
Program Learning Outcome 9: Operations and Management
Seek ways to improve management, communication, technology, school-level governance, and operations systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.
Program Learning Outcome 10: Communication
Communicate effectively in American Sign Language (ASL) and English within a variety of academic and professional roles.