EdTerps Learning Academy - Special Education and School Counseling Programs

The EdTerps Learning Academy provides formal and informal training and professional development opportunities that encompasses current evidence-based research and practice related to instruction, policy analysis, counseling, and human development.

Note: This EdD program recruited scholars for a one-time cohort for which classes started in 2021. Program admissions have been closed since that time.

Mentoring and advising are an essential part of the program. Students meet with faculty and the academic program director to ensure that educational goals and career learning and development goals are met. Students should contact:

• Dr. Philip J. Burke, Program Director: pjburke@umd.edu
• Dr. Tori Page-Voth, Co-Program Director: tpv@umd.edu 

Overview

The Ed.D. in Special Education Leadership, Germany (DODDS) equips special education leaders with skills to implement and oversee effective evidence-based interventions to maintain high expectations and ultimately close the achievement gap for the children with disabilities.

• Equips special education leaders with skills to implement and oversee effective evidence-based interventions to maintain high expectations and ultimately close the achievement gap for the children with disabilities.
• Prepares leaders for special education services in the Department of Defense Dependent School System, in Germany. 
• Prepares educators to address the needs of students with disabilities, evaluate special and general education research to improve outcomes for students, and to understand current policy and legal issues regarding special education best practice.
• Prepares scholars for leadership positions such as Special Education Administrators, Regional Special Education Directors, and school-based Directors of Special Education programs.
• Cohort program can be completed in five years of continuous part-time enrollment. See Designation of Full-time/Part-time Status.

Program Features

• Plan of study includes completion of 70 credits over five years, with 54 credits of coursework, including internships, and 16 credits of doctoral capstone/dissertation. 
• Uses a research-to-practice model permitting professionals to continue working full-time while completing coursework, internships, and dissertation research focused on issues in special education. 
• Applied course assignments, internships, and research-to-practice-based doctoral capstone experience (focused on improving school services) will positively impact each student’s professional work environment during and after the duration of this program.
• Skills in data interpretation and research will lead to better analysis of student achievement and formative improvements.
• Provides high quality coursework, internships, and a research to practice doctoral capstone experience with mentoring by faculty, to develop scholars with top-quality special education leadership skills.
• For the capstone project, scholars conduct research on a question or issue of interest under the mentorship of University of Maryland faculty during the final year of the program. Students formally defend their project in the final semester of the program.

U.S. Department of Defense Dependents Schools (DoDDS) Features

• The program aims to increase both the number and capacity of leaders of special education services in the Department of Defense Dependent School System (DoDDS). 
• DoDDS educators serve in American schools overseas where special education services are provided to American children with disabilities in the same manner as on U.S. soil. They serve children across all of the federally identified disability categories: Autism, Deafness, Emotional Disturbance, Hearing Impairment, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, and Visual Impairment (including blindness).
• DoDDS serves more than 72,000 children (including 7,500 children with disabilities) of active duty military and Department of Defense (DoD) civilian families worldwide.
• DoDDS school system-Europe (DoDDS-E), serves over 24,000 American students across 65 schools. Of the 24,000 students enrolled in DoDDS-E, roughly 3,000 receive special education services across all of the aforementioned disability categories, ages, and levels of severity. 
• DoDDS professionals continue to work full-time while completing coursework, internships, and dissertation research focused on issues in DoDDS. Scholars’ applied course assignments, internships, and research-to-practice-based doctoral capstone experiences, focused on improving school services, will positively impact DoDDS schools during and after the duration of this program.

Courses

Courses equip scholars with skills and expertise in the following areas:

• Leadership and Management in Special Education, including professional development and supervision; 
• Oversight and evaluation of evidence-based instruction; 
• Policy and legal issues in Special Education services; 
• Methods to build positive partnerships with families of students with disabilities; and 
• Data-based evaluation and research skills.

Below is a listing of all program courses. For a detailed course description, that includes pre-requisites or co-requisites, see The Graduate School Catalog, Course Listing as follows: EDSP Course Descriptions.

Registration Overview

• See the sample plan of study, below. Students should use this as a guide to develop a plan with the academic program director. 
• Actual course offerings are determined by the program and may vary. Students should note if a course has a pre-requisite or co-requisite.
• Specific class meeting information (days and time) is posted on the University of Maryland’s (UMD) interactive web service services, Testudo. Once on that site, select “Schedule of Classes,” then the term/year. Courses are listed by academic unit. 
• The program uses specific section codes for registration that are listed on the sample plan of study.

Sample Plan

• Two courses are offered each fall and spring semester and one course offered during Summer Session. Classes are taken one at a time consecutively. Courses are scheduled taking into consideration the DoDDS summer home leave and school holidays.

Overview

• Features a blend of in-person instruction and online learning. 
• Classes meets for five weekends, Fridays 6:30 - 9 p.m. and Saturdays 9 a.m. to 5 p.m. 
• Instruction provided by University of Maryland faculty and professionals in the field. 
• Uses the semester academic calendar with classes held during fall and spring semester (16 weeks each) and Summer Session (two 6-week sessions).

In-Person Instruction

• Instructors present dynamic and interactive seminar-style instruction. 
• Classes are held in are held in the vicinity of Ramstein, Germany, offering a focused, distraction-free learning environment.
• Students enrolled in a program that features in-person instruction are required to submit the University’s Immunization Record Form prior to the first day of their first semester/term. See Health Requirements. 

Online Instruction

• Using advanced audio and video technology, UMD’s online learning environment delivers dynamic and interactive content. 
• Featuring convenience and flexibility, online instruction permits asynchronous or synchronous participation.
• Students attend lectures virtually (e.g., use of video technology, such as Zoom). 
• Online lectures (lecture, slides, presentation, and Q&A interactions) are recorded and video-archived for student review.

Upon successful completion, graduates will have mastered the following competencies:

• Use effective “Assessment” practices to evaluate educational programs and personnel, serving individuals with disabilities and their families. They will be able to advocate for and implement procedures for the participation of individuals with disabilities in accountability systems; and design and implement evaluation procedures that improve instructional content and practices. 
• Use “Curricular Content Knowledge” to evaluate educational programs and personnel serving individuals with exceptionalities and their families. 
• Demonstrate knowledge and understanding of “Programs, Services, and Outcomes” in the general education curriculum to achieve positive outcomes for individuals with disabilities and promote school engagement. Develop and implement a continuum of effective services using data-based educational expectations and evidence-based programs that account for the impact of diversity on individuals with exceptionalities and their families. 
• Use “Research and Inquiry” in administrative practices to support individuals with exceptionalities and their families. Engage in data-based decision making for the administration of educational programs and services that support individuals with disabilities and their families. Participate in professional administrative organizations to guide administrative practices when working with individuals with disabilities and their families. 
• Demonstrate knowledge of “Leadership and Policy Models” for the administration of programs and services, while understanding the significance of the laws as they apply to such, for individuals with disabilities and their families. Be knowledgeable of fiscal policies and funding mechanisms and be able to apply current laws and regulations to the administration of services. Develop a budget in accordance with local, state or national laws in education, social, and health agencies for the provision of services for individuals with exceptionalities and their families. Communicate a personal inclusive vision and mission for meeting the needs of individuals with exceptionalities and their families. 
• Demonstrate knowledge of “Professional and Ethical Practice” in the administration of programs and services for individuals with exceptionalities and their families. Be knowledgeable of adult learning theories for professional development programs; as well as professional development practices that improve instruction and instructional content for individuals with exceptionalities. Know the effect of diversity on educational programming expectations for individuals with exceptionalities and their families. Know how to demonstrate a high standard of ethical administrative practice and know how to develop and implement professional development activities and programs that improve instructional practices and lead to improved outcomes for individuals with exceptionalities and their families. 

Substantial fellowships are available through a grant from the U.S. Department of Education, Office of Special Education and Rehabilitative Services. Stipends are provided to fully admitted students. The stipend is approximately $8,000 per year for each student and covers the cost of tuition. A student accepted into this program is eligible for an approximate total accumulated fellowship stipend of $40,000.

As with most federally funded personnel preparation programs, there is an expectation that the recipients of such a program will spend time serving the students that they have received preparation to instruct. This expectation is called the Service Obligation. Students should review these conditions. See Personnel Development Program Regulations.

Students are required to sign a letter that indicates they understand these requirements. To review the requirements and to view the example letter of understanding, see the Pre-Scholarship Agreement and Exit Certification forms.