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.

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. Agnesanne J. Danehey, Program Co-Director: adanehey@umd.edu 

Overview

The Ed.D. in Special Education Leadership, Shady Grove (SESG) 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 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.
• Specifically suited for special education teachers, related service professionals, principals, and special education administrators. 
• Prepares educators 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.

Program Areas

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.

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

• Courses and associated program activities are scheduled as follows. Two courses are offered each fall semester (August – December) and each spring semester (January-May). During Summer Session, there may be a course and a program related project/activities depending on the year. Classes are taken one at a time consecutively. 

Courses

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.

Overview

• Features a blend of in-person instruction and online learning. 
• Uses the semester academic calendar with classes held during fall and spring semester (16 weeks each) and Summer Session (two 6-week sessions).
• Instruction provided by University of Maryland faculty and professionals in the field. 

In Person Instruction

• Classes are held in the early evening in The Universities at Shady Grove campus classrooms, offering a focused, distraction-free learning environment.
• Instructors present dynamic and interactive seminar-style instruction. 
• 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.

Admitted UMD Students

The University of Maryland offers this program at The Universities at Shady Grove. Upon successful completion, students earn a University of Maryland, College Park (UMD) degree.

As an admitted UMD graduate student, familiarize yourself with the information found in the grey box (top of this page, upper right-side.) Specifically, see Registration, Academic & Financial Deadlines, Graduation & Diplomas, and University Policies. With the exception of UMD Libraries, students attending programs at Shady Grove do not have access to most UMD Services & Resources as such access is linked to students who pay College Park mandatory fees.

In addition, all UMD students must complete the protocols found under Newly Admitted Students. See Activate Directory ID and UMD Email, Enroll in Multi-Factor Authentication (MFA), and more. Completing these protocols is required to access course content and UMD systems (registration, financial, graduation).

Accessing Shady Grove Services and Resources

Students attending UMD programs at The Universities at Shady Grove (USG) are eligible to use USG services and resources which are accessed with a valid USG photo ID and an active USG Logon ID. This is in addition to activating the UMD directory ID, passphrase, and MFA.

• USG ID Cards
• USG Login
• Password Reset
• Need Help? Contact usg-itservicedesk@umd.edu.

Shady Grove Campus Resources

• Copy Center
• Disability Support Services
• Priddy Library
• Public Safety
• Technology Services
• Transportation and Parking Services
• USG Campus Rec Center

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.