Education | Advanced Preparation

Students will learn about the correlations between an effective school and their role as agents of change in school improvement. A variety of instructional leadership roles in the field of education will be explored. Additional topics include the components of effective professional development and strategies for instructional coaching.

Students examine accepted theories and current research in learning behavior. Course explores the unique styles of learning and recent studies in brain function and behavior as they relate to the learning process.

This school-based practicum requires at least ninety (90) supervised contact hours to include facilitation of both individual and group professional development activities. Grade of Pass/Fail.

A portfolio will be submitted as evidence of the experiences during the internship. Grade of pass/fail. Course is zero (0) credits when taken in the last semester of the program. Course can be completed for one (1) credit per semester until requirements for the endorsement are successfully achieved.

This course acquaints students with families of instructional models. Examples of models representing each family will be reviewed with an emphasis on practical implementation in teaching situations. Reflective teaching practices will be encouraged as students use the various models to plan for instruction.

In this course, participants will gain an understanding of the impact trauma and mental health issues can have on the classroom. Participants will learn how to create trauma-sensitive classrooms which meet the needs of their students by educating the whole child.

This course offers an in-depth look at the philosophy, concepts, and principles of applied behavior analysis. Participants will gain a better understanding of functional behavior assessment, analysis, and interventions for academic and behavior problems. Coursework covers functional behavior assessments, behavior interventions, data-based decisions about intervention effectiveness, positive behavioral supports, and ethical standards for practice.

Participants design effective instructional strategies and adapt and implement curricula for students with exceptionalities ranging from severe/profound to gifted. Strategies learned are appropriate for inclusive and pullout programs at both the elementary and secondary levels. Content includes methods for teaching language arts, mathematics, and content specific courses.

Students design, implement, and manage Individual Educational Programs (IEP’s), Pre-K- 21, which includes designing and managing transitional programs. As part of transition planning, they identify resource agencies and use these outside resources to collaborate and strengthen program planning for students.

This course provides students with a practical study in instructional coaching and the coaching cycle at the school, district, or organizational level.

This course surveys the collaborative processes needed to design curriculum and assessment aligned to specific learning outcomes. Students will familiarize themselves with the theories, methods, and procedures underlying the development and design of curriculum and instruction. Additionally, the interrelationships among curriculum, instruction, and assessment and best practices for developing curriculum and instruction that meet the needs of an inclusive school will be explored. Research-based practices designed to improve student learning for all students and to develop 21st century skills will be presented. Grading, use of assessment data, planning, and collaboration are addressed.

This course provides students with innovative strategies and approaches to instructional practice utilizing the H.A.C.K. Model of Instruction (Highly-Structured, Allowed Choices, Consistent Application, Knowledge-Centered). While this course will include a comprehensive overview of the H.A.C.K Model, its primary focus will be on providing practices that build an innovative instructional mindset and increase student/teacher capacity in leveraging technology to meet outcomes through stages H (Highly Structured) and A (Allowed Choices) of the model.

The purpose of this course is to provide an introduction to different approaches used in conducting research, the criteria used to judge the quality of research, and strategies to consider when designing a research study. The course will focus on both qualitative and quantitative approaches and will also consider mixed-methods research designs and action research approaches. By the end of the course, students should be able to critically review research and be able to suggest research design decisions for their own research proposal. Students will investigate a research question and independently prepare the initial sections of a research proposal.

This course is an introduction to statistical approaches to making decisions in K-12 schools. It introduces students to descriptive and inferential statistics commonly used in education. The primary objective of the course is to understand how to read and find meaning in statistics as well as to use statistics for the purposes of self-guided research. No previous coursework in statistics is assumed.

Students complete a metacognitive task that reflects on professional growth throughout the program. In this culminating project, students cite each of their key assignments (at least once in the paper) as evidence of the learning that supported the growth. Grade is pass/fail. Course is zero (0) credits when taken in the last semester of the program. Course can be completed for one (1) credit per semester until requirements for the degree are successfully achieved.

The course is a study of the educator's role in relation to student and societal values. It includes theories and practical application related to moral development and the educator's responsibility in character education and values formation.

The purpose of this course is to explore practices, philosophies, and attitudes related to the field of global education. Students will familiarize themselves with characteristics of a globalized society in order to gain a deeper understanding of worldviews and global perspectives of education. Course knowledge is designed to inform teaching practices that positively influence the academic success of ALL students. By the end of this course, students should be able to demonstrate how an educator's knowledge of students' cultural backgrounds can positively support learning outcomes. Students will understand the attributes of a globalized society and be able to apply instructional practices that increase a global perspective in the classroom setting.

This course takes educators into the next level of innovative instruction. Utilizing the H.A.C.K Model of Innovative Instruction, educators will deepen their knowledge of not only how to shift instruction, but also the culture of the classroom where students analyze, evaluate, and create information. Educators will walk away well versed in student-centered instructional practices such as Project-Based Learning (PBL), Blended Instruction, Design Thinking, and Competency-Based Education (CBE) that are common instructional approaches in C (Consistent Application) and K (Knowledge Centered) stages of the H.A.C.K. Model. Educators will develop the skill sets to leverage technology through student inquiry that opens up learning avenues for students.

This course is an overview of constitutional and state legal expectations of the schools, both public and private, and basic principles of school finance.

Students will work to understand the legal complexities involved in identifying and providing education services to students with special needs, while ensuring compliance with federal and state guidelines. Emphasis will be on how case law has affected the development of both IDEA and Idaho State requirements.

This course enables students to understand the legal complexities involved in identifying and providing educational services to students with special needs. Federal, state, and local laws including IDEA, Section 504, and ADA will be examined as well as case law.

Students will explore the role of Instructional Leadership and learn effective supervisory systems to enhance teaching and learning. This course emphasizes the Idaho State Adopted Danielson Framework for Teaching, focusing on its practical application and consistent implementation to drive instructional improvement. Students will leave with a complete understanding of the Framework, the Idaho teacher evaluation requirements, and how to combine these for continuous school improvement.  

Data-based decision-making is at the forefront of school and organizational reform. This course gives classroom educational and organizational leaders a practical framework for creating, analyzing, and interpreting a variety of data. Students will have the opportunity to apply data and decision-making skills to their own classrooms, schools, or organizations.

Great schools start with great people—and effective leaders know how to recruit, develop, and retain them. This course equips aspiring administrators with practical skills in decision-making, conflict resolution, goal setting, and talent development. You’ll learn strategies for building professional capacity, fostering equity and cultural responsiveness, and navigating the legal and policy dimensions of HR, including negotiations and contracting. Designed for future school and district leaders.  

Students learn to research, choose, and administer assessment procedures/protocols, and collaborate with teachers, administrators, and parents. They also analyze and assess data to determine special education eligibility, necessary services, and supports, and intervention methods that would be most effective. Class includes norm-referenced, criterion-referenced, and curriculum-based assessments. Strategies for providing indirect services to students with exceptionalities by working effectively with other service providers for effective interventions will be included.

Exploration of current topics or practices in education. May be repeated for credit.

Director of Special Education Internship Fall is a 16‑week online course structured into five three‑week modules that run alongside continued supervised fieldwork. This semester addresses Ethics and Professional Norms (Standard 2), Community of Care and Support for Students (Standard 5), Professional Capacity of District and School Personnel (Standard 6), Operations and Management (Standard 9), and Equity and Cultural Responsiveness (Standard 3).

Coursework focuses on navigating the complex responsibilities of the Director of Special Education, including legal compliance, systemwide processes, procedural safeguards, and inclusive district practices. Students are encouraged to expand professional networks, strengthen collaboration across departments, and develop foundational expertise in special education operations and leadership practices. Fee: Additional fee required.

Director of Special Education Internship Spring is a 16‑week online graduate course taken concurrently with supervised fieldwork. This semester centers on district‑level systems leadership through the lenses of Mission, Vision, and Beliefs (Standard 1), Meaningful Engagement of Families and Community (Standard 8), Professional Community for Teachers (Standard 7), and Curriculum, Instruction, and Assessment (Standard 4).

Academic learning includes simulations, curated readings, research activities, and district‑level interviews or artifact analyses. Emphasis is placed on cultivating reciprocal community partnerships, understanding districtwide instructional systems, and strengthening collaborative practices among educators. The course prepares candidates to analyze, support, and advocate for coherent special education services across a school district. Fee: Additional fee required.

Your graduate journey culminates in this capstone experience—a chance to showcase everything you’ve learned. Instead of a comprehensive exam, you’ll create a professional portfolio that demonstrates your mastery of the Idaho Standards for Initial Certification for Director of Special Education. Drawing on coursework, internship experiences, and professional development, you’ll present evidence of your growth as an educational leader. This is a zero-credit, pass/fail course taken in your final semester. If a retake is required, additional credits may apply. 

Principal Internship Fall is a 16‑week online course delivered in eight two‑week modules to support working professionals. The course runs alongside continued supervised fieldwork and focuses on Principal Initial Certification Standards addressing Mission, Vision, and Beliefs (Standard 1), Curriculum, Instruction, and Assessment (Standard 4), Professional Capacity of Personnel (Standard 6), Family and Community Engagement (Standard 8), and Continuous School Improvement (Standard 10).

Learning activities include simulations, standards‑aligned readings, structured interviews, and discussions designed to deepen leadership knowledge and produce artifacts for the candidate’s capstone portfolio. The semester emphasizes instructional leadership, collaborative decision‑making, meaningful family engagement, and the use of data to guide improvement planning. Fee: Additional fee required.

Principal Internship Spring is an 8‑week, online, module‑based course taken concurrently with supervised fieldwork in a school setting. This semester focuses on the Principal Initial Certification Standards related to building a Community of Care and Support for Students (Standard 5), fostering a Professional Community for Teachers (Standard 7), and developing the Professional Capacity of School Personnel (Standard 6).

Coursework emphasizes building a positive school culture, strengthening staff collaboration, and developing professional documents for future leadership roles. Using What Great Principals Do Differently by Todd Whitaker, interns examine effective leadership habits and apply them directly to their school contexts. The course combines readings, reflections, and targeted leadership tasks with on‑site mentoring. Fee: Additional fee required.

Your graduate journey culminates in this capstone experience—a chance to showcase everything you’ve learned. Instead of a comprehensive exam, you’ll create a professional portfolio that demonstrates your mastery of the Idaho Standards for Initial Certification for School Principals. Drawing on coursework, internship experiences, and professional development, you’ll present evidence of your growth as an educational leader. This is a zero-credit, pass/fail course taken in your final semester. If a retake is required, additional credits may apply.

Students learn about developing and implementing district-wide special education policies and procedures in compliance with federal and state laws and mandates.

Study of an assigned topic as directed by a graduate faculty member. Approval of the department director is required.

This required online course gives students an overview of the enrolled Graduate Education program at NNU. It includes policies, procedures, and expectations of the Graduate Education department. Grade of pass/fail. The course is repeatable for entrance into different Graduate Education programs. 

The course explains historical and practical aspects of labor relations in the school setting. Laws and procedures for working with union and non-union employees will be presented. Negotiation skills will be developed.

This course presents the impact of the psychological, sociological, and cultural changes that have made our schools into what they are today and how that impact affects school administration. Problem solving and decision-making skills will be emphasized.

This course prepares students for assuming the key leadership role of superintendent of a local school district. There is an emphasis on research-based role expectation and practical guidelines for superintendent behavior and developing a working relationship with the local school board.

This course provides the economic principles needed to provide insights into school finance for superintendents, principals, teachers, business managers, and other school officials. The issues of educational productivity, allocation of resources, efficiency, and equity are covered. There is also a review of basic accounting principles and requirements applying to both district and building levels.

This course prepares students for planning new school facilities and major upgrades. Facility maintenance, legal provisions involving financing, preliminary surveys of need, and relationships with architects and contractors will be covered.

This graduate-level course prepares future school leaders to effectively communicate, build trust, and promote school initiatives through strategic public relations and marketing. Students will explore the history and purpose of PR in education, develop essential communication tools, and create a comprehensive marketing plan aligned with leadership standards for principals and superintendents. 

Students study the issues and potential resources involved in dealing with the diverse special populations in today's schools. These issues include, but are not limited to, cognitive differences (special education and gifted and talented), as well as ethnic, national, cultural, socio-economic, and religious differences.

Superintendent Internship Fall is a 16‑week, online, self‑paced graduate internship taken concurrently with supervised fieldwork in an approved school district. This fall semester focuses on applying leadership theory and practice to authentic district‑level experiences aligned to Idaho Superintendent Initial Certification Standards 4 (High Expectations for Student Success), 6 (Advocacy and Communications), 7 (Operations and Management), and 9 (Governance). Using the course text, along with simulations, reflection, and collaboration with district supervisors, candidates develop foundational competencies in communication, governance, instructional leadership, and operational management in preparation for the culminating Superintendent Portfolio. Fee: Additional fee required

Superintendent Internship Spring is a 16‑week, online, self‑paced graduate internship that connects the candidate’s supervised district‑level fieldwork with the fall semester. This experience emphasizes Idaho Superintendent Initial Certification Standards 1 (Mission, Vision, and Beliefs), 2 (Ethics and Professionalism), 3 (Equity and Cultural Responsiveness), 5 (High Expectations for Professional Practice), and 8 (Continuous School Improvement). Using the course text along with advanced simulations, reflective practice, and collaboration with district supervisors, candidates deepen their leadership capacity in strategic planning, ethical decision‑making, equity‑focused practices, professional learning systems, and ongoing improvement processes necessary for effective district leadership. Fee: Additional fee required.

Your graduate journey culminates in this capstone experience - a chance to showcase everything you’ve learned. Instead of a comprehensive exam, you’ll create a professional portfolio that demonstrates your mastery of the Idaho Standards for Initial Certification for School Superintendents. Drawing on coursework, internship experiences, and professional development, you’ll present evidence of your growth as an educational leader. This is a zero-credit, pass/fail course taken in your final semester. If a retake is required, additional credits may apply. 

The Leadership and Organizational Development Seminar is a one- to three-semester long internship designed to provide practical experiences in the duties and activities of an organizational or institutional leader. The internship experience should include participation in a maximum number of meaningful experiences related to the future leader's desired role. Students will complete a variety of tasks and duties typical of an organizational or institutional leader under the supervision of an experienced administrator within the organization or institution. This internship must be approved by the chosen organization or institution as well as the NNU program director. A binder will be submitted as evidence of the experiences during the internship. Grade of pass/fail. Course is three (3) credits total taken over one, two, or three semesters.

Students complete a culminating metacognitive task of reflecting on professional growth throughout the program. Using the provided portfolio guidelines, students cite individual key assignments and rationale as evidence of the learning that supported the growth. Grade is pass/fail. Course is zero (0) credits when taken in the last semester of the program. Course can be completed for one (1) credit per semester until requirements for the degree are successfully achieved.

Exploration of current topics or practices in education. May be repeated for credit.

Study of an assigned topic as directed by a graduate faculty member.

This course is designed to introduce students to the information and skills needed to critique, conduct, and report research in education. Students will be introduced to the concepts of research question development, topic exploration, structure and searching of online databases, use of the internet and the world wide web, critical evaluation of literature in the disciplines, and creation of annotated bibliographies. Upon completing the course, students will have produced an initial literature review using self-selected research articles. 

This introductory research methods course provides students with a fundamental understanding of the types of qualitative and quantitative approaches common in the field of education. Research and assessment issues are discussed, specifically focusing on the main qualitative and quantitative traditions (experimental design, correlation design, case study, phenomenology, survey design, grounded theory, ethnography, narrative, historical, and mixed methods design). Students read and evaluate both qualitative and quantitative research, conduct components of research, and identify methodological elements and issues. Statistical software is used throughout the course.

Students explore and engage in scholarly inquiry related to their anticipated research topic. In addition, students synthesize diverse research perspectives and develop an understanding of the expectations of rigorous, doctoral-level writing. (PHD Only)

Students examine in depth the theory and practice of the design, conduct, analysis, and interpretation of qualitative research in education. Students will be able to critique qualitative research and create and design an effective qualitative research project related to their anticipated dissertation topic.

Students examine the theory and practice of the design, conduct, analysis, and interpretation of quantitative research in education. Students will be able to critique quantitative research and develop an effective quantitative research project related to their anticipated dissertation topic.

Students explore and investigate strategies for engaging in and working to shape education policy at the local, state, and federal levels. Students engage in relevant conversations regarding current educational issues and work to influence the larger political, social, economic, legal, and cultural context of education.

Students examine multiple theories of leadership and change and apply them to current educational initiatives. Students will be able to articulate their philosophy of leadership and be able to critique examples of leadership in change.

Students explore, analyze and interpret both qualitative and quantitative data. Students will conduct statistical, descriptive, or qualitative analysis.

Students demonstrate competency in various techniques for gathering, analyzing, and reporting data. Students are challenged to extend and apply knowledge and skills developed in coursework as they partner with professors to fulfill the class requirement of writing and submitting a manuscript to a peer-reviewed journal. (PHD Only)

Students examine the impact of leadership on policy and procedure development and its role in protecting individual rights, honoring diversity, and advancing student learning. Students examine their values and beliefs as leaders and explore ethical frameworks and perspectives.

This directed study course includes the defense of the dissertation topic, the identification of the methodology to be employed in the dissertation process, the composition of the dissertation proposal with an initial outline and bibliography, and the selection of the dissertation committee. To successfully complete this proposal class, the student must have all of the following: written approval to conduct research from the Institutional Review Board (IRB), signature approval from the dissertation chair and the doctoral program director to proceed to the oral proposal defense, and signature approval from the dissertation chair and the doctoral program director to conduct the research as presented in the oral proposal. Fee: Additional fee required.

This directed study course includes the defense of the dissertation topic, the identification of the methodology to be employed in the dissertation process, the composition of the dissertation proposal with initial outline and bibliography, and the selection of the Dissertation Committee. The emphasis is in a scholarly tradition that leaves students with expertise in the area of their dissertation research. This course focuses on research and scholarship, emphasizing greater breadth and depth in theory and research methodology. To successfully complete this proposal class, the student must have all of the following: written approval to conduct research from the Institutional Review Board (IRB), signature approval from the dissertation chair and the doctoral program director to proceed to the oral proposal defense, and signature approval from the dissertation chair and the doctoral program director to conduct the research as presented in the oral proposal. Fee: Additional fee required.

This directed study course includes the initial stages of research and the review of relevant literature/scholarship under the supervision of the dissertation chair. Fee: Additional fee required.

This directed study course is a continuation of EDUC9910 Dissertation Research I and includes some initial stages in writing portions of the dissertation under the supervision of the dissertation chair. Fee: Additional fee required.

This directed study course is designed to allow a student who is admitted to the doctoral program but who is not enrolled in a doctoral class to continue to work on a dissertation with access to assistance from the dissertation chair and NNU library resources. Instructor permission is required to enroll. This course may be repeated for credit. Fee: Additional fee required.

This course serves as the culminating experience for doctoral candidates in Educational Leadership, focusing on the oral defense of their dissertation.  Students will prepare to present their research findings, methodology, and contributions to the field in a formal defense setting.  To fulfill the requirements for either a PHD or EDD degree, candidates will demonstrate their ability to defend their scholarly work and confidently defend their dissertations in front of the dissertation committee.  Grade of pass/fail.

This directed study course includes final revisions and an oral defense of the written dissertation. Students must obtain permission from their dissertation chair and dissertation committee to proceed with the oral defense. Fee: Additional fee required.