Education | Advanced Preparation

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, as well as introduces students to NNU campus departments with which they will be interacting throughout their program. Students learn how to access the Riley Library and other campus resources. They will also learn how to utilize course management software used to deliver online courses and complete NNU requirements, as well as experience success as online learners. The course is repeatable for entrance into different Graduate Education programs. During this course, student accounts in Portfolium are used to house artifacts of learning for licensure and accreditation purposes. Grade of pass/fail.

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.

Students explore how children learn literacy skills and why some fail; the structure of language and its convergence with reading; and explicit researched-based methods for assessing and teaching students with reading and writing disabilities. The course includes a practicum in which the student will design and implement a focused intervention program to improve the literacy proficiency of a struggling learner. Data collection and analysis is required.

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 educational 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 an action 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.

This class will focus on the reasons some students have difficulties learning mathematics. The components of effective mathematics instruction will be reviewed as well as different instructional models. The impact of learning disabilities on mathematics achievement will be examined. Participants will be required to work individually with a K-12 student who is having difficulty learning mathematics for a minimum of 10 hours over the duration of the class.

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 technology and assessment for technological needs for varied exceptionalities, such as mobility, prosthetics, orthotics, adaptive devices, communication devices, visual technologies, hearing technologies, and the use of ecological assessment. This includes the adaptive use of computers.

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.

This course includes discussion of the educator as an instructional leader and supervisory systems the leader can implement to improve instruction. The focus of the instructional supervision portion of the course is the Danielson Framework for Teaching, its application, and continuity of application.

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.

The role of the administrator is working with people. This course explores knowledge, application, and experience in the skills of decision-making, conflict management, goal setting, development of human potential, evaluation, and selection. Legal expectations including negotiations, contracting, and policy development are also explored.

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.

This course is an extended period of applied study under the supervision of an on-site supervisor with the support of a graduate faculty member, and it includes a seminar. Two options will be available. The first option is a traditional one-term student teaching experience with a cooperating teacher. The second option is designed to accommodate the intern who is currently employed as a Special Education Teacher while working to obtain certification. The intern may take a semester of intensive supervision in the classroom in which he/she is teaching (in-classroom placement) and an additional two weeks of observations in other special education classrooms/settings (out-of-classroom requirement). The out-of-classroom requirement may be scheduled within the semester of in-class interning.

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 degree are successfully achieved.

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

The internship is at least one semester of applied study in a district Special Education and Related Services office with on-site supervision by a graduate faculty member. The Director of Special Education internship is designed to provide practical experiences in the duties and activities typical of the Director of Special Education under the supervision of an experienced Director of Special Education. The internship should include participation in a maximum number of meaningful activities related to the Director of Special Education role. A minimum of 150 clock hours is required. Fee: Additional fee required.

The Director of Special Education portfolio will be submitted as evidence of the experiences during the internship and meeting the Idaho state standards for initial certification as a Director of Special Education. 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 degree are successfully achieved.

This is a full-year part-time supervised internship in a school setting concurrent with scheduled class sessions. The student must be registered for this class during two semesters (one spring semester and one fall semester), three (3) credits each semester, for a total of six (6) internship credits. A minimum of 400 hours (over two semesters) is required, including two weeks before the start of the school year and two weeks after the end of the school year. Fee: Additional fee required.

A portfolio will be submitted as evidence of competencies of the Idaho Standards for initial certification for the Principalship. Evidence rationale is associated to coursework and 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 degree are successfully achieved.

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, as well as introduces students to NNU campus departments with which they will be interacting throughout their program. Students learn how to access the Riley Library and other campus resources. They also learn how to utilize course management software used to deliver online courses and complete NNU requirements, as well as experience success as online learners. 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.

Interpreting the schools to the public and developing ways to provide a two-way flow of ideas between school and community will be explored.

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.

The internship is taken for two semesters, and interns are assigned to practicing administrators in district offices. Monthly videoconference sessions with the instructor may be scheduled. Students take a total of four (4) credits across the spring and fall semesters, choosing 1-3 credits for any one semester. Grade of pass/fail. Fee: Additional fee required.

A portfolio will be submitted as evidence of competency of the Idaho Standards for Initial Certification Superintendent. Evidence artifacts will be obtained through coursework and 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 degree are successfully achieved.

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.

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 and analyze data generated from their research and 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.

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