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Co-Teaching Professional Development

It is imperative that services for students with disabilities and those for students from marginalized groups (e.g., culture, religion, socioeconomic status) are exemplary and the proposed sessions are designed to outline practices that can directly and positively affect the education of students with disabilities. Recent professional research and related literature that indicates students in co-taught classes make improvements when evidence-based specially designed instruction is incorporated into planned lessons. Systematic meta-analyses in the areas of reading, writing, mathematics, the impact of behavior on learning, and using assessment to drive interventions emphasize the importance of collaboration to meet the needs of students. This program is offered in a hybrid format.

Reading Research to Classroom Practice (RRtCP) Certificate

Reading Research to Classroom Practice (RRtCP) is professional development program about evidence-based reading strategies. The content includes instruction based on the principles of reading (phonological awareness, phonics, fluency, vocabulary, and comprehension). This program will include interactive lessons, guided interventions, and seat work that will prepare the participant to effectively implement reading practices within their classrooms. In addition, based on the level of completion and proficiency, the participant will earn a certificate as RRtCP trained. This program is offered in an online format.

Intervention and Assessment in Math, Reading, and Writing

Learning math, reading, and writing is typically a stepwise process, mastering one concept in preparation of the next. However, it is a rare occurrence when every student understands a key concept, which jeopardizes future learning. This makes the need for effective intervention paramount to the success of all students. In this course, learn formative assessment approaches that help target specific students' needs and empirically validated approaches that turn around students' achievement. The program includes hands-on work, and assignments are tied to students in your classroom.

Using Adventure-Based Learning to Achieve Social & Emotional Learning Outcomes in Physical Education & Sport

The purpose of this program is to provide a foundation for social and emotional learning (SEL) in physical education and sport. Emphasizing SEL outcomes while teaching physical activity to young learners can help to bring about positive outcomes and change in behavior. This program will develop knowledge and application on how to achieve SEL outcomes in physical education by using adventure-based learning (ABL) activities. ABL activities lend themselves neatly to SEL goals through emphasis on the affective domain of learning while maintaining appropriate levels of physical activity with an emphasis on problem-solving and critical thinking skills. Due to the highly participatory and active nature of this program, this program is offered in-person only and will provide resources, examples and supporting information on how to implement SEL through ABL curricula.

Evidence-Based Math Practices Professional Development

Literacy Professional Development ��� Read to Learn, Learn to Read

Programs can be delivered in a cohort model designed for teachers and school personnel, in a hybrid format with instruction both in-person at the host school, and/or online.

Professional development programs are offered based on the host school���s academic calendar and the agreed upon program design. A consultation with the faculty member and the Educational Outreach Unit is required to tailor the school���s needs and establish the contract.

WCU���s professional development programs are not credit-bearing programs. Start dates are flexible. Costs associated with the programs include flight, accommodation and daily stipend.

M.A.Ed., Educational Supervision (30 credit hours)

The M.A.Ed. (Masters in Educational Supervision) requires a minimum of 30 semester hours. The international concentration is offered in international English-speaking schools to prepare school leaders for positions such as principals, assistant principals, teacher leaders, instructional coaches, and directors. Two key pillars of the program are: 1) developing leaders to provide more equitable outcomes for all students and, 2) teaching scholar-practitioners to use Improvement Science to analyze the root causes of problems and lead teams to create sustainable positive change in schools.

A cohort model is used to build a strong network of professionals.  We blend theory and practice as we prepare educational leaders on the following leadership standards: Mission, Vision, and Improvement; Ethics and Professional Norms; Equity; Inclusiveness, and Cultural Responsiveness; Learning and Instruction; Community and External Leadership; Operations and Management; and Building Professional Capacity (National Policy Board for Educational Administration, 2018).

Some courses are offered completely online. Some courses are offered in a hybrid format, meeting approximately one-week (Mon-Fri) in-person for 3 hours in the evening, with the rest of the course format occurring online.

This program does not lead to North Carolina principal licensure.

MAEd, Comprehensive Education in Special Education, Educational Studies (30 credit hours)
The Educational Studies non-license is a degree program designed with a focus in special education that leads to a non-license teaching degree. Candidates can choose from the following areas of study, a) Gifted, Creative and Innovative Education, b) Mild to Moderate Disabilities, or c) Adapted Curriculum: Severe/Profound Disabilities. While this degree does not provide an opportunity for teacher certification, it can be used for professionals to seek career advancement in educational settings that do not require teacher certification such as private or charter schools. Other career options include management positions in adult respite services or work with adults with disabilities in higher education, assistive technology specialist, supervisory or management  positions with in employment and residential living services for adults with disabilities, positions in curriculum development, advocacy services for people with disabilities, as well as management positions in private or nonprofit organizations that serve individuals with disabilities and their families. In addition, overseas employment opportunities are available to international students who pursue this educational studies option as educators for career advancement in their own countries. Students will take the required 15 hours from the selected special education content area and choose three (3) credit hours from the Guided Electives list in that special education option. In the adapted curriculum: Severe/Profound disabilities option for the students will work with their advisor to select the 15 hours.

This program does not lead to North Carolina teacher licensure.

Inclusive Education Certificate

The Inclusive Education certificate program requires a minimum of 12 semester hours. This program is designed specifically for international English-speaking schools to prepare teachers for work with students who are integrated within the regular classroom and have a wide range of learning problems.

A cohort model is used to build a strong network of teaching and administrative professionals. Theory and practice are blended in the preparation of teachers and school leaders in affective and behavioral techniques, approaches for teaching students with learning problems, methods for teaching reading, writing, and mathematics to exceptional learners. Further, Universal Design for Learning principles are examined to address the diverse needs of learners using multiple ways of engagement, representation and action. The opportunity to utilize action or applied research will be employed in this program.

Some courses are offered completely online.

This program does not lead to North Carolina teacher licensure.

Interprofessional Certificate in Autism
The Interprofessional Certificate in Autism requires a minimum of 12 semester hours. This certificate is designed to prepare professionals from special education, psychology, communication sciences and disorders, and other possible disciplines (general education, social work, etc.) who are supporting individuals with autism.

The Interprofessional Certificate in Autism is an online program. Students from a variety of different disciplines will learn interprofessional collaboration and team building skills to effectively acquire information about supporting individuals with autism and other possible comorbid conditions. This program provides interprofessional collaboration strategies when supporting individuals with autism as well as their families. A significant amount of content will include how to assess and provide evidence-based practices when supporting individuals with autism who may also have comorbid conditions such as intellectual disabilities.

This program does not lead to North Carolina teacher licensure.

Graduate degree/certificate cohort programs are offered based on the host school���s academic calendar and the agreed upon program design. A consultation with program representatives and the Educational Outreach unit at WCU is required to tailor the school���s needs and establish the contract.

Format: all graduate degree programs are cohort-based and hybrid format. Some courses are fully online, and others require some in-country, face-to-face work with teachers and school personnel. Graduate certificate programs are fully online.

Start dates: Start dates can be flexible, but typically a graduate degree cohort will start in the fall with five courses offered over the first calendar year and five courses offered over the second calendar year. A graduate certificate program typically starts in the fall with two courses offered in the fall or spring and one course offered in the summer.

Costs: Pricing is based on cost per course and in-country accommodations for faculty. In this ���contract program��� cost per course is significantly discounted compared to traditional ���out-of-state��� graduate tuition. There are limited additional fees. A contract is established with the host site and minimum enrollment is established, with costs for in-country accommodations for faculty included in the contract. Some scholarships are available, and some American citizens are eligible for financial aid.

Credits: all graduate degree programs are 30 credit hours (10 courses) and all graduate certificate programs are 12 credit hours (4 courses).

Audience: Teachers and school personnel such as school leaders, counselors, special educators.

Curriculum sheets are available upon request. Courses are scheduled for after the school day. When a WCU faculty member is teaching in-country, classes are scheduled for 3 hours per day for the duration of the faculty member���s residency (1 to 2 weeks). For online instruction, the synchronicity of instruction is determined by the course instructor for each course. Online classes are scheduled for after the school day. 

English language proficiency is required.