School of Counseling, Leadership, Advocacy, and Design

332 Education Building, (307) 766-2366
and
316 Education Building, (307) 766-5649
Web site: www.uwyo.edu/clad
School Director: Suzanne Young

The School of Graduate Studies in Education includes the following program areas: Counseling, Educational Leadership, Higher Education Administration, Learning, Design and Technology, Research, and Special Education.

Program Areas

Counseling

Counselor education curricula experiences concentrate on the integration of helping skills, theory and practice. The programs utilize a personalized, developmentally oriented focus and prepare professional counselors for entry into school and mental health settings.

The undergraduate counseling courses are designed to achieve the following objectives:

enhance self-awareness
facilitate effective relationship skills
increase leadership knowledge and skills
assist learners in maximizing their potential

Graduate Study

Counselor education offers a two-year (61- 65 semester hours) master’s degree program for practice in schools, colleges, universities, and community agencies, as well as private practice. The Council for Accreditation of Counseling and Related Educational Programs (CACREP), the national accrediting body recognized by the Council for Higher Education Accreditation, has conferred accreditation to the following M.S. specializations in counseling: school counseling and mental health counseling. The Ph.D. program in Counselor Education and Supervision is also CACREP accredited. Some courses are offered for undergraduates interested in school counseling, group work, leadership, and student affairs work. Undergraduates interested in preparing for entry into graduate work in counseling are invited to consult with program faculty prior to graduation. Program information is available on the Web site.

Degrees Offered

M.S. in Counseling, Option: Mental Health Counseling
M.S. in Counseling, Option: School Counseling
Ph.D. in Counselor Education and Supervision

Program Specific Admission Requirements

For master’s applicants:

Summary of academic background
Personal statement
Three letters of recommendation
Current professional resume
Transcripts
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

For doctoral applicants:

Transcripts
GRE scores within the last five years; minimum scores are 151 Verbal and 153 Quantitative Reasoning
Three letters of recommendation
Personal self-statement
Current academic resume
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, applicants must meet the following minimum requirements:

Master’s degree in Counseling
Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale.

Program Specific Graduate Assistantships

Assistantships are usually available for doctoral students. Master’s students sometimes qualify for assistantships. Please contact the program at (307) 766-2366 for assistantship opportunities, and see school web site.

Program Specific Degree Requirements

Professional Master’s Program

Minimum requirements:

same for all options
61 hours of graduate credit to include 40 hours of core courses and 21 hours of graduate coursework specific to chosen option
Culminating internship activity guided by faculty advisor
Students complete the CAPP program in lieu of a program of study

Doctor of Philosophy in Counselor Education and Supervision

Doctoral students are required to have completed a minimum of a 48-hour Master’s degree from a program of study equivalent to a CACREP accredited Masters program in Counselor Education. These requirements are based upon the 2015 CACREP Standards.

Educational Leadership

The curriculum in educational leadership is designed to prepare superintendents, principals, supervisors for public schools and leaders for organizations to perform duties of a specialized nature and to function effectively in a leadership capacity. The program provides sufficient breadth to give candidates for advanced degrees ample opportunity to develop essential competencies.

Degrees and Certificates Offered

Students who major in education with an option in educational leadership may choose one of the following certificate or degree programs: Principal Certificate program for eligibility of a K-12 Principal Certificate endorsement, School District Superintendent Certificate, Master of Arts in Education, Doctor of Education and Doctor of Philosophy.

Program Specific Admission Requirements

For certificate applicants:

Transcripts
Copy of current teaching certificate
Principal program application
Superintendent approval form
Letter of intent
Three letters of recommendation
Current resume
GRE scores within the last five years (both official and unofficial); minimum scores are 153 Verbal, 144 Quantitative Reasoning, and 4.0 Analytical Writing
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years
Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale
Two years of K-12 teaching experience
Master’s degree in an education-related field

For master’s applicants:

Letter of intent
Current resume
Copy of current teaching certificate
Principal program application
Superintendent approval form
Three letters of recommendation
Transcripts
GRE scores within the last five years (both official and unofficial); minimum scores are 153 Verbal, 144 Quantitative Reasoning, and 4.0 Analytical Writing
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years
Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale
Two years of K-12 teaching experience

For EdD applicants:

Application letter
Current CV or academic resume
Three letters of recommendation
Transcripts
GRE scores within the last five years (both official and unofficial); minimum scores are 151 Verbal, 153 Quantitative Reasoning, and 4.0 Analytical Writing
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale
Two years of K-12 educational administrative experience

For PhD applicants:

Application letter
Current CV or academic resume
Three letters of recommendation
Transcripts
GRE scores within the last five years (both official and unofficial); minimum scores are 151 Verbal, 153 Quantitative Reasoning, and 4.0 Analytical Writing
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale
Two years of K-12 educational administrative experience

Educational Research

The educational research faculty offer ten courses on a regular basis in educational research. These courses are open to graduate students throughout the college and the university. In addition, we offer two minors in educational research, one is qualitative research methods and one in quantitative research methods. Students currently enrolled in any UW master’s or doctoral program are eligible for these minors. Both minors require students to complete 16 credit hours, a trial research project, and a co-teaching experience in educational research.

Learner Outcomes

The goals of the educational research courses in the College of Education include developing the necessary skills, concepts, and understanding of research methodology to evaluate, use, and conduct research in a student’s specific discipline. This goal requires the ability to do the following:

In a research study, critique the following the research problem and hypothesis; general design to insure that correct conclusions are possible from the statistical analysis; statistical analysis procedures to establish their valid use in the study; reliability and validity of instruments used to collect data; and conclusions and interpretations to insure appropriateness of each.
Develop a problem appropriate for research. Examine a cross section of the current literature on the topic, placing the research problem within the context of the field.
Demonstrate knowledge of the reference sources available in a research library; know how and when to use available resources.
Compare and contrast research designs and methods and be able to identify examples, advantages, and disadvantages of each.
Be able to use statistics to describe a sample and make inferences.
Understand, design, and analyze results of various types of quantitative, qualitative, and mixed method research studies.
Understand the principles of measurement as they apply to specific studies.

Doctoral Students in the Counselor Education and Supervision will demonstrate the following learner outcomes.

Academic and Professional Goals: Students will demonstrate a clear vision of their professional and academic goals and academic preparation by developing and completing an approved program of study that meets the standards set forth by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
Professional Licensure: Students will obtain professional licensure as a Licensed Professional Counselor (LPC) in the state of Wyoming and/or develop a plan to obtain licensure for the state in which they intend to relocate upon graduation.
Democratic Perspectives: Students will demonstrate development as a culturally competent, creative, skilled & ethical counselor, supervisor and educator including the areas of advocacy, leadership, social justice, and promotion of caring communities.
Research and Scholarship: Students will develop a professional identity as an academic researcher by demonstrating a clear and active research agenda that includes a plan of action for professional presentations and manuscripts.
Professional Development: Students will develop a clear and diligent plan to becoming a skilled, ethically competent counselor educator.

Master’s Degree in Counseling

At the completion of the Master’s degree in Counseling students will demonstrate the following learner outcomes:

Professional Competence & Academic Preparation for Licensed Professional Counselor (LPC): Students will demonstrate academic preparation by developing and completing an approved program of study that meets the standards set forth by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
Democratic Perspectives: Students will demonstrate development as a culturally competent, creative, skilled & ethical counselor.
Professional Identity: Students will develop a professional identity as a professional counselor including the areas of advocacy, leadership, social justice, and promoting caring communities.
Academic & Professional Goals: Students will demonstrate a clear vision of their professional and academic goals.

Ph.D. in Counselor Education & Supervision

Doctoral students in Counselor Education & Supervision will demonstrate the following learner outcomes.

Academic & Professional Goals: Students will demonstrate a clear vision of their professional and academic goals and academic preparation by developing and completing an approved program of study that meets the standards set forth by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
Professional Licensure: Students will obtain professional licensure as a Licensed Professional Counselor (LPC) in the state of Wyoming and/or develop a plan to obtain licensure for the state in which they intend to relocate upon graduation.
Democratic Perspectives: Students will demonstrate development as a culturally competent, creative, skilled & ethical counselor, supervisor and educator including the areas of advocacy, leadership, social justice, and promoting caring communities.
Research & Scholarship: Students will develop a professional identity as an academic researcher by demonstrating a clear and active research agenda that includes a plan of action for professional presentations and manuscripts.
Professional Development: Students will develop a clear and diligent plan to becoming a skilled, ethically competent counselor educator.

Learning, Design, and Technology

The curriculum in learning, design, and technology is designed to assist professionals in effectively developing, implementing, and evaluating systems, tools, strategies, and environments that enhance learning. Graduates from the program secure employment in PK-12 classrooms; school media and technology centers, and school district administrative offices; public, corporate, and government centers and training agencies; college and university faculty and administrative positions; design and development labs; product support teams; and consulting firms.

Degrees and Certificates Offered

Students who major in education with an option in learning, design, and technology may choose one of the following certificate or degree programs: Master of Science in Education (M.S.), Doctor of Education (Ed.D.) or Doctor of Philosophy (Ph.D.), Online instruction Certificate program (does not lead to a master’s degree). The program Web site (http://www.uwyo.edu/clad/) provides additional information.

Program Specific Admission Requirements

For certificate applicants:

Application letter
Transcripts
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

For master’s applicants:

Transcripts
Three letters of recommendation
Personal statement
Current academic resume
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

For EdD applicants:

Transcripts
Three letters of recommendation
Personal statement
Current academic resume
GRE scores within the last five years (both official and unofficial); minimum scores are 151 Verbal, 153 Quantitative Reasoning, and 4.0 Analytical Writing
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

For PhD applicants:

Transcripts
Three letters of recommendation
Personal statement
Current academic resume
GRE scores within the last five years (both official and unofficial); minimum scores are 151 Verbal, 153 Quantitative Reasoning, and 4.0 Analytical Writing
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, all applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale.

Special Education

The special education programs are designed to prepare teachers to work with students with varied learning and behavior needs. Students may choose from one of two programs: a master of arts in education with an option in special education or a special education endorsement program leading to eligibility for K-12 special education generalist endorsement through the Wyoming Professional Teaching Standards Board. Additionally a Special Education Director Endorsement Program is available as well. Students who complete the coursework will receive a certificate in Special Education.

Program Specific Admission Requirements

For certificate applicants:

Special Education application form
Transcripts
Three letters of recommendation
Professional Writing Sample
Current resume
Copy of current Wyoming teaching certificate
Signed Memo of Understanding
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, all applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

For master’s applicants:

Special Education application form
Transcripts
Three letters of recommendation
Professional Writing Sample
Current resume
Copy of current teaching certificate
Signed Memo of Understanding
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, all applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

Program Specific Degree Requirements

Students may choose to complete the program on a part-time or full-time basis. All Special Education courses are offered either online or through video-conferencing sites within Wyoming only. See descriptions under Special Education (EDEX).

Program Specific Admission Requirements

For certificate applicants:

Letter of interest
Current academic resume
Three letters of recommendation
Transcripts
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years
Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

For master’s applicants:

Personal statement
Current academic resume
Three letters of recommendation
Transcripts
GRE scores within the last five years (both official and unofficial); minimum scores are 151 Verbal, 153 Quantitative Reasoning, and 4.0 Analytical Writing
International applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

For EdD applicants:

Personal statement
Current academic resume
Three letters of recommendation
Transcripts
GRE scores within the last five years (both official and unofficial); minimum scores are 153 Verbal, 144 Quantitative Reasoning, and 4.0 Analytical Writing
International applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

For Ph.D. applicants:

Personal statement
Current academic resume
Three letters of recommendation
Transcripts
GRE scores within the last five years (both official and unofficial); minimum scores are 151 Verbal, 153 Quantitative Reasoning, and 4.0 Analytical Writing
International applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, all applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

Program Specific Graduate Assistantships

Applicants interested in a Graduate Assistantship must submit a graduate assistantship application to the College of Education no later than February 1 for fall term admission (see above).

Learner Outcomes

Academic Knowledge: Students will demonstrate a deep understanding of knowledge related to the nature, function and scope of adult and continuing education; historical, philosophical and sociological foundations; adult learning and development; program processes including planning, delivery, and assessment/evaluation.
Practical Competence: Students will demonstrate the ability to translate academic knowledge into expert practice related to their professional roles and specialized areas of interest.
Reflective Inquiry: Students will demonstrate a reflective stance toward their professional practice and competence with diverse, critical and global perspectives and key tools of inquiry related to this field of study.
Democratic Commitment: Students will demonstrate an understanding of the relationship between adult and continuing education and the complex process of democracy and a commitment to pursue this process with a focus on equal learning opportunities.
Professional Engagement: Students will demonstrate intellectual engagement with adult and continuing education practices through creative and scholarly pursuits, participation in professional associations, and related activities.

Educational Leadership

Degrees and Certificates Offered

Program Specific Admission Requirements

For certificate applicants:

Transcripts
Copy of current teaching certificate
Principal program application
Superintendent approval form
Letter of intent
Three letters of recommendation
Current resume
GRE scores within the last five years (both official and unofficial); minimum scores are 153 Verbal, 144 Quantitative Reasoning, and 4.0 Analytical Writing
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years
Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale
Two years of K-12 teaching experience
Master’s degree in an education-related field

For master’s applicants:

Letter of intent
Current resume
Copy of current teaching certificate
Principal program application
Superintendent approval form
Three letters of recommendation
Transcripts
GRE scores within the last five years (both official and unofficial); minimum scores are 153 Verbal, 144 Quantitative Reasoning, and 4.0 Analytical Writing
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years
Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale
Two years of K-12 teaching experience

For EdD applicants:

Application letter
Current CV or academic resume
Three letters of recommendation
Transcripts
GRE scores within the last five years (both official and unofficial); minimum scores are 151 Verbal, 153 Quantitative Reasoning, and 4.0 Analytical Writing
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale
Two years of K-12 educational administrative experience

For PhD applicants:

Application letter
Current CV or academic resume
Three letters of recommendation
Transcripts
GRE scores within the last five years (both official and unofficial); minimum scores are 151 Verbal, 153 Quantitative Reasoning, and 4.0 Analytical Writing
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale
Two years of K-12 educational administrative experience

Learner Outcomes
2011 ELCC District Level Standards

A district-level education leader applies knowledge that promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a shared district vision of learning through the collection and use of data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals; promotion of continual and sustainable district improvement; and evaluation of district progress and revision of district plans supported by district stakeholders.
1. Candidates understand and can collaboratively develop, articulate, implement, and steward a shared district vision of learning for a school district.
2. Candidates understand and can collect and use data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals.
3. Candidates understand and can promote continual and sustainable district improvement.
4. Candidates understand and can evaluate district progress and revise district plans supported by district stakeholders.
A district-level education leader applies knowledge that promotes the success of every student by sustaining a district culture conducive to collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous, and coherent curricular and instructional district program; developing and supervising the instructional and leadership capacity across the district; and promoting the most effective and appropriate technologies to support teaching and learning within the district.
1. Candidates understand and can advocate, nurture, and sustain a district culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.
2. Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional district program.
3. Candidates understand and can develop and supervise the instructional and leadership capacity across the district.
4. Candidates understand and can promote the most effective and appropriate district technologies to support teaching and learning within the district.
A district-level education leader applies knowledge that promotes the success of every student by ensuring the management of the district’s organization, operation, and resources through monitoring and evaluating district management and operational systems; efficiently using human, fiscal, and technological resources within the district; promoting district-level policies and procedures that protect the welfare and safety of students and staff across the district; developing district capacity for distributed leadership; and ensuring that district time focuses on high-quality instruction and student learning.
1. Candidates understand and can monitor and evaluate district management and operational systems.
2. Candidates understand and can efficiently use human, fiscal, and technological resources within the district.
3. Candidates understand and can promote district-level policies and procedures that protect the welfare and safety of students and staff across the district.
4. Candidates understand and can develop district capacity for distributed leadership.
5. Candidates understand and can ensure that district time focuses on supporting highquality school instruction and student learning.
A district-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources for the district by collecting and analyzing information pertinent to improvement of the district’s educational environment; promoting an understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources throughout the district; building and sustaining positive district relationships with families and caregivers; and cultivating productive district relationships with community partners.
1. Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the district’s educational environment.
2. Candidates understand and can mobilize community resources by promoting understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources throughout the district.
3. Candidates understand and can respond to community interests and needs by building and sustaining positive district relationships with families and caregivers.
4. Candidates understand and can respond to community interests and needs by building and sustaining productive district relationships with community partners.
A district-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a district system of accountability for every student’s academic and social success by modeling district principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the district; safeguarding the values of democracy, equity, and diversity within the district; evaluating the potential moral and legal consequences of decision making in the district; and promoting social justice within the district to ensure individual student needs inform all aspects of schooling.
1. Candidates understand and can act with integrity and fairness to ensure a district system of accountability for every student’s academic and social success.
2. Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the district.

2011 ELCC Building Level Standards

A building-level education leader applies knowledge that promotes the success of every student by collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders.
1. Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school.
2. Candidates understand and can collect and use data to identify school goals, assess organizational effectiveness, and implement plans to achieve school goals.
3. Candidates understand and can promote continual and sustainable school improvement.
4. Candidates understand and can evaluate school progress and revise school plans supported by school stakeholders.
A building-level education leader applies knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment.
1. Candidates understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.
2. Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program.
3. Candidates understand and can develop and supervise the instructional and leadership capacity of school staff.
4. Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a school environment.
A building-level education leader applies knowledge that promotes the success of every student by ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning.
1. Candidates understand and can monitor and evaluate school management and operational systems.
2. Candidates understand and can efficiently use human, fiscal, and technological resources to manage school operations.
3. Candidates understand and can promote school-based policies and procedures that protect the welfare and safety of students and staff within the school.
4. Candidates understand and can develop school capacity for distributed leadership.
5. Candidates understand and can ensure teacher and organizational time focuses on supporting high-quality school instruction and student learning.
A building-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school’s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners.
1. Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school’s educational environment.
2. Candidates understand and can mobilize community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the school community.
3. Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers.
4. Candidates understand and can respond to community interests and needs by building and sustaining productive school relationships with community partners.
A building-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.
1. Candidates understand and can act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success.
2. Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school.
3. Candidates understand and can safeguard the values of democracy, equity, and diversity within the school.
4. Candidates understand and can evaluate the potential moral and legal consequences of decision making in the school.
5. Candidates understand and can promote social justice within the school to ensure that individual student needs inform all aspects of schooling.
A building-level education leader applies knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context through advocating for school students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt schoolbased leadership strategies.
1. Candidates understand and can advocate for school students, families, and caregivers.
2. Candidates understand and can act to influence local, district, state, and national decisions affecting student learning in a school environment.
3. Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies.
A building-level education leader applies knowledge that promotes the success of every student through a substantial and sustained educational leadership internship experience that has school-based field experiences and clinical internship practice within a school setting and is monitored by a qualified, on-site mentor.
1. Substantial Field and Clinical Internship Experience: The program provides significant field experiences and clinical internship practice for candidates within a school environment to synthesize and apply the content knowledge and develop professional skills identified in the other Educational Leadership Building-Level Program Standards through authentic, school-based leadership experiences.
2. Sustained Internship Experience: Candidates are provided a six-month, concentrated (9-12 hours per week) internship that includes field experiences within a school-based environment.
3. Qualified On-Site Mentor: An on-site school mentor who has demonstrated experience as an educational leader within a school and is selected collaboratively by the intern and program faculty with training by the supervising institution.

Educational Research

Learner Outcomes

In a research study, critique the following the research problem and hypothesis; general design to insure that correct conclusions are possible from the statistical analysis; statistical analysis procedures to establish their valid use in the study; reliability and validity of instruments used to collect data; and conclusions and interpretations to insure appropriateness of each.
Develop a problem appropriate for research. Examine a cross section of the current literature on the topic, placing the research problem within the context of the field.
Demonstrate knowledge of the reference sources available in a research library; know how and when to use available resources.
Compare and contrast research designs and methods and be able to identify examples, advantages, and disadvantages of each.
Be able to use statistics to describe a sample and make inferences.
Understand, design, and analyze results of various types of quantitative, qualitative, and mixed method research studies.
Understand the principles of measurement as they apply to specific studies.

Learning, Design, and Technology

Degrees and Certificates Offered

Program Specific Admission Requirements

For certificate applicants:

Application letter
Transcripts
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

For master’s applicants:

Transcripts
Three letters of recommendation
Personal statement
Current academic resume
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

For EdD applicants:

Transcripts
Three letters of recommendation
Personal statement
Current academic resume
GRE scores within the last five years (both official and unofficial); minimum scores are 151 Verbal, 153 Quantitative Reasoning, and 4.0 Analytical Writing
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

For PhD applicants:

Transcripts
Three letters of recommendation
Personal statement
Current academic resume
GRE scores within the last five years (both official and unofficial); minimum scores are 151 Verbal, 153 Quantitative Reasoning, and 4.0 Analytical Writing
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, all applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale.

Learner Outcomes

Academic Knowledge: Students will demonstrate a deep understanding of knowledge related to the nature, function and scope of instructional technology; historical, philosophical and sociological foundations; research; and program processes including planning, development, delivery, and assessment/evaluation.
Design: Students will demonstrate how to determine organization and learner needs, specify conditions for learning, and conduct task analyses, instructional sequencing, delivery, and project and resource management. Students will also demonstrate how visual elements, information literacy, and delivery media affect message design in traditional and online environments.
Development: Students will demonstrate how to convert design plans into physical and computer-based resources aligned to professional learning goals, standards, and objectives. They will also demonstrate how to deliver these resources via physical and electronic media.
Evaluation: Students will demonstrate skills required to conduct both formative and summative assessments of instructional episodes and resources. These include problem analysis, expert review, usability testing, and instrument development and validation.
Practical Competence: Students will demonstrate the ability to translate academic knowledge into expert practice related to their professional roles and specialized areas of interest.
Professional Engagement: Students will demonstrate intellectual engagement and a reflective stance with instructional technology practices through creative and scholarly pursuits, advisor research, participation and presentations in professional associations, and related activities.

Special Education

Program Specific Admission Requirements

For certificate applicants:

Special Education application form
Transcripts
Three letters of recommendation
Professional Writing Sample
Current resume
Copy of current Wyoming teaching certificate
Signed Memo of Understanding
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, all applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

For master’s applicants:

Special Education application form
Transcripts
Three letters of recommendation
Professional Writing Sample
Current resume
Copy of current teaching certificate
Signed Memo of Understanding
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission, all applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

Special Education Director Endorsement Program

Learner Outcomes

Upon completion of the Master of Arts or the K-12 Certificate program in Special Education, the candidates will demonstrate their knowledge and skills in:

Learner Development/Individual Learning Differences. Special education professionals understand how disabilities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for students with disabilities.
Learning Environments. Special education professionals create safe, inclusive, and culturally responsive learning environments so that students with disabilities become active and effective learners and develop emotional wellbeing, positive social interactions, and self-determination.
Curricular Content Knowledge. Special education professionals use knowledge of general and specialized curricula to individualize learning for students with disabilities.
Assessment. Special education professionals use multiple methods of assessment and data sources in making educational decisions.
Instructional Planning and Strategies. Special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of students with disabilities.
Professional Learning and Ethical Practice. Special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
Collaboration. Special education professionals collaborate with families, other educators, related service providers, students with disabilities, and personnel from community agencies in culturally responsive ways to address the needs of students with disabilities across a range of learning experiences.

School of Counseling, Leadership, Advocacy, and Design

Program Areas

Counseling

Graduate Study

Degrees Offered

Program Specific Admission Requirements

Program Specific Graduate Assistantships

Program Specific Degree Requirements

Doctor of Philosophy in Counselor Education and Supervision

Educational Leadership

Degrees and Certificates Offered

Program Specific Admission Requirements

Educational Research

Learner Outcomes

Learning, Design, and Technology

Degrees and Certificates Offered

Special Education

Program Specific Admission Requirements

Program Specific Degree Requirements

Program Specific Admission Requirements

Program Specific Graduate Assistantships

Learner Outcomes

Educational Leadership

Degrees and Certificates Offered

Program Specific Admission Requirements

Learner Outcomes 2011 ELCC District Level Standards

2011 ELCC Building Level Standards

Educational Research

Learner Outcomes

Learning, Design, and Technology

Degrees and Certificates Offered

Program Specific Admission Requirements

Learner Outcomes

Special Education

Program Specific Admission Requirements

Special Education Director Endorsement Program

Learner Outcomes

Learner Outcomes
2011 ELCC District Level Standards