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Rigorous exploration of how school leaders use data, including standardized and school-based assessments, to drive continuous improvement through site-based decision-making for the express purpose of promoting equitable and culturally responsive opportunities for all students.
Anxiety manifests in many different ways. Know how to recognize a student’s escalating anxiety and how to intervene in a way that helps them feel safe and does not call attention to it. If the student has a fear of public speaking or group discussion, alter your lesson plans to help reduce the student’s anxiety or make them feel more comfortable participating. If the anxiety is pervasive, allow the student to take breaks or opportunities to de-stress. Most importantly, ask the student how they would feel most supported in class.
According to the CDC, 5.4% of children aged 6–17 were diagnosed with anxiety or depression in 2003, a percentage that had risen to 9.4% by 2019. From 2016–2019, 20.9% of adolescents aged 12–17 reported having a major depressive episode. Regardless of incidence, the rising numbers may be a result of increased general knowledge and awareness of mental health.
Behavioral disorders refer to conditions wherein a student appears to make a conscious choice with their behavior or responses, such as defying a teacher, lying, engaging in disordered eating or bullying. While these behaviors may be incredibly difficult for an individual to control, they are not considered involuntary. By comparison, mental disorders like schizophrenia, Tourette’s Syndrome and bipolar disorder are all conditions that cause involuntary behaviors.
Mental and behavioral issues often go hand-in-hand; someone who suffers from depression or bipolar disorder could develop behaviors like anorexia, self harm or oppositional defiance.
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It’s always best to connect with an Enrollment Advisor, who can also help you navigate the application details as well as help you order your official transcripts.
No. At USD we are committed to helping close the STEAM gap. When reviewing applications, we look for individuals who demonstrate a commitment or passion for the field.
If you choose the Special Education and Universal Design for Learning (UDL) specialization, you will learn a wealth of knowledge that in most cases is more in-depth than special education certification programs.
The USD M.Ed. program is regionally accredited by WASC (the Western Association of Schools and Colleges). Regional accreditation is a very important consideration when deciding on a program because it is the most widely accepted in terms of transfer credit and eligibility for employer tuition assistance programs. It is typically awarded to degree-oriented, nonprofit or state-owned institutions (as opposed to for-profit schools or religious schools that offer vocational or technical training).
While you do not have to be a teacher simultaneously, you do have to have access to a classroom in order to apply what you’ve learned. Our program focuses on helping to provide skills that educators can apply immediately in their classrooms or places of work.
No, the GRE is not a requirement. The admissions committee takes a comprehensive approach when reviewing all applications.
Yes! We have students and alumni from all over the world.
It does not lead to a teaching credential. Our program requires that students have two years of teaching experience. As a result, most students already have a teaching credential or they work in roles that do not require a teaching credential.
No, the program only offers the Master of Education (M.Ed.) degree. In addition, we cannot fulfill requests for recommending students for an administrative credential and teacher prep/credential program following completion of the M.Ed. Online program.