NAIL COHORT CLASS SCHEDULE
|Fall 2012||Spring 2013||Summer 2013||Fall 2013|
|ELPS 601 Leadership Development||EDSE 718 Advanced Seminar||ELPS 603 Shaping Organizations||ELPS 654 Supervision and Evaluation|
|SRM 600 Research Methodology||EDSE 680 Admin. & Eval. of SE|
|Spring 2014||Summer 2014||Fall 2014||Spring 2015|
|ELPS 650 Finance||ELPS 604 Human Resources||ELPS 660 Law||EDSE 730 Externship|
|EDSE 681 Admin. Planning & Evaluation||ELPS 670 Principalship||ELPS 606 Internship|
Fifteen to twenty students will be admitted to the two-year program each summer. Participants will meet at the UNC campus in Greeley in June of their first year in the program, stay in campus housing, and work with the instructors of the summer classes. While on campus, participants will receive training to become familiar in using the online learning platform, Blackboard that will be used in the delivery of courses throughout the program. Participants will complete three courses in each of the two summers in the program and one to two courses during the fall and spring semesters while enrolled in the program. Internship experiences will be completed by participants in their home schools as part of their leadership preparation and will be encouraged to dialogue with practicing Native American educators who can serve as mentors. The coursework uses materials that specifically address Native American student learning styles, language, and culture to increase the instructional leadership capabilities of participants.
Program staff will work with all students to make sure that they meet the requirements for principal licensure and special education director in the state in which they reside. To meet additional internship requirements above the Colorado requirements, students will be able to enroll in additional internship hours. This option is also available to students who must be enrolled full time (9 credit hours per semester) to meet financial aid or scholarship requirements.
The NAIL program of study is designed to provide high quality leadership development experiences that are grounded in Native American educators’ practical experience of schools and communities. Assignments link theory to practice and enable participants to apply the knowledge and skills learned through the program to expand their leadership in their current school context, as well as after completing the degree program. An emphasis is placed on balancing Native and non-Native learning expectations, building upon cultural assets, and maximizing parental and community involvement to support student achievement.
Students with disabilities who believe they may need accommodations in this class should contact the Disability Access Center (970-351-2289) as soon as possible after the start of class to better ensure that such accommodations are implemented in a timely fashion.