The Transformational Leadership and Administration in Deaf Education Post-Graduate certificate prepares candidates at the post-graduate level to become transformational leaders in schools and programs that serve deaf and hard of hearing children.  This 24-credit, 15-month graduate certificate program addresses the crisis of leadership in deaf schools and programs and takes candidates through the educational, political, ethical, financial, and social principles needed to be agents of change in their schools or programs.  This graduate certificate program, while largely online and asynchronous, includes two 1-week summer residencies (face-to-face) on the Gallaudet campus. 

This program is ideal for teachers with an already earned master’s degree in deaf education or education who would like to become leaders in Pre-K -12 schools and programs serving deaf and hard of hearing students. School personnel who work with deaf and hard of hearing students and have earned master’s degrees from accredited universities and colleges may also apply. While this program is designed to prepare qualified candidates for leadership positions within their schools and programs, completing this program will not result in a license. However, the program is designed to meet the requirements for a principal-level license in DC.  If the candidate prefers to be licensed within the state they are employed in, it is the responsibility of the candidate to contact their state’s certification agency to verify the steps needed to obtain licensure.

Courses & Requirements

Summary of Requirements

Summer I

  • EDU 807: Seminar I:  Critical Issues in Deaf Education – Perspectives of Teachers, School Personnel and Administrators (1 credit)

  • EDU 881: Studies in General and Special Education Curriculum and Leadership (3 credits)


Fall I

  • EDU 880: Curriculum and Instructional Leadership in Deaf Education (3 credits)

  • EDU 860:  Education Policy and Politics (3 credits)



  • EDU 831:  Practicum and Seminar in Teacher Supervision (3 credits)

  • EDU 886:  Educational Leadership and Organizational Change (3 credits)


Summer II

  • EDU 808: Seminar II:  Critical Issues in Deaf Education – Transformational Solutions (2 credits)

  • EDU 735:  Introduction to Special Education and the IEP Process (3 credits)


Fall II

  • EDU 890:  Internship for School Leaders (3 credits)


Please note that this listing has the appropriate course names. Although many of them were updated in Spring 2021, the changes have not yet been reflected in the catalog. We are working with the registrar on this. 

Summer I 4 credits

During this seminar, candidates will confront, discuss, and analyze the critical issues that are currently affecting deaf schools and programs in America. Panels and/or surveys of current administrators, teachers, specialists and leaders of deaf schools and programs will be on hand to explore the dilemmas that schools face today. Candidates will discover what it means to be a transformational leader and how such leaders identify and approach issues that arise in the schools they lead.

Credits: 1

Admission to an EDU graduate program or permission from the Ed.S./Ph.D. program director.

Distribution: Doctorate, Graduate, Masters

The course deals in-depth with the history and role of schooling in American society. It addresses the nature and roots of curriculum as well as relationships between child development and curriculum, teacher education, and evaluation. Various model programs across the nation will be explored. Students become familiar with theories of curriculum, and important trends in early childhood, elementary, and secondary levels, including special education. The course specifically addresses the challenges facing the educational leader, including teacher educators, as reflected in the professional literature.

Credits: 3

At least 3 years experience teaching K-12 and admission to the CSEDL program; or permission of the program director

Distribution: Doctorate, Graduate

Fall I 6 credits

This course considers educational institutions as political entities that are influenced by policy and political ideologies. Federal policies impacting schools from kindergarten to post-secondary levels are examined, and their consequences are analyzed. Roles of educational institutions in implementing change to promote social justice and equity are considered.

Credits: 3

Admission to a Gallaudet University doctoral program or permission of the Ph.D. program director.

Distribution: Doctorate, Graduate

This course provides students with a broad overview of the history of curriculum in deaf education, which provides the foundation for understanding modern practices in deaf education. Students will be introduced to a variety of curricula used in deaf education, and they will be provided with tools to help evaluate the fit of a curriculum in their context. Finally, strategies for working with teachers to ensure fidelity of curriculum implementation will be discussed.

Credits: 3

At least 3 years experience teaching K-12 and admission to the CSEDL program; or permission of the program director

Distribution: Doctorate, Graduate

Spring I 6 credits

This doctoral-level field experience course provides students with opportunities to experience practices related to clinical supervision of in-service or pre-service teachers, including observation and conferencing techniques, record-keeping, and providing instructional leadership. This course consists of seminars and field experiences. Seminars are used for sharing experiences with peers and exploring various approaches in teacher evaluation, with an emphasis on inclusive and equitable practices and minimizing bias. A minimum of 50 hours of field experience is required for this course.

Credits: 3

Admission to the doctoral program or permission of the instructor

Distribution: Doctorate, Graduate

Students explore organizational change and leadership in educational organizations, including K-12 schools, schools for the deaf, school districts, and teacher education. This course examines basic organizational theories and models of leadership and management including management styles, strategic planning, organizational improvement, stakeholder engagement, and personal leadership. There will be specific emphasis on shared leadership, communication skills, and promotion of equitable and inclusive environments.

Credits: 3

Admission to the CSEDL program and teaching experience in K-12 schools; or permission of the program director

Distribution: Graduate

Summer II 5 credits

This course is designed to familiarize students with legislation in special education (past and present) and the IEP process.

Credits: 2

Pre- or co-requisite: EDU 670 Teaching Students with Disabilities, or equivalent.

Distribution: Graduate, Masters

This course is the second of two seminars investigating critical issues in deaf education.  Candidates will revisit the critical issues explored in Seminar I and apply principles and concepts learned in the program to propose transformational approaches and/or solutions to these issues. Current leaders or administrators of deaf schools and programs will be available to guide discussions and share successes and failures in implementing change at their schools. Characteristics of transformational leaders will be reassessed and as a culminating experience, candidates will create a professional portfolio on self-assessment, reflection, personal and professional goal-setting, and discoveries made.

Credits: 2

Successful completion of EDU 807 or permission from the Ed.S./Ph.D. program director.

Distribution: Graduate, Masters

Fall II 3 credits

This internship provides an intensive school-based experience for students to develop their skills as school-based leaders and administrators. A minimum of 60 clock hours per credit hour must be completed in the internship setting.

Credits: 1-3

Completion of all other concentration area requirements and permission of the program director

Distribution: Graduate
Program Outcomes

Transformational Leadership and Administration in Deaf Education Program Learning Outcomes (Based on the National Educational Leadership Preparation (NELP) 2018 standards required for beginning educational leaders)

Candidates who successfully complete the Transformational Leadership and Administration in Deaf Education Education Doctorate program understand and demonstrate the capacity to promote the current and future success and well-being of each deaf and hard-of-hearing student, as well as each teacher and professional working with deaf and hard-of-hearing students by applying the knowledge, skills, and commitments necessary to:

Program Learning Outcome 1:  Vision, Mission and Continuous Improvement
Collaboratively lead, design, and implement a school mission, vision, and process for continuous school improvement designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

Program Learning Outcome 2:  Reflection and Professional Learning
Engage in ongoing reflection and communicate about, cultivate, and model professional dispositions and norms (i.e. fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, lifelong learning) that will support the success and well-being of the students, teachers and professionals in deaf schools and programs.

Program Learning Outcome 3:  Ethics
Evaluate, communicate about, and advocate for legal and ethical decisions, particularly those that impact deaf and hard-of-hearing students.

Program Learning Outcome 4:  Equity, Inclusiveness and Cultural Responsiveness
Develop and maintain a supportive, equitable, inclusive, and culturally responsive school culture by advocating for equitable access to educational resources, technologies, and opportunities that support the diverse students, teachers and professionals in deaf schools and programs.

Program Learning Outcome 5:  Learning and Instruction
Apply the knowledge and skills necessary to collaboratively evaluate, develop and implement high-quality, technology-rich, culturally responsive, and accessible systems of curriculum, instruction, data systems, resources and assessment that support the school’s academic and non-academic programs.

Program Learning Outcome 6:  Building Professional Capacity with Effective Supervision
Build the school’s professional capacity by engaging in effective, collaborative, and professional staff supervision, evaluation, support, and professional learning practices

Program Learning Outcome 7:  School, Family and Community Partnerships
Utilize a variety of avenues to engage families, communities, and school personnel to strengthen student learning in and out of school, support school improvement, and advocate for the needs of their school and community.

Program Learning Outcome 8:  External Leadership
Engage and cultivate relationships with diverse community members, partners, and other constituencies, political or otherwise, for the benefit of school improvement and student development.

Program Learning Outcome 9:  Operations and Management
Seek ways to improve management, communication, technology, school-level governance, and operations systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.

Program Learning Outcome 10:  Communication
Communicate effectively in American Sign Language (ASL) and English within a variety of academic and professional roles.


Thangi Appanah


Helen Thumann

School Director

Get the Details

Fill out our inquiry form for an Admissions Counselor to contact you.

Inquiry Form

Apply Today

Create an account to start Your Applications.

Create an Account

Contact the Admissions Office?

Graduate Admissions

Contact Us

Post-Graduate Certificate in Transformational Leadership and Administration in Deaf Education


Select what best describes your relationship to Gallaudet University so we can efficiently route your email.
By submitting this form, I opt in to receive select information and deaf resources from Gallaudet University via email.
This field is for validation purposes and should be left unchanged.