special education doctoral programs colorado

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Education - Doctor of Philosophy (PhD)

The School of Education offers a single doctoral degree in Education. The degree has seven program areas of emphasis, from which a student chooses:

Educational Foundations, Policy and Practice

Equity, bilingualism and biliteracy, learning sciences and human development, literacy studies, research and evaluation methodology, stem education, teacher learning, research and practice, requirements, required courses and credits, area of emphasis course requirements, dissertation credit, publishable paper requirement, comprehensive examination, proposal committee, dissertation proposal and oral defense, dissertation committee and final defense, transfer credit, establishing state residency.

Students must successfully complete 56 credit hours of approved coursework, with 12 credit hours of core courses (see below) taken as a doctoral cohort during the first two years of study. The remaining 44 credits are completed in the student's area of emphasis. Students work with their faculty advisor to develop an individualized, coherent program of study that includes advanced theoretical, methodological and writing experiences.

Students must maintain at least a B (3.0) average with no grade lower than a B- while enrolled.

Students must complete 30 hours of dissertation credit. Students must be registered for a minimum of 5 dissertation hours per semester after successful completion of their comprehensive exam.

All PhD students are required to take the following four courses in their first and second years:

All doctoral students must take a minimum of 30 dissertation hours ( EDUC 8994 Doctoral Dissertation ).

Students are allowed to take up to 10 hours prior to passing their comprehensive exam. Once students pass their comprehensive exam, they must be registered for a minimum of 5 dissertation hours every semester. Students may be registered for 3 hours if they are "off-campus" status, meaning they are not on appointment and are not taking any coursework hours.

Students must be registered for a minimum of 5 dissertation hours during the semester they defend.

In addition to coursework requirements, doctoral students should be immersed in ongoing research with faculty as early in their program as possible. All doctoral students in the School of Education (SOE) are required to complete, at a minimum, one “publishable paper” by May of their third year in the program.

Please see the School of Education Student Handbook for more information on this requirement.

Students must schedule comprehensive examinations or “comps” with the SOE by completing an application for candidacy form and emailing [email protected] with the names of their committee members and the date of their exam at the beginning of the semester they plan to take their comprehensive exams. Students should also request a room booking at this time. For remote examinations, the chair must set up the Zoom room for the event. The comps committee shall consist of the major advisor and two additional SOE or CU Boulder faculty members. The SOE Associate Dean of Students and the Associate Dean for Research serve as additional pro-forma (non-examining) committee members. The chair must have a regular Graduate Faculty appointment. Other committee members must have regular or special Graduate Faculty appointments. The student must be registered during the semester that the comprehensive examination is taken.

Once students have successfully passed their comprehensive exam, they should consult their faculty advisor to propose their dissertation proposal committee.

The dissertation/proposal chair must be a faculty member who is rostered in the doctoral candidate's program area who holds a regular Graduate Faculty Appointment (GFA). In the event that the doctoral candidate would like a dissertation chair from another program area, they may be invited to serve as a co-chair. Once the candidate and the dissertation advisor have agreed on the topic of the dissertation, they should proceed together to identify the full dissertation/proposal committee.

Consistent with the Graduate School's requirements, the dissertation/proposal committee must include at least five faculty:

• Three committee members (out of 5) must be CU Boulder faculty, and could all be SOE faculty members
• The Grad School defines “outside member” as someone who has a regular GFA (i.e., a CU Boulder faculty member) but is not in the student’s home department; in our School, the "home department" is the SOE.
• Up to two committee members (out of 5) could be external to CU Boulder (i.e., not faculty members at CU Boulder) as long as they have appropriate GFAs.

The Chair must have regular membership on the graduate faculty. The other members must have regular or special memberships on the graduate faculty. Note that if a student is pursuing a joint or dual-degree, at least two of the faculty must hold graduate appointments in the student’s SOE program area. Special membership, which includes faculty from other institutions, requires the approvals of the Associate Dean of Students and the Graduate School. The entire list of prospective committee members must be submitted to the Graduate Program Coordinator at [email protected] and approved by the Associate Dean of Students at the start of the semester during which the proposal will be defended, and then re-approved at the start of the semester during which the dissertation will be defended.

Please check the deadlines sheet for dates.

Please see the School of Education Student Handbook for more information.

The dissertation proposal is a forward-looking document that outlines the doctoral candidate's proposed terrain of study through elaborating the following: a justification for the study; the conceptual framework and review of relevant literature; and the methodology. The written document should provide a clearly articulated and defensible stance, one which will provide the basis for further discussion among and planning by the proposal committee.

The dissertation proposal must describe the proposed study in sufficient detail so that members of the committee can judge the significance of the intended research and the adequacy of the planned study methods.

The oral defense of the dissertation proposal is a meeting where the candidate and five members of the committee agree to the purpose and methods of the proposed study. All members of the PhD examining committee ("dissertation/proposal committee") are expected to participate in the proposal oral defense and sign the formal proposal examination form. After the dissertation committee members have reviewed the proposal and signed the proposal signature page it must be sent electronically to [email protected] .

If the proposed study involves human subjects, the doctoral candidate must obtain the approval of the University of Colorado Boulder Institutional Review Board (IRB). A copy of the IRB approval of the proposed research must accompany the signed proposal signature page when it is submitted to the Graduate Programs Coordinator.

Please see the School of Education Student Handbook  for more information.

Consistent with the Graduate’s School’s requirements for the final PhD examination, the dissertation/proposal committee must include at least five faculty:

The Chair must have regular membership on the graduate faculty. The other members must have regular or special memberships on the graduate faculty. Note that if a student is pursuing a joint or dual-degree, at least two of the faculty must hold graduate appointments in the student's SOE program area. Special membership, which includes faculty from other institutions, requires the approvals of the Associate Dean of Students and the Graduate School. The entire list of prospective committee members must be submitted to the Graduate Program Coordinator at [email protected] and be re-approved by the Associate Dean of Students at the start of the semester during which the dissertation will be defended.

All members of the final PhD examining committee ("dissertation committee") are expected to participate in the dissertation oral defense and sign the formal final examination form.

Doctoral candidates must deliver the final dissertation text to all committee members at least three weeks before the scheduled dissertation defense. This allows the committee two weeks to review and evaluate the dissertation. The Chair will request that committee members provide substantive feedback, preferably in writing, about the dissertation whether the document is defense-ready. If it is not ready, the candidate is given more time to work on it and the defense will be rescheduled.

Please check the deadlines sheet for dates, and the School of Education Student Handbook for more information.

After successful completion of dissertation defense, the completed dissertation must be uploaded to the Graduate School according to Graduate School procedures and deadlines. Please see the Graduate School website for deadlines details.

Transfer credit is defined as any credit earned at another accredited institution, credits earned on another campus of the CU system, or credits earned as a nondegree student within the CU system.

The maximum amount of work that may be transferred from another accredited institution to CU Boulder is 21 credit hours, and is accepted only after approval of the faculty advisor and the Graduate Programs Coordinator, in consultation with the Associate Dean of Students. All courses accepted for transfer must be graduate-level courses. A course in which a grade of B- or lower was received will not be accepted for transfer.

Transfer coursework must have been completed in the five years prior to acceptance to the program. Credit may not be transferred until the student has completed 6 credits of graduate-level coursework as a degree-seeking student on the CU Boulder campus with a 3.0 GPA. Students who have applicable credits to transfer to their PhD degree program must complete the transfer of credit paperwork.

The doctoral degree must be completed within six years, including defending the dissertation and submitting it to the Graduate School. A one-year extension may be granted if formally requested in writing, recommended by the student's faculty advisor, and approved by the Associate Dean of Students and the Dean of the Graduate School. The extension request must show valid reasons as to why an extension is needed. If an extension is granted, all degree requirements must be completed within the extended time period.

PhD students who move to Colorado from another state need to petition for Colorado in-state tuition classification within one year so they are eligible for in-state tuition during second year of graduate study. Proof of residency includes a Colorado driver’s license and vehicle registration, voter registration, filing Colorado income taxes and proof of employment. Students should save a signed copy of their Graduate Student Assistantship offer letter to serve as proof of employment.

Detailed instructions on how to apply for Colorado residency (also called domicile) can be found on the Office of the Registrar's State Residency webpage .

Areas of Emphasis

The Educational Foundations, Policy and Practice (EFPP) program area of emphasis focuses on policy analysis and the application of academic disciplines—anthropology, history, law, philosophy and sociology—to the analysis of education. Faculty in EFPP are devoted to the critical examination of the relations among education, society, culture and government, with special emphasis on issues of equity along lines of race, ethnicity, social class, gender, sexual diversity, nationality/citizenship and intersectional inequalities.

The EFPP program area of emphasis prepares students for university faculty positions and other careers requiring deep knowledge of research.

The Equity, Bilingualism and Biliteracy (EBB) program area seeks to understand and critically respond to issues at the intersection of language, culture, ability and identity; educational and social policies; teacher preparation and teacher learning; and the social and political contexts of schooling. This includes critical explorations of, and interventions related to, the various aspects of schooling that affect multilingual learners and their communities, such as the development of bilingualism and biliteracy, restrictive language and literacy policies, high-stakes accountability, teacher education, disproportionate representation in special education, racio-linguistic ideologies, the implementation of various bilingual education models, immigration policies and transnationalism. EBB aims specifically to prepare critical, equity- and justice-oriented researchers, teacher educators, and school, district and community leaders. Our EBB graduates go on to work and lead in universities; state, federal and local education agencies; and in school districts and community-based organizations.

Faculty and students in the Learning Sciences & Human Development (LSHD) program area study how people learn in the context of organizing for more equitable and sustainable social futures. We consider how research can inform social change that strengthens learning and teaching in K-12 schools, access to higher education for minoritized students and the sustainability of community-based education organizations. Working in partnership with schools and communities is a key component of the approach we take to understanding sociopolitical and educational issues and their possible solutions.

The LSHD program prepares graduate students to research and inform collective efforts to improve conditions of learning, particularly for young people from minoritized and marginalized communities and the adults (including teachers, community organizers and community members) who work with them. The program emphasizes:

• How a strong foundation in psychological perspectives on education and human development can inform efforts to improve conditions for learning in school and out of school contexts.
• The need to go beyond psychological perspectives to interpret learning and development in social, cultural and historical contexts.
• Social justice as a central concern in studying and informing efforts to improve conditions of learning.
• Humanistic approaches to research that draw on interpretive, critical and social practice theories of human action.

Students work with faculty members who conduct research in a range of settings, including schools, preservice teacher education programs, after-school programs, museums, community organizations, workplaces and grassroots social movements. We encourage prospective applicants to review the web pages of individual faculty to learn about current projects.

Faculty and graduate students in the Literacy Studies program study and design literacies in print and multimodal modes and in varied contexts. Literacies are framed as central to envisioning and enacting expansive and justice-centered theories and practices for teaching, learning, imagination and self-expression in K-12 schools, informal learning spaces and communities. Grounded in critical, social and interpretive conceptions of literacy, our program highlights the interrelations among theory, research, practice, policy and the potential for equitable social change.

Through multiple methodologies, research in the program occurs in partnership with children, youth, families and teachers in ways that honor and attend to experiences and identities at the intersections of race, language, gender, sexuality, ability and economic opportunity. Doctoral students collaborate with faculty on a range of research projects, engage in community outreach and work in teacher education programs emphasizing social justice and humanizing approaches to curriculum and instruction that center and address the interests and needs of all learners. The program prepares graduate students for careers in research and teaching in university settings, educational leadership in schools and community organizations and research and development in the private or nonprofit sector.

 Students will have the opportunity to:

• Develop an expansive understanding of literacy and its implications for children, youth and their families and communities.
• Understand the theoretical perspectives informing literacy research currently and historically.
• Critically examine and apply research methodologies to questions of significance to them and to the field of literacy studies.
• Collaborate with faculty, peers, youth, communities and other educators to pursue research and pedagogical goals.
• Deepen their understanding of theories and practices that situate literacy as essential for dismantling systems of oppression and building toward anti-racist, anti-oppressive and affirming futures for children and youth, teachers, teacher educators, schools and communities.

The Research and Evaluation Methodology (REM) program is a place for intellectually curious and motivated students who want to learn about deep research methodology with an eye toward influencing education policy and practice. The most common methodological specializations are:

• Psychometrics and educational assessment
• Applied statistics

The program is a full-time commitment, and all admitted students are supported with five years of funding, including tuition remission and a stipend for living expenses. Students participate in graduate research assistant-ships each semester and can expect to work with faculty on research projects as part of  CADRE , the Center for Assessment, Design, Research and Evaluation.

The STEM Education program offers students an opportunity to build their understanding and expertise in STEM Education. The faculty in the STEM program area have expertise in science, mathematics and computer science in pre-college learning environments with a special focus on diversity and justice. The program supports students in becoming educational researchers through participation in the doctoral cohort and STEM specific coursework. Students develop an understanding of how learning environments can be designed to foster students’ understanding of and participation in mathematics, science and STEM. Our faculty work with collaborators throughout campus and in partnership with teachers, schools, districts and community members. As part of their studies, PhD students have opportunities to work on funded research projects, teach courses and contribute to ongoing work of multiple CU centers. The PhD prepares students for careers in research and teaching in university settings, educational and public leadership and services to schools, or research and development in the private or nonprofit sectors.

The STEM Education program is centered on and takes an interdisciplinary stance to: 

• Learning beyond cognitive change towards participation in sociopolitical learning environments that involve issues of identity and power.
• Collaboration with teachers, public schools and community organizations as partners in broadening and re-envisioning STEM education to include more humanizing experiences and outcomes.
• Recognition that current values and traditions of STEM disciplines need to be de-settled to expand what counts as knowing and to be a knower.
• Exploration of the generation of knowledge among learning communities of all types and the negotiation of shared visions and integrity among their members.
• Building and studying programs that engage and sustain learners and their communities through engagement in meaningful and relevant STEM questions.
• Youth empowerment and agency by drawing on scientific knowledge and practices to explore meaningful questions in their communities.

The Teacher Learning, Research & Practice (TLRP) program offers a rigorous pathway for those interested in becoming teacher educators who conduct research and support the practice of teaching and teacher education. The TLRP program takes seriously this hybrid role of teacher educator as both researcher and practitioner, as well as the historical legacy of inequalities perpetuated by teacher education. This program prepares graduate students for careers as researchers and teachers in university settings with a particular emphasis on equity and justice, as educational leaders in schools and community organizations, and as researchers and developers in private and nonprofit sectors.

The TLRP program is grounded in a commitment to the practice, study and transformation of teacher education in ways that forward and honor humanizing thinking and action. Doctoral students enjoy opportunities to work in and with the school's multiple teacher education programs and to collaborate with faculty, doctoral students and other stakeholders (e.g., school partners; community organizations) in the critical design and study of these programs. Conducting research with members of this community provides additional opportunities to deepen understandings from coursework and to pose and pursue questions using innovative research methodologies and methods.

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Undergraduate Catalog 2022-2023

Undergraduate Catalog 2022-2023 > College of Education and Behavioral Sciences (EBS) > School of Special Education

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School of Special Education

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Director :  Corey Pierce, Ph.D.

Location: McKee 36

Telephone: 970.351.2691

Website:  www.unco.edu/cebs/special-education/

Faculty: Sandra K. Bowen, Ph.D.; Paula W. Conroy, Ed.D.; Silvia Correa-Torres, Ed.D.; Tracy Gershwin, Ph.D.; Amy Graefe, Ph.D.; Francie R. Murry, Ph.D.; Lori Peterson, Ph.D.; Jason Robinson, Ph.D.; Nancy Sileo, Ed.D.; Todd H. Sundeen, Ph.D.; Jennifer Urbach, Ph.D.; Hasan Zaghlawan, Ph.D.

Course(s) Offered (Prefix):

• EDSE — Special Education
• GOAL — Modified Classes

Program(s) Offered:

• Liberal Arts Concentration
• K-12 Special Education Teaching Concentration - Licensure: Special Education Generalist (Ages 5-21)
• Early Childhood Special Education Liberal Arts Concentration (Birth to 8 years)
• Early Childhood Special Education Teaching Concentration - Early Childhood Special Education Endorsement (Ages Birth-8)
• Special Education Minor
• Go On And Learn (UNC GOAL)

The School of Special Education offers one of the most comprehensive training programs for special educators (undergraduate, master's, doctoral) in the nation. UNC is the only institution in a six-state region that offers degree programs in special education in all areas of exceptionality. Special programs associated with special education include the Summer Enrichment Program for the Gifted and Talented, the Bresnahan-Halstead Center on Disabilities, and an annual Special Education Summer Symposia Series in Vail, Colorado featuring renowned speakers.

Faculty in Special Education are nationally recognized, have published in their respective areas, presented papers at prestigious conferences and have many of their publications translated into several foreign languages. Numerous program and research grants provide support for professional development and student scholarships at the graduate levels.

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College of Education and Behavioral Sciences (EBS)

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Graduate Degrees in Education

CU Boulder’s top-ranked doctoral degree in education provides students with the knowledge and skills to critically analyze the education field. The PhD program prepares graduate students for careers in research and teaching in university settings, educational leadership in schools and community organizations, and research and development in the private and nonprofit sectors.

Graduate students work closely with a small, collaborative group of nationally renowned faculty whose overall scholarly productivity is in the top 10 among U.S. schools and colleges of education.

Degree Types

• School of Education
• Graduate Programs in Education
• School of Education Faculty

Experience Colorado’s top-ranked graduate programs in education. CU Boulder has the best graduate school for education in the state, according to U.S. News & World Report .

Receive generous funding packages that prepare you for your future as a researcher, educator and leader in the field. Stipends and grants cover tuition costs and provide experiential graduate assistantships.

Join an esteemed alumni network. The School of Education has more than 13,000 alumni across the U.S., with 67% living in Colorado.

Degree Options & Application Requirements

Doctor of philosophy in education .

• Educational Foundations, Policy and Practice
• Equity, Bilingualism and Biliteracy
• Learning Sciences and Human Development
• Literacy Studies
• Research and Evaluation Methodology
• STEM Education
• Teacher Learning, Research and Practice
• Can be completed in 5 years
• Requires 30 hours of dissertation credit

GRE/GMAT Requirements

Application deadlines.

• Nov. 15 for international applicants
• Dec. 1 for U.S. applicants

 For program details, review the course catalog for the PhD in education .

Research Areas

• Teacher Education
• Bilingual/Bicultural Education
• Educational Administration and Policy
• Human Development

Learn More About Research Areas at CU Boulder

Funding Opportunities

We understand funding opportunities play a major role in helping you to decide whether a program is right for you. At CU Boulder, PhD students are supported through research and teaching assistantships. Students are also encouraged to apply for their own sources of funding.

Explore General Funding      Explore Department-Specific Funding

Graduate Student Resources

Student success is best met with holistic support and resources. CU Boulder offers robust resources, programming and opportunities to help students establish meaningful connections, adjust to graduate student life and find assistance when they need it. Whether it’s academic, social, or health and wellness support, the university provides an array of resources to meet the diverse needs of our students.  

Graduate Student Organizations

Explore ways to connect with other graduate students on campus, online and off campus, locally and internationally.

Diversity, Equity, Access & Inclusion

Learn about our commitment to ensuring our graduate education is accessible and welcoming for all students.

Health & Wellness

Find resources with contact and location information for a broad range of services.

Leadership Development

Attend regular, graduate-specific workshops and seminars to hone practical and professional skills before entering the job market.

Peer Mentoring Program

Connect with an established graduate peer mentor who serves as your guide through the graduate student experience.

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EdDPrograms.org

Ed.D. Programs in Colorado

With this practical Ed.D. guide, you've got everything you need to find the best Colorado doctorate in education. Begin with the school listings, which contain links to curricula and costs. Then pay a quick visit to the sections on Colorado online Ed.D. degrees, internal doctoral funding, and CDE licensure. Using educational leadership job & salary data, you may even want to start planning for your post-graduation job interview.

Earning a Doctor of Education Degree in Colorado

Colorado has an intriguing mishmash of doctoral programs of education. In our school listings , you’ll see familiar public names, a highly regarded private player, and even a for-profit option. It’s worth knowing that the University of Denver is participating in the Carnegie Project on the Doctorate (CPED) —a move which often adds extra rigor to an Ed.D. program.

Considering distance learning? Check out the discussion of Colorado online Ed.D. programs . Wondering what kinds of doctoral funding might be available? Discover our list of university scholarships & awards . Thinking of earning an Ed.D. for Colorado licensure? We have info on leadership license requirements and CDE-approved prep programs .

While you’re skimming and scanning, you may also want to take a look at our career section . This has data on CO administrative jobs & salaries (K-12 and higher education), links to useful job boards, descriptions of important professional associations (e.g. CASE), and dates for leadership conferences & networking opportunities .

Online Doctor of Education Programs in Colorado

Online ed.d. providers in colorado, aspen university, university of northern colorado, what to know about colorado online ed.d. programs.

There aren’t many online doctoral programs in education in Colorado; UNC is your only regionally accredited option. Having said that, it’s a good one. We profile both of your choices below.

Also, bear in mind that many of the so-called campus Ed.D. degrees in our school listings are technically hybrid—a mix of online and face-to-face courses. Colorado programs that fall into this category include CU’s Doctor of Education in Leadership for Educational Equity and UNC’s Ed.D. in Educational Leadership . Some have more campus visits than others.

Note: Our overview of online doctoral programs in education has a listing of online Ed.D. degrees in every state.

Online Ed.D. Programs at Public Colorado Universities

UNC is a public research university with an established history in teacher education, so its 64-credit Online Doctor of Education in Educational Studies is worth a look. It’s mostly online, with one five-day session on the Loveland campus each summer. We particularly like the fact that the curriculum includes targeted coursework in leadership (e.g. the Innovation and Education Reform Emphasis) and a scholarly paper requirement.

UNC accepts transfer credits for graduate work, including the Ed.S. It also charges a flat rate for Extended Campus programs. That means there are a) no fees; and b) tuition is the same for in-state and out-of-state residents.

Online Ed.D. Programs at For-Profit Colorado Universities

The alternative comes from a private, for-profit school that specializes in online programs for working adults. Aspen University is nationally accredited, but it’s not regionally accredited. We mention this because many state licenses & certificates require a degree from a regionally accredited school.

If you’re comfortable with national accreditation, the 100% online, 60-credit Online Doctor of Education in Leadership and Learning comes in a host of specializations (e.g. higher education, K-12, organizational leadership, etc.). It’s also affordable. Thanks to low overheads, Aspen tuition rates are similar to low-charging public universities.

Doctoral Education Funding in Colorado

Internal scholarships, fellowships & awards.

Colorado universities are pretty good about listing funding opportunities for the doctorate in education (e.g. Ed.D. scholarships, tuition breaks, assistantships, etc.). But specific awards may be buried three pages deep! To save you time, we’ve put all the sources together in one section. If you want info on external aid (e.g. federal & private loans), the university’s Office of Financial Aid and the Graduate College are your best bets.

Aspen University is approved by the U.S. Department of Education to offer federal student aid for all of its degree programs. Plus Military and their spouses are eligible for a tuition discount & fee waiver on doctoral degrees. Aspen uses a monthly payment plan , but you can also choose to pay in installments.

University of Colorado Denver

The School of Education & Human Development (SEHD) has a helpful section on Financial Aid, Scholarships & Tuition , with links to Financial Aid procedures, Tuition & Fees , and Scholarship sources. Be sure to check out the sections on Scholarships for All SEHD Students , the Virginia Schuman Scholarship for Doctoral Students (ask if Ed.D. candidates can apply), and scholarships for specialty areas (e.g. Early Childhood Education, STEM Students, etc.). CU also offers Tuition Assistance to current employees of University of Colorado schools.

University of Denver

Each Ed.D. program page contains advice on Financing Your Graduate Education, with details on tuition costs and financial assistance. Doctorate in education students in the Morgridge College of Education (MCE) often take advantage of the:

• MCD Dean’s Scholarship : This is awarded based on academic merit; no separate application is necessary.
• MCE Grants & Scholarships : Aspiring Curriculum & Instruction students should check out the Uhrmacher Scholarship.
• Teaching/Research Assistantships : These are selected by each department/program chair. Consult the Ed.D. program advisor for more info.
• Other Assistantships & Employment Opportunities
• Graduate Grants & Fellowships
• Gift & Endowed Scholarships: The MCE application automatically ensures you are considered for all applicable awards.

UNC seems willing and able to help students with doctoral funding. The Graduate School has a comprehensive section on Funding & Costs , with details on

• Graduate Assistantships
• Graduate Financial Aid
• Graduate Grants & Loans
• Graduate Scholarships
• Student Employment

You can also browse through UNC’s full list of scholarships . In particular, ask the Ed.D. program coordinator if you’re eligible for the:

• Dr. Kathryn Whitaker Educational Leadership Scholarship
• Arthur R. Partridge Educational Leadership Scholarship
• Peter Roknich Teaching Scholarship
• Any College of Education & Behavioral Sciences Scholarships

Note: If a university name is missing from the list, we didn’t find specific examples of Ed.D. funding beyond private & federal loans and external aid.

School Licensure Requirements in Colorado

Leadership licenses.

The Licensing Office in the Colorado Department of Education (CDE) handles licensure for public school administrators and career & technical educators. You’ll find full details in General Requirements for Licenses & Authorizations and the section on Leadership Licenses in the Endorsement Requirements. In Colorado, there are four major categories for educational leaders:

• Principal : Building-Level Leadership Endorsement
• Administrator (Superintendent) : District-Level Leadership Endorsement
• Administrator (Director of Special Education) : District-Level Leadership Endorsement
• Administrator (Director of Gifted Education) : District-Level Leadership Endorsement

There are also three types of license: Initial, Professional, and Master Certificate. We provided a summary of Initial requirements for principals and superintendents below; see the CDE website for full details.

Wondering which degree to choose? The CDE maintains an Educator Preparation Program Search , which you can use to search by endorsement area.

• There are Ed.D. programs that lead to administrator licensure (e.g. DU’s Ed.D in Educational Leadership and Policy Studies and UNC’s Ed.D. in Educational Leadership).
• Some Colorado doctorates will also prepare you for specific endorsements (e.g. DU’s Ed.D. in Curriculum & Instruction – Gifted Education).

Note: The homepage for the Licensing Office contains info on reciprocity, including a  Credentialing Guide for Out-of-State Applicants .

Initial Principal License (K-12)

To earn the Initial Principal License, you must:

• Hold a bachelor’s degree or higher from a regionally accredited institution.
• Complete a state-approved program for the preparation of principals at a regionally accredited institution.
• Have at least three years of full-time experience under a state-issued teacher or special services license in a K-12 (elementary and/or secondary) school.
• Receive a passing score on the Colorado-approved content exam for building-level leaders: Educational Leadership: Administration and Supervision PRAXIS 5412 (effective as of September 1, 2019).

Initial Administrator (Superintendent) License (K-12)

To earn the Initial Administrator (Superintendent) License, you must:

• Complete a state-approved program for the preparation of district-level administrators at a regionally accredited institution.
• Receive a passing score on the Colorado-approved content exam for district-level leaders: School Superintendent Assessment PRAXIS 6991 (effective as of September 1, 2019).

Educational Leadership Jobs in Colorado

Educational leadership career outlook.

The Bureau of Labor Statistics (BLS) tracks employment & salary data for elementary & secondary school education administrators and postsecondary education administrators in every state. The employment maps on these pages offer an easy way to tell where hotspots exist.

Broadly speaking, Colorado—like its neighbor, Arizona—employs a fair number of K-12 education administrators . You can hone these numbers even further by paying a visit to the CDE’s SchoolVIEW . This contains a gold mine of data on budgets, school performance, enrollment, and more. In Colorado Education Statistics , you’ll find a section devoted to School/District Staff Statistics . Check out the reports on principals and assistant principals.

It’s a similar job story for Colorado postsecondary education administrators . Employment numbers are solid, and often beat out New Mexico and Utah. For a nuanced picture, visit the Colorado Department of Higher Education and its section on Data & Research.

Educational Leadership Salaries

The BLS posts annual mean wage data for all kinds of Colorado education administrators (including preschool) in State Occupational Employment and Wage Estimates Colorado . Wages for Colorado elementary & secondary school education administrators tend to be fairly low. But we recommend you compare these stats to the CDE’s section on School/District Staff Statistics . This has hard data on average salaries for Colorado principals, assistant principals, and superintendents.

In contrast, salaries for Colorado postsecondary education administrators are usually healthy. As you might expect, CU Boulder employees are well-compensated. The CU Salary Database provides a summary of annual base salaries for CU employees, organized by campus, job family, and department. Colorado State University’s Accountability section lists CSU salaries in its Compensation Report. Other universities may require a little digging (e.g. MSU of Denver’s Staffing Pattern ).

Educational Leadership Job Boards

Conventional job sites (e.g. Indeed, HigherEdJobs, TopSchoolJobs, SchoolSpring, etc.) can get you started. But we also wanted to highlight some state-specific job boards.

• CASE has a Career Center where you can search for building-level and district-level administrator jobs in Colorado.
• CASBO lists Employment Opportunities for Colorado school business officials.
• The Colorado League of Charter Schools hosts a Career Center where you can search for K-12 administrative jobs.
• The Association of Colorado Independent Schools (ACIS) allows you to Search for Positions .
• CU Careers lists job opportunities in all four CU campuses.

Educational Leadership Organizations in Colorado

Educational leadership associations.

• Colorado Association of Financial Aid Administrators (CAFAA) : CAFAA is a non-profit organization representing individuals within the financial aid industry—from public and private school officials to lenders and student service organizations.
• Colorado Association of Latino/a Administration and Superintendents (CO-ALAS) : CO-ALAS is a professional education association that advocates for aspiring and current Latino/a administrators and educational leaders in Colorado.
• Colorado Association of School Boards (CASB) : CASB represents 1,000+ school board members and superintendents in Colorado.
• Colorado Association of School Business Officials (CASBO) : CASBO is a non-profit organization serving school business officials in Colorado school districts, BOCES, charter schools, and colleges & universities. It offers voluntary certification .
• Colorado Association of School Executives (CASE) : CASE is a professional organization representing administrators in Colorado K-12 education. Superintendents, principals, and other school & district leaders are eligible for membership. CASE has seven different departments (see below) who focus on different areas of concern.
• Colorado Association for Supervision, Curriculum, and Development (CO ASCD) : CO ASCD serves to empower educators and students statewide through innovation and the educators’ voice. It has 2,500+ active members and it’s a state affiliate of the ASCD.
• Colorado Education Association (CEA) : CEA is the state’s largest education union and a state affiliate of the NEA. Members include K-12 teachers, higher ed faculty, and education support professionals, as well as students in teacher education.

CASE Departments

• Colorado Association of Educational Specialists (CAES) : CAES serves as an advocate for educational specialists in all Colorado public schools.
• Colorado Association of Elementary School Principals (CAESP) : CAESP exists to support PreK-Grade 8 elementary and middle school administrators in Colorado. It’s the Colorado arm of the NAESP.
• Colorado Association of Leaders in Educational Technology (CALET) : CALET provides professional development opportunities that help educational technologists grow into educational leaders.
• Colorado Association of School Personnel Administrators (CASPA) : CASPA organizes the cooperative efforts of public school administrators who have a professional responsibility for administering personnel programs involving licensed and/or classified school employees.
• Colorado Association of Superintendents and Senior Administrators (CASSA) : CASSA organizes programs and activities for Colorado superintendents and senior administrators. It’s the Colorado arm of the AASA.
• Colorado Association of Secondary School Principals (CASSP) : CASSP supports middle level and secondary school principals throughout the state. It’s the Colorado arm of the NASSP.
• Department of Business Officials (DBO) : DBO is dedicated to developing and improving school business management and administration.

Note: Remember that state and national educator organizations often have funds and scholarships available for continuing education (e.g. Ed.D.). Check the website and ask about opportunities.

Educational Leadership Events in Colorado

Educational leadership conferences.

• CASB Conferences : CASB organizes a four-day Annual Convention in December, a two-day Winter Legislative Conference , days at the Capitol, a two-day Fall Delegate Assembly Conference in October, fall regional meetings, and school bus tours.
• CASBO Conferences : CASBO’s Annual Spring Conference for Colorado school business officials is held over three days in April. The Annual Fall Conference usually takes place in mid-October.
• CASE Annual Convention : CASE’s flagship professional development event is held over five days in July. Two days are dedicated to pre-convention workshops and three days are reserved for the conference, which includes 50+ sessions and a legislative and policy program.
• CASE Superintendents Conference : Sponsored by CASSA (a CASE Department), this three-day event in September gives Colorado superintendents a chance to discuss and debate current issues facing school districts.
• CASE Winter Leadership Conference : CASE’s three-day leadership event in early February attracts public education leaders from every job position in the state.

Educational Leadership Training

• CASE Professional Learning : CASE runs a number of targeted programs for Colorado K-12 educational leaders, including the Aspiring to the Principalship Workshop , Leadership Coaching , the Leadership, Equity, and Diversity Program (LEAD) , and the Effective Feedback for Effective Educators Seminar Series .
• CDE Professional Development : Professional development programs from the Colorado Department of Education include workshops, training modules, online courses, and more.

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School of Education

Denver, Colorado

Online Doctor of Education in Leadership and Learning - Healthcare Administration and Leadership

Offered Online

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Online Doctor of Education in Leadership and Learning - Higher Education Leadership

Online doctor of education in leadership and learning - k12 educational leadership, online doctor of education in leadership and learning - organizational leadership, online doctor of education in leadership and learning - organizational psychology, university of colorado denver/anschutz medical campus.

School of Education and Human Development

Doctorate in Education - Leadership for Educational Equity

Doctorate in education - leadership for educational equity - early childhood education and early childhood special education, doctorate in education - leadership for educational equity - executive leadership, doctorate in education - leadership for educational equity - higher education, doctorate in education - leadership for educational equity - latin learners and community, doctorate in education - leadership for educational equity - mathematics education, doctorate in education - leadership for educational equity - professional learning and technology, doctorate in education - leadership for educational equity - science education, doctorate in education - leadership for educational equity - urban and diverse communities.

Morgridge College of Education

EdD in Curriculum and Instruction - Curriculum Studies

Edd in curriculum and instruction - gifted education, edd in curriculum and instruction - mathematics education, edd in educational leadership and policy studies, edd in higher education.

College of Education and Behavioral Sciences

Greeley, Colorado

Doctorate in Education - Educational Leadership

Doctorate in education - educational studies, online doctor of education in educational studies, online doctorate in education - educational leadership.

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Special Education Program

The Special Education Program resides within the Department of Teaching & Learning. Our program centers on innovative and inclusive education. We promote high expectations to ensure that all children are welcomed into the general education classroom. Our coursework is based on principles of universal design, focusing on how all students can have access to an academic education in the general education classroom. Students are taught to focus on student strengths and to consider the many ways children and adolescents learn and make sense of content. Our licensure and degree options combine on-campus and field-based learning experiences to provide opportunities for making connections between readings and classroom experiences, and to critically evaluate support services with current research. The Special Education Program invites you to read more about our programs on the website and to contact specific faculty to discuss your interests.

Explore our Licensure and Degree Options!

Bachelors of Arts in Inclusive Elementary Education with Special Education Endorsement

Bachelor of Arts in Inclusive Early Childhood Education

Undergraduate Licensure in Special Education with major in LAS content area

Initial license in Special Education with or without Masters of Arts Degree

Added Endorsement in Special Education with or without Masters of Arts Degree

Master of Arts Special Education Only

Inclusive Behavior Intervention Certificate

Inclusive Early Childhood Education Graduate Certificate Program

Meet our Faculty

Department of Teaching and Learning Faculty : Our faculty are local, state, and national leaders in the field of special education.  We encourage you to connect with them to learn more about educational, research, and service opportunities.

Accreditations

The Special Education Program is accredited by:

• Colorado Department of Education (CDE)
• Colorado Commission on Higher Education (CCHE)

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Master of Arts in Special Education, Applied Behavior Analysis

Classroom Type: Fully Online Online and on campus classes

The Special Education MA with a concentration in Applied Behavior Analysis (ABA) combines seven courses in our ABA certificate, two specific course electives and a practicum. Graduates will acquire the degree and supervision hours needed to sit for the BCBA exam.

Application​ deadlines

Summer: April 1 Fall: July 1 Spring: November 1

Program Details

Interest Categories: Education & Counseling

Campus: CU Denver Online

What you'll learn 

The demand for special education professionals certified in Applied Behavior Analysis is growing. Children with special needs require specific and optimized learning environments created by qualified professionals to aid in their growth and skill development. University of Colorado Denver’s strengths-based/assets-based approach to teaching special education prepares you to understand the strengths of every child in every family. 

Enhance your ability to work with individuals with special learning and behavior needs by earning a master’s degree in Special Education with a concentration in Applied Behavior Analysis from CU Denver.  

This program prepares professionals to follow best practices for ABA in a variety of settings. If you already have a bachelor’s degree, earning this degree will help you to advance or diversify in your field. You will build your competencies in psychology and advance your skills in working with individuals with special needs. 

This special education pathway will prepare you with knowledge of: 

• Ethical and professional conduct considerations required for practicing ABA 
• How to understand and accurately describe the behavior of individuals 
• How to collect and interpret data and make decisions specifically for ABA, and  
• How to implement recommended, evidence-based practices with young children with autism. 

It combines the seven courses in our ABA certificate , two specific course electives and a practicum. Graduates will acquire the MA degree plus the supervision hours and fieldwork needed to sit for the Board-Certified Behavior Analyst (BCBA) or Board-Certified Assistant Behavior Analyst (BCaBA) exam as required by the Behavior Analyst Certification Board®. For more information on these requirements, please visit the  Behavior Analyst Certification Board®’s website . 

Mode of study:  This degree is designed to fit your busy lifestyle and may be completed in a hybrid or fully online format. 

Cost:  All courses are three graduate credit hours. Tuition is available on the  Student Finances website .

Meet the Faculty

Faculty at CU Denver match your passion for education and believe in giving all students equal access to an excellent education. Our published scholars and community-based advocates in special education are engaged at the local, state, national and international levels. These professionals bring with them a wide breadth of experience. Additionally, our faculty network and collaborate with local district leaders to ensure you are prepared for the current challenges that schools and districts face.

Choose CU Denver’s School of Education & Human Development 

You can trust CU Denver to provide an education that will prepare you for your career in special education. We take our leadership role seriously and are committed to graduating the most qualified ABA certified professionals. Additionally, CU Denver’s School of Education and Human Development is counted among U.S. News & World Report’s “Best Graduate Schools,” making us one of the top education schools in the country. 

Timeline 

Cohorts begin their ABA core courses every other semester. Completion timeline depends on course load.

Courses 

This program combines the seven courses in our ABA certificate , two specific course electives and a practicum. Graduates will acquire the MA degree and meet the Behavior Analyst Certification Board's coursework requirements toward becoming a Board-Certified Behavior Analyst or Board-Certified Assistant Behavior Analyst. Completing the program’s practicum course will meet the fieldwork experience as required by the Behavior Analyst Certification Board®. For more information on these requirements, please visit the  Behavior Analyst Certification Board’s website .

Sample Courses

• SPED 5450 - Introduction to ABA and Terminology 3 credits
• SPED 5471 - Ethics and Implementation ABA 3 credits
• SPED 5480 - ABA Advanced Data and Behavioral Plans and Applications 3 credits
• SPED 5151 - Slashing Stigmas: Promoting Positive Behaviors 3 credits

Recommended Completion Time: 21 months

Required Credits for Completion: 30

Admission Requirements

Eligibility  .

BACB Behavior-Analytic Coursework Pathway Eligibility: 

MA in Special Education ABA concentration applicants must hold a bachelor’s degree from a qualifying institution. 

Students enrolled in practicum will be required to find an approved practicum site that will allow them to meet the specified hour requirements with respect to both restricted and unrestricted activities. 

Needed to apply

• Official Transcripts  from all institutions attended
• 2 letters of recommendation (list 3 names)
• Written Statement: please outline the reasons why you would like to pursue the MA in Special Education with a concentration in Applied Behavior Analysis and any relevant experience
• $50.00 application fee 

Additional Requirements

To complete the Master of Arts in Special Education, Applied Behavior Analysis, you will need reliable high-speed Internet access from home. Faculty and students use web-based applications like Instructure Canvas to complete coursework. For more information, visit CU Online's technical requirements page .

Application Deadlines 

Please note, space is limited, and our program works on rolling admission. Applications are reviewed on a first-come, first-served basis for students who meet the eligibility criteria for their respective programs. Please contact Beth Eagen at  [email protected]   for application assistance or to learn more about this program.

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M.A. in Special Education

Master of Arts in Special Education

Master of Arts

Education Department

Being a special educator is one of the most rewarding education careers. The field of special education is characterized by passionate, loyal education professionals who are not afraid to advocate for their students.

Program Overview

Enhance opportunities for students with disabilities.

Our fully online Western Special Education programs are grounded in the Colorado State Standards for Special Education and Teacher Quality Standards. We teach our students to focus on the whole child and to tailor students’ experiences by collaborating with teaching teams, administration and families. Each course includes the philosophical and legal perspective of “the why” alongside the practical application of the primary roles and tasks of a special educator. The program includes multiple pathways for graduate students.

Enhance your own education and earn professional credit at Western’s Summer Teacher Institute .

Leading the field

Western’s graduates are No. 1 in Colorado for producing more than expected growth in student learning, according to state-level data.

Program Requirements

At Western, course rotations are crafted to encompass a variety of subject fields for a comprehensive education and versatile degree. For required courses and degree plans, visit the official University Catalog . Below is a general overview of courses at Western Colorado University related to this area of study.

Degree Plan

Special education licensure (24-27 credits), post-licensure coursework (3-6 credits), capstone coursework (7 credits), faculty & staff, jackilyn gleason, ed.d., leia henaghan, m.ed..

Lecture & Clinical Coach

Casey Richardson, Ph.D.

Assistant Professor of Culturally and Linguistically Diverse Education

Alexandra Van Zandt, M.Ed.

Clinical Coach, Lecturer, Program Coordinator for Special Education

Take the first steps toward your dream career.

Career preparation is the primary focus of every academic program at Western. Our professors and Office of Career Services will help you identify your strengths, hone your skills, define your goals, and prepare for a fulfilling role in hundreds of professional fields after graduation.

Ready to apply or learn more about Western today?

Find Your Career

The data is automatically collected by Lightcast, a firm that sources job market data. The statistics illustrate general trends in U.S. careers, but do not precisely represent every job and salary.

How It Works

Discover the route built for you.

The M.A. in Special Education includes multiple pathways for those seeking an initial licensure, added-endorsement or alternative licensing for non-licensed or already-licensed graduate students.

Each of our asynchronous, online courses has been built to match four sets of teacher preparation standards in the state of Colorado: Colorado Special Education Generalist Standards, Special Education Professionalism Standards, Culturally-Linguistically Diverse Teacher Standards and the Teacher Quality Standards.

In addition to coursework, you will complete a master’s capstone project and create a special education milestone electronic teaching portfolio.

Our program provides a yearlong-residency model complete with a coaching team both locally, in the resident’s K-12 school and district, regionally for initial licensure students and through Western with a clinical coach.

Help students succeed.

The state and country need well-prepared, knowledgeable special educators who are experts in both pedagogy and the legal dimensions of serving students designated as requiring special services.

News & Research

Western Earns Accreditation from the Higher Learning Commission

Special Education Master’s Focuses on Differences, Not Deficits

Additional resources, teacher institute.

Celebrating our 20 th Anniversary! This summer’s Teacher Institute runs June 3 rd – June 15 th , 2024.

Costs and Admissions

Learn more about admissions requirements and tuition costs for our affordable and effective M.A. in Education program.

Frequently Asked Questions

View a list of frequently asked questions answered by our knowledgeable faculty to familiarize yourself with what you can expect as an M.A. in Education student.

Summer Licensure Orientation

Summer Licensure Orientation For Summer 2020, we will be reimagining and recreating our typical face-to-face session into an engaging and exciting virtual experience. We can’t wait for you to join …

Optional Added Endorsements

Supplement your master’s degree in education with additional endorsements to enhance your resume and your professional experience. Program Overview Bolster your credentials and gain a competitive …

Residency Information

Know what to expect and how to prepare for your yearlong teaching residency experience.

Initial Licensure Content Areas & Post-Licensure Added Endorsements

Western Colorado University is approved by the Colorado Department of Education to prepare students for licensure or added endorsement in the 24 content areas.

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970.943.2030

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Western Colorado University Crawford Hall 101 1 Western Way Gunnison, CO 81231

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Two state investigations into Academy District 20 find issues with special education programs

COLORADO SPRINGS, Colo. (KRDO) - In 2023, the Colorado Department of Education worked on four separate investigations in Academy District 20 regarding concerns about individual students' needs being met through Individualized Education Plans (IEPs).

Two of those investigations found that the district failed to meet standards set out by state law to educate those children properly.

The common theme in those two complaints is that the district did not provide individualized education plans tailored to a student's needs.

In one of those cases, the parents of a student said they had to pay tens of thousands of dollars out of pocket for private education outside of the district. The state decided not to reimburse the parent for that private education in that case because they transferred their child out of the district too soon among other reasons.

D20 did not comment on specific issues out of either investigation, but, did say they are working with families to provide more support. 

Nicole Gross, a D20 special ed parent believes many of the issues are because of lack of training.

"I think they need additional training. I think we need strong leadership in the special education department at the district level. And to be honest, I think we need more support for our teachers and our staff that are in the rooms day to day," Gross said.

The State Department of Education acknowledges there is a staffing shortage for special education teachers statewide. They are working now to hire and retain more teachers through various incentive programs. 

"We have a teacher shortage in special education. We also have it in math, science, world languages and early childhood education," Jeremy Meyer, the Director of Communications for the Colorado Department of Education said. "But special education is tough to find teachers."

The state investigative reports don't detail which schools had these issues.  D20 provided a statement to KRDO13 today. It can be read below.

Academy District 20 endeavors to meet its Free and Appropriate Public Education (FAPE) obligations, meaning we strive to offer consistent and appropriate education for students regardless of disability. D20 is working in partnership with the Colorado Department of Education to fully resolve any findings through a Corrective Action Plan (CAP). Although we will not expressly comment on individual claims associated with a complaint, D20 is committed to working with all of our families to ensure the success of each and every student. Academy District 20 continues to closely monitor our learning environments and provide support for all classrooms on a regular and appropriate basis.  D20 Spokesperson

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• Special Education Directors / Administrators - Non-degree Licensure : This endorsement program is designed to prepare students to become special education administrators. The endorsement is a post-Master’s administrator license, and all students must have completed a Master’s degree at an accredited institution of higher education prior to acceptance into the program. The program is based on pre-requisite knowledge concerning the field of special education equivalent to the current knowledge and skills expected of Colorado special education generalist teachers.
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John Lithgow takes on the role of the new kid in school for a PBS special celebrating arts education

This image released by PBS shows actor John Lithgow, right, with Yoli, as they work on a screen print drawing during the filming of “Art Happens Here With John Lithgow,” premiering April 26. (Antonio Diaz/PBS SoCal via AP)

This image released by PBS shows actor John Lithgow, right, with Estrella at the Debbie Allen Dance Academy during the filming of “Art Happens Here With John Lithgow,” premiering April 26. (Antonio Diaz/PBS SoCal via AP)

FILE - John Lithgow poses for a portrait to promote during the Sundance Film Festival in Park City, Utah, on Jan. 28, 2019. Lithgow stars in the new PBS series “Art Happens Here With John Lithgow,” premiering April 26. (Photo by Taylor Jewell/Invision/AP, File)

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At 78, John Lithgow’s acting career is not slowing down. He appeared in the best picture nominee “Killers of the Flower Moon” and starred with Jeff Bridges in the FX series “The Old Man.” Recently, the two-time Academy Award nominee and multiple Emmy, Tony and Golden Globes-winning actor played the new kid in school. He learned dance, ceramics, silk-screen printing and vocal jazz ensemble with Los Angeles-area high school students. It was filmed for “Art Happens Here with John Lithgow,” airing Friday on PBS with the goal of promoting arts education.

Lithgow, who has an undergraduate degree from Harvard and was a Fulbright Scholar at the London School of the Arts, spoke with The Associated Press about going back to school.

Answers have been edited for clarity and brevity.

AP: One argument about education is students need to prioritize math and science and learn to code. Arts education is a bonus but not a priority. What do you say to that?

LITHGOW: You’ve got to get kids excited about learning and eager to get to school. If there is something at school which is entirely theirs, something that is a creative project where they are really and truly expressing themselves...they’re going to want to get to school. I think arts education is a huge part of that. I also think sports is a big part of that.

AP: You act. You’ve performed in comic operas and conducted music. You’ve written books and paint. For “Art Happens Here,” you lean into being a novice, what’s the takeaway message?

LITHGOW: Creating a show like this is to try to persuade people just to wake up. I mean, you’ve got to think about the children, especially after the children have endured two years of a pandemic. Two years of pandemic has been hard on all of this, all of us, but they’ve been catastrophic for kids. Kids are not used to going to school. They lost two years, and two years in the life of a child is an eternity.

AP: How did you decide which classes to take?

LITHGOW: I wanted it to be things that I’m not good at or had very little experience with, if any. I didn’t want to do any theater. I wanted to do things that were technically difficult. I wanted to insert myself into a situation where I still had a lot to learn or a lot to remember. I wanted to be with a bunch of bright kids who were having a lot of fun with the new kid in class and trying to bring him up to speed.

AP: What kind of reaction did you get from the students?

LITHGOW: They weren’t particularly dazzled by my presence. Not a lot of them, to my dismay, really knew who I was, until somebody mentioned “Shrek,” you know? And that was only my voice. But they were very game, and they were such superb kids. Look, these were kids who had decided to go to ceramics class. They had decided to go to dance class. They had decided to go to the LA County High School of the Arts to study voice. They were serious about what they did, and they knew this was well-intentioned.

AP: What did you think of the experience?

LITHGOW: It was incredible fun. It was very hard work because these were rigorous things. It’s not easy showing up to do a documentary every morning for two months, but it’s fun. It’s a very good thing that we captured my own insecurity. I knew it was important for me to look like the fool and for the kids to look like the experts and...watch me fail and fail until I had a tiny measure of success — and to try to capture that joy. Because joy is what it was all about.