“One thing that I really appreciated and loved was that it was interdisciplinary, so there were students getting the certificate from various different backgrounds. And I love that because I think that it’s so great for us to be able to look at topics from different perspectives. We each have training in different areas, so we come with a different lens and are able to learn from each other. I would say it’s a pretty unique certificate program.” — Rebekah Charles, School Law Online Graduate Certificate, Graduate Summer 2023

As a future school psychologist, Rebekah Charles is passionate about advocacy work. She believes advocating for students and parents is an undervalued yet essential role of school psychologists. The School Law Online Graduate Certificate at the University of Connecticut (UConn) aligned with these aspirations. Having now completed the program, Rebekah feels uniquely positioned for future success – and empowered with the knowledge and information she needs to advocate for students, parents, and practitioners.

As a full-time PhD student in Educational Psychology - School Psychology track at UConn, working 20 hours a week as a Graduate Assistant, Rebekah’s days were full. Her PhD program also required her to choose an area of concentration. Searching the UConn website, she found the School Law Online Graduate Certificate program. Beginning the 12-credit, 4-course certificate program in fall 2021, Rebekah completed the last course in spring 2023. Despite her already heavy course load and research responsibilities, Rebekah says, “The workload of the grad cert courses was manageable, and the professors were flexible and willing to work with you if things came up at any time during the semester.”

Program Aligned with Future Advocacy Goals

Rebekah’s choice to pursue the graduate certificate was guided by her realization that the program aligned with her future advocacy work: “I participated in LEND through UConn’s University Center for Excellence in Developmental Disabilities Education, Research and Service, which is the Leadership Education and Neurodevelopmental and Related Disabilities graduate training program. Through that experience, I learned a lot about special education law: IDEA, ADA, and related information on individuals with disabilities and how we can support them in schools and in the community. I’m personally interested in supporting students with disabilities and their families who are culturally and linguistically diverse. This will sometimes require me to have the knowledge to go over what their rights are as parents, and what the process looks like in school if their child is evaluated for special education. When I was looking online at possible areas of concentration and found the school law graduate certificate and respective courses, I thought that it aligned nicely with the work that I aim to do once I get into the field.” 

Phenomenal Faculty Inspire Deeper Learning

Three of Rebekah’s four courses were taught by the program director, Dr. Preston Green. Learning from him was a highlight of the program for Rebekah: “Preston is a phenomenal faculty member and instructor. The way that he presented course material was super relevant. He would provide research articles and/or cases that were popping up currently or semi-recently, which really made it easier to put into context some of these laws that have been in effect for a long time. He was also super available for individual meetings and discussions. I met with him a couple times just to talk though my own interests and experiences, and to gain insight on his educational background and things he’s had opportunities to work on. I appreciated that he would share information on different conferences and things that were popping up throughout the year that we could attend. He is really passionate about what he does, and I value and appreciate that as a student, because it makes learning a lot more fun, especially for something that can be quite dry, like the law.” 

Learning from such a prestigious faculty member continues to be a great source of inspiration for Rebekah: “My own personal joy that I’ve gotten from the certificate program is being able to see Preston’s presence across the university news. We get UConn newsletters over email, and I’ll see Preston’s name pop up often. For example, “Preston Green Quoted Re: Supreme Court/Charters.” It’s just super cool to have that connection and to see that the faculty member leading this certificate program is still in the field, knowledgeable, practicing, advocating, and active in the community. It’s fun to keep up with what he’s working on and see that he’s still engaged and passionate about these topics.” 

Relevant and Timely Course Material

Regarding the courses, Rebekah says, “They were all pretty great, to be honest.” For instance, while not her favorite course, Rebekah shares that she appreciated the knowledge gained from EDLR 6004 - Legal Issues in Educational Technology. “It was super useful. Not super fun, it wasn’t my favorite course, but I think the knowledge – the nuts and bolts of what I would need to know – is there. And I have materials if I ever want to go back and reference.” 

Two courses stood out for Rebekah as especially relevant and timely: EDLR 6002 - Legal Issues in School Employment (involving teacher’s rights) and EDLR 6001 - Legal Issues in Student and Parent Rights. Reflecting on the current ban in some states on teaching Critical Race Theory (CRT), Rebekah explains, “We had the opportunity to have discussions about: What is CRT? Are there misunderstandings of what that is? Is that actually being taught? And do teachers actually have the right with their freedom of speech to be able to talk about certain things or not? And what would constitute a violation of that right, versus not? So it was just very timely, especially now, with a movement to remove any discussion related to diversity, equity or inclusion. It’s important to be knowledgeable so that we can advocate, whether it’s in our schools, our districts, or at the state and national levels.”

Great Discussions Sparked with Peers

While the program is completely asynchronous, Rebekah enjoyed the great discussions with her peers via the HuskyCT/Blackboard online discussion board. “Discussion was very much engrained in our requirements for each course that we took: It was quite discussion board heavy. Each week we had to submit one, if not two discussion board posts, and reply to at least two other students’ responses. I think that is an important requirement, because it’s easy to just not want to engage when we have so many other responsibilities going on. It really did spark a lot of great discussions across the students that were able to participate. I think it was nice to have that forum to have those discussions, and to be able to see everyone else’s discussion posts, even if you’re not responding to them specifically.” 

Interdisciplinary Learning Opportunities with Diverse Cohort

Another highlight of the program for Rebekah was that the interdisciplinary nature of the program brought together a diversity of perspectives, which enabled her and her peers to learn more together. “One thing that I really appreciated and loved was that it was interdisciplinary, so there were students getting the certificate from various backgrounds. And I love that because I think that it’s so great for us to be able to look at topics from different perspectives. We each have training in different areas, so we come with a different lens and are able to learn from each other. I would say it’s a pretty unique certificate program. I don’t know that I’ve seen that advertised in any other programs. I think it’s nice that it’s versatile and you can be in many different areas of study, and still be able to use this expertise and bring it back with you in your respective positions.” 

Among her cohort were students like Rebekah who were simultaneously enrolled in Masters or Doctoral programs across campus, as well students already in the workforce supplementing earlier education, such as principals and prior school teachers. “That was really unique to have people who were not currently in school full-time, but are actually working, and have been working for many, many years. There were a lot of principals in my cohort, which was super cool to hear their experiences and perspectives as leaders in the school building.”

Creates Space to Build Connections 

For Rebekah, one huge benefit of this diversity, combined with the design of the program, was that it created a unique space for building connections across campus. “It allows a space to build relationships with people in other disciplines at the college. It's great to be able to learn from people that are getting different training in different areas. The way that the courses are set up, it allows us to hear other people’s backgrounds, and what they’re learning, and how this is applying to their fields, and creates a space to build connection. I was able to connect with a couple students from the Special Education program at UConn and ask them a couple questions of details that came up in some of my other courses. It allows a space to build connections across the campus beyond your area of study, which has been an amazing opportunity. Everyone was super friendly, and I feel like if I had emailed anyone from there and been like, ‘Hey, what is your perspective on XYZ that is happening right now?’ they would be more than willing to engage in that conversation. I think that’s a really big benefit of the program and the way they have it set up.”

Uniquely Positioned for Future Success

With this certificate, Rebekah feels empowered with the knowledge that will uniquely position her for success in her future roles. “I believe it’s a really strong asset in the field of education to have this foundational knowledge that, unfortunately, we’re not able to delve into quite as much in a typical graduate program. It’s a unique program: I don’t know that I’ve seen school law specific areas of concentration. I would have never thought to get any kind of law training in my school psych program, and I wouldn’t have thought that there would be opportunities to get that type of specialized training. In applying for jobs, I think it will be beneficial to be able to say, ‘I do have this specialized training in this area, and I’m happy to be the point person for any questions for faculty and staff.’ And I think this certificate really sets you up for success if leadership and related roles are something you’re interested in pursuing now or in the future.”  

Rebekah goes on to explain that this program provided her the opportunity to further deepen her knowledge in special education law in ways that will inform and empower her future work: “School psychologists are often the experts in the world of education within the school building, specifically as it pertains to students with disabilities. I feel as though this was an opportunity for me to further develop my knowledge in special education law. The school law grad certificate really covered topics that were super relevant to what I would be seeing pop up in the schools if I’m the person that teachers or parents are coming to for questions or concerns. I felt strongly that I needed to be confident in my understanding of the law and my ability to relay that information to teachers, administration, and families. Although my ethics course covered special education and related law, it provided quite a broad overview of things, so I saw this certificate as an opportunity to further develop those skills. I think developing an understanding of IDEA, ADA, and Section 504 of the Rehabilitation Act were the most prominent and pertinent to me as a school psychologist; really delving into the very specific details of what’s required of administrators, what rights parents have, why that has to be part of the discussion, and how things have changed over time, like with IDEA versus IDEIA. It’s really needed for us, as advocates for students and parents, to be knowledgeable enough to advocate when it needs to happen within the school system and beyond.”

Empowered with the Knowledge to Advocate 

Ultimately, Rebekah is passionate about advocating for parents’ rights. She now feels empowered with the knowledge to support that aspiration. “Whether I end up in a typical school psychology position or not, I strongly believe in advocating. I think it’s an undervalued, underdiscussed role of school psychologists: to really understand what parents’ rights are. For example, I’m personally interested in working with students who are culturally and linguistically diverse. Legally, what rights do parents have? Parents are legally entitled to have access to information in a way they can understand it in order to provide informed consent to proceed with a special education evaluation. So, are we using interpreters when appropriate? I’ve seen many times in schools when they are not. And if I didn’t know that, if I wasn’t versed in what the law said, I wouldn’t be able to advocate for that family or empower them to advocate for themselves. Overall, the content taught throughout the course sequences was informative and fit really nicely with my own personal goals of being a parent advocate, either for individual families or within the school system as a whole.” 

Looking forward to potential future roles, Rebekah is already imagining ways she will carry this knowledge forward. “I am specifically interested in seeking a school administrative or district-level role, where I feel like I’ll have the greatest impact. What I’ve found is that these leaders are the ones making decisions that trickle down to the individual level, dictating what we can and cannot do in the school building: where our time is spent, what our time is spent doing. And unfortunately, it seems as though there is a significant need for personnel with specialized knowledge of school law, child development, and educational psychology in those types of positions, beyond what might typically be covered in a higher education or administrative degree program. So, in the future, I would like to be able to use what I’ve learned to help create an environment that allows practitioners to follow what is required by law, what follows best-practice, and be able to support them in doing so.”

"I think it was so applicable and so timely: We looked at stuff that was current headline news. That made the course, for me, exciting and useful. And I think that's what I would tell other people. Your coursework equips you with tools, but it also keeps everything in real time. You're not talking about stuff that happened 20, or 30, or 40 years ago. You're talking about things that happened last week that could be happening in your school tomorrow." —Loree LaChance, School Law Online Graduate Certificate, Graduate Summer 2023

As a school nurse, Loree LaChance is passionate about advocating for students. Her decision to pursue University of Connecticut's (UConn) School Law Online Graduate Certificate was driven by a desire to advocate more powerfully for children with disabilities. The learning she encountered along the way has impacted her career trajectory and life's mission. Carving out her own unique niche as an advocate and educator, Loree says the program has opened doors for her she had never imagined existed.

With a 20-year career in school nursing, including earning her Doctorate of Nursing Practice from the University of Texas in 2021, Loree brought her own unique lens to her coursework in the School Law Online Graduate Certificate program at the University of Connecticut (UConn). When deciding to pursue the certificate, she was motivated by a specific interest. Early in her nursing career, she had learned a lot about the processes of how to help children with disabilities, but when she relocated from Illinois to Texas, she no longer felt listened to in this domain. As Loree explains, "They don't know what to do with a school nurse who knows other things, which is what I found. Some people are very welcoming, and other people are like 'stay in your lane.' So part of the reason I started this program was that I was getting a lot of 'stay in your lane' pushback, even though I have had the same exceptional child class as all the teachers. I know what I'm talking about. So it was a very self-serving reason for enrolling. I was like, 'You know, if I can get this certificate, then maybe they'll listen to me better.' That was the original purpose. And there are not a lot of programs out there that offer post graduate certificates. I have a doctorate in nursing. I didn't necessarily want to go back and get a special education degree. I found this and went, 'Oh, that's great. This is exactly what I need.'"

Loree began the 12-credit, 4-course certificate program in January 2022, completing her last course in spring 2023. Much has changed for her during that time. "When I started the program, I was the Director of a hospital-based school nursing program in Austin, Texas. I have since left there, and I have started my own school nursing consulting business. Part of that is for families who have children with healthcare needs. As a school nurse, I find it particularly complicated. I've been a school nurse since 2003. A lot of my education colleagues still find healthcare and the medical aspect of the child complicated — even I did. And the other part I do is I teach school nurses through professional presentations and continuing education. Originally, the reason I started the program was so that people would listen to my voice in the conversation. The reason I finished it was that I could see the difference it would make in other people."

Unexpected Pivotal Learning

Loree's first course, EDLR 6001 - Legal Issues in Student and Parent Rights, was eye-opening for her. "I was just kind of blown away by all the things that didn't occur to me that I was guilty of in my own practice. And I went, 'Holy smokes, I have been so lucky that I haven't done anything that is so overtly wrong. I didn't end up in case text law.' But there were certainly a lot of other ways that I went, 'Oh my gosh, I've been doing this and haven't even known. It didn't occur to me that I was impeding on First Amendment rights or Fourteenth Amendment rights."

Loree further explains: "You know, I know FERPA like the back of my hand. I know HIPAA. Those were the things I had concentrated on for 20 years of school nursing practice, because that's all you talk about. You talk about the 504s, the IDEA, the HIPAA, which doesn't really apply, and FERPA - and that's kind of it. I found that there was so much I didn't know because we only ever talk about those four things: the 'big four.' It's as if these are the only important things that matter in the school system. And that's not true. As a school nurse, being an advocate is part of my job. What I learned was that I have to know all the ways that I can advocate for children."

Translating everything she was learning to the school nurse perspective, Loree made a pivotal shift in her career, launching her own consulting business: "When I first created my presentation 'Legal Literacy for School Nurses,' I was still in that first semester. My employment ended in May, and I gave the presentation in August. It was one of those moments that helped to define my niche." Loree has since presented to school nurses across four school districts in the Austin, Texas area, and most recently at the 2023 National Association of School Nurses Annual Conference in Florida.

Critically Examining Her Own Practice

The knowledge and insights garnered in this course alone have proven invaluable to Loree in critically examining her own practice: “That’s how this whole class – the one that I really didn’t even intend to take first – started my whole conversation. Suddenly, it made me go back and look at how I do my practice, and how I either dance on that line or I cross over it pretty regularly, without ever intending to. And I think that’s the danger: You don’t ever intend to do somebody harm or minimize who they are, and yet you do because you’re not working with all the information that you need. There are so many micro things that you could do, that you might not intend to – unless you’re aware of, in this case, the rights of students.”

Loree adds, “I think the faculty are wonderful: They are very open, things are done timely – and they engage and provide feedback that is meaningful and helps you dig deeper with yourself.”

Equipped to Engage in New Conversations

Loree discovered that there are many ways school nurses can unknowingly become entangled in a violation of student rights. One example she found strikingly relevant was learning that it is a violation of First Amendment rights to force students to stand for the pledge. Loree admits, “I have over the course of my career had students stand up and be still. I’m like, ‘You don’t have to say the pledge, but you have to stand up and you have to be polite.’ But it’s not like that law was something that was established in the last 10-20 years. That law was established in the 40s! And I didn’t know that until I took this class, and it created conversations with other people about ‘Did you know this? Do you know where it says how to frame the conversation? Do you know what rules you’re supposed to follow?’”

Loree explains that not knowing how to engage in this conversation can have negative consequences for the student: “There are some cases that come out of Texas, where you can enforce it, but you have to have parent permission. But nobody tells the parents or kids or teachers – who have this idea that everyone needs to stand. And it’s that disciplinary piece. Because we don’t know what the rules are and how to have that conversation, children and students who are trying to find their own place in this world with their own values can’t do it without being tagged as a disciplinary problem.”

Enriched by Diversity of Perspective

For Loree, a core strength of the online program was the diversity of perspective she encountered amongst her peers. “I found there were a lot of different perspectives that were included in the classroom. We had people in various jobs in various parts of the country. The fact that it’s virtual means that anybody could do it. I’m sure I was, by far, the furthest geographically. But there were other people who were not just up in the Connecticut region. So you have more of a chance of different opinions, certainly different jobs, and getting their perspective – because everyone’s perspective is different on the same item. That was a huge plus.”

The discussions with her peers over the HuskyCT/Blackboard online platform enabled Loree to learn from her peers, while also sharing her own unique perspective: “As a school nurse, I know I was that one-off weird perspective. The exchange of information, ideas, and perspectives was in a very collegial manner that wasn’t so structured that you couldn’t really say how you felt. I never felt that it wasn’t a safe place. And I knew that some of my opinions could have been perceived as negative just because of the perspective that I was coming from. I am just really impressed at the content, the amount of diversity, and the structure so that professionals can talk professionally and expand each other’s peripheral vision.”

Case Studies Timely and Relevant

Loree especially appreciated the relevance of examining case studies that were currently unfolding events: “I think it was so applicable and so timely: We looked at stuff that was current headline news. That made the course, for me, exciting and useful. And I think that’s what I would tell other people. Your coursework equips you with tools, but it also keeps everything in real time. You’re not talking about stuff that happened 20, or 30, or 40 years ago. You’re talking about things that happened last week that could be happening in your school tomorrow.”

Further describing the real-world applicability of her learning, Loree adds, “Dr. Preston Green, the director and instructor, gave us the tools where we could look at the historical and the precedence, and then be able to apply it to what was unfolding. We could be predictive and try to navigate what we would have done differently, exploring questions such as: ‘Have you ever been in this situation? What are things that stand out to you?’ These are things that mattered, and I could take back and go, ‘We need to look at this because I know we’re doing this and the court and everybody else says that we shouldn’t.’”

Tools to Deconstruct Problems and Advocate for Change

The course that initially attracted Loree to the program, EPSY 5119 - Policy, Law and Ethics in Special Education, was the last course she completed. While much of the content was review for her, she found two aspects of the course invaluable. “One, it taught me a really great method to go in and dissect and find out what the problem is and address it on a finer level. I could deconstruct the situation so that I knew exactly which areas to focus on, where to find it, and then how to discuss it. That’s really beneficial in what I’m doing with the advocacy part of my work. These tools enable me to truly understand the situation that’s being presented. So that I know how to deconstruct that, find all the individual parts and pieces and look at it, find my influencers and where I can make some headway, and again, where I can’t. And then go back and have conversations with parents and conversations with educators, because my role is a little bit like Switzerland: I serve two masters. We have to think about it and talk about it with the tools that these classes have given me.”

Explaining the second aspect of the course she found invaluable, Loree continues, “And there was this other piece that this course brought to light, where I went, ‘This needs to change.’ I haven’t done anything with it yet, but with the IDEA law, there is something called Other Health Impairment (OHI). When I learned about OHI, and I looked up OHI, a lot of the literature and education is concerned with ADHD. Maybe a little seizure activity, but it’s mostly ADHD. So people are taught that OHI equates to ADHD. Because we are so focused in and myopic, sometimes it doesn’t occur to us that that H in there is Health – and could apply to so many different things. And there’s not a discussion about it. So to me, that was what that class gave me: a great tool to deconstruct problems to address them – and it also highlighted this huge gap that I think school nurses would readily be able to talk about regarding the ways that all of these medical conditions and health conditions affect learning.”

Opening New Doors

The learning Loree gained from this program has deeply impacted her practices and her mission: “The classes were great: I think they should be required. I learned stuff I didn’t know that kind of created that moment of ‘Oh, here’s how I can help other people – here’s how I can do my job that much better.’ In my Interactions with students, I’m a better listener, without prejudging. I listen to understand; I don’t listen to respond, which I think is huge. It also helped me recognize – and this is really how my whole school nursing journey has been – if I had difficulty and confusion on some of these things, that meant that there are others like that. So it helped me to be proactive so other people don’t have to struggle because there aren’t any resources out there for them.” 

While she knew she liked teaching, Loree explains that this program has propelled her work forward in ways she’d never imagined. “All the stars aligned. I am so grateful that I found this program. It opened doors that I didn’t know were closed. I think it gave me perspectives that I didn’t know that I needed. I didn’t know there was a place to go and teach others – I didn’t know that I could do this. That I could go out there and teach other people what I found, what I learned. I didn’t know that that was there. I’m working on professional development and also I’m going back in possibly as a clinical nurse educator at University of Texas. And I’ve been asked to review the legal section of a school nursing textbook that’s coming out to see if it needs more items. It talks about the “big four,” but not everything else. So there are other opportunities that I did not anticipate that will enable me to provide this for a much wider audience.”

“When people ask me about the program, I always say that if you are willing to put the work in, you will not only get a solid foundation in School Law, but you’ll also complete the program with the ability to implement what you’ve learned directly into real-world practice. You’ll gain the depth of skills and knowledge to be able to solve the difficult challenges you face every day.” —  James Zavodjancik, PhD, School Law Online Graduate Certificate, Graduate Fall 2021

James Zavodjancik had earned his Doctor of Education - Educational Leadership – in 2012. Six years later, he completed the Educational Leadership – 093 Certification Program through the University of Connecticut (UConn). Yet during his years of schooling, he realized that he had only gained a cursory understanding of the law as it relates to school environments.

“At the time, I was working as a Principal at Booth Hill Elementary School in Shelton, CT,” he says. “Most certificate programs for school administrators typically offer just one course in educational law. I have always been interested in the field—I had even considered going to law school, so when I did a Google search and found the UConn School Law Online Graduate Certificate program, it seemed like the perfect fit. And it sure was. It delved into many topics I was dealing with daily as a principal, from understanding how technology should be effectively used to disciplining students. I wanted more in-depth knowledge of my rights as principal and of the rights of students and parents in the community. And that’s exactly what I got.”

Online – the Only Way to Go for James

There was another big plus to the UConn School Law program that motivated James to apply: all four three-credit courses were online. As he explains, “I had taken online courses here and there, so the idea appealed to me. I also knew it would be logistically difficult for me to get to a campus at a specific time, especially with my demanding job. I also loved the fact that I could work at my own pace and time, whether that was weekends, nights, or first thing in the morning.” James says he also greatly appreciated the flexibility of the program, which allowed him to take just one course per semester at a time. It was a good thing James chose to take the online route. His first course started in the spring term of 2020, which began in January. When the pandemic hit, he never missed a beat—he just continued along with his coursework as if the entire world hadn’t turned upside down!

Great Connections

Although the program was entirely online, James says he was able to make strong connections with many of the other students he met over the two years. “Most of my classmates started the previous September, so in a way, I felt like I was joining in the middle of the program. But I did not feel behind at all. In fact, I found out that new people jumped in and started courses at various times throughout the program. Because we all provided photos of ourselves, we had a face to a name. There were terrific discussions during which we were constantly bouncing ideas off each other. And there were never more than 10 or 12 students in my classes, so we all received a great deal of individual attention from our professors.”

James also especially appreciated that his classmates had diverse backgrounds. Some were teachers, others specialized in curriculum leadership and specialized, and still others held various administration roles. “I loved that there were so many different experiences and backgrounds represented. It was fascinating to hear how other people dealt with issues and challenges in their schools.”

Learning Directly from the Top Experts

Three of the four courses were taught by Dr. Preston Green, and the fourth, EPSY 5119 - Policy, Law, and Ethics in Special Education, was led by Jessica Monahan. Says James: “Without a doubt, the instructors were experts in the field—I was definitely being given information by the top people in the industry. It’s one thing to be an educator or a lawyer. But to have a solid understanding of both is rare. Because of the professors’ experience and knowledge, the courses really came to life for me.”

The Knowledge to Solve Real-world Challenges

During the middle of the program, James applied for and was hired to be the Executive Director for Instruction, Curriculum, and Assessment for Fairfield Public Schools in Fairfield, CT, where he leads the elementary program and curriculum departments K-12. Needless to say, issues arise all the time. Employment laws, collective bargaining, family and medical leave, arbitration, student discipline—he faces a wide range of challenges on a daily basis that require a deep understanding of the issue at hand and the ability to solve real-world problems.

“I don’t always have the solution at my fingertips. But thanks to the School Law Online Graduate Certificate program, I now know where to search for the answers,” says James. “When people ask me about the program, I always say that if you are willing to put the work in, you will not only get a solid foundation in School Law, but you’ll also complete the program with the ability to implement what you’ve learned directly into practice. You’ll gain the depth of skills and knowledge to be able to solve the difficult challenges you face every day.”

In conclusion he says, “UConn is a well-recognized, highly regarded university. When I applied for the program, I never questioned the quality because it is part of UConn. I did not need to look anywhere else. I had already done the Executive Leadership Program through UConn, and that single program really advanced my career. The UConn name truly means something, especially here in the state.”

“Recently, we had a discipline incident that involved numerous stakeholders and required specific steps. Thanks to having gone through the School Law program, I already knew the terms involved and possibilities for process. I didn’t have to try to get up to speed on the spot, which allowed me to immediately focus on how to best support the student, the student’s caregivers, and staff.” — Melissa Hickey, Assistant Principal at Hall High School, West Hartford, CT, Spring 2020

Melissa Hickey’s love of all things legal blossomed in 2018, when she took one course in educational law while earning her second Master’s in order to obtain her Certificate for Intermediate Administration and Supervision (Endorsement #092). “It was one of my favorite courses in the program. I found it so interesting to learn about student and teacher rights, and I loved researching different policies in our district and state,” says Melissa.

A Strong Connection to UConn

In fact, Melissa was contemplating various programs at UConn to extend her learning when one of her colleagues mentioned the University of Connecticut (UConn) School Law Online Graduate Certificate Program. “I jumped at the opportunity to check it out, especially since my husband and several friends had gone to UConn and found the educational experience beyond valuable,” says Melissa. “I thought it would be greatly beneficial for me to have a solid foundation in school law, especially since I was planning to become a school administrator. I knew I would face all kinds of situations that would require knowledge of educational law. I wanted to be able to best serve students, their parents, our school, and the community-at-large.”

Fit Like a Glove

Melissa, who is currently an Interim Assistant Principal of Hall High School in West Hartford, CT—and will become Assistant Principal this summer—started the program in the fall of 2019 while on maternity leave with her second child. “The program provided the intellectual stimulation I needed while I was home with a new baby,” she notes.

As Melissa quickly discovered, she felt like the program was designed with her needs in mind. “The courses were rigorous, but very well structured and organized, and I was able to do the work on my own time within the deadlines. I never felt overwhelmed, and I also felt a real sense of collaborative learning and personal connection to the other students. You could tell that everyone was so invested in the program. I attribute that in part to Dr. Preston Green and Dr. Jessica Monahan, who were incredibly engaging and knowledgeable.”

Timely and Relevant

Promoting a sense of connection between students is one of the biggest benefits of the HuskyCT/Blackboard—UConn’s online platform. As Melissa explains, “The program was based on cooperative learning. For example, many of the class discussions were centered on actual cases, which were always timely and relevant to current issues. Dr. Green, who taught three of the four courses, would provide a case without specific names or locations, then ask us how we thought the courts would decide. We had to post our responses to the discussion board, and then reply to at least two other students, which invited in-depth conversations. Dr. Green always told us the actual case outcome so we could see if it matched our way of thinking, and he provided opportunities to extend learning.”

Up to Speed

In conclusion, Melissa says that by the end of the program, she felt a tremendous sense of confidence in her skills and knowledge. “Recently, we had a discipline incident that involved numerous stakeholders and required specific steps. Thanks to having gone through the School Law program, I already knew the terms involved and possibilities for process. I didn’t have to try to get up to speed on the spot, which allowed me to immediately focus on how to best support the student, the student’s caregivers, and staff.”

Melissa says she would and has recommended the program to anyone working in a school setting, including teachers, instructional specialists, and supervisors. “This is an outstanding program—and absolutely helpful if you’re making the transition to school administration. Every day is a puzzle. You never know what’s going to happen. As you can imagine, knowing the legal ins and outs in advance of issues coming up is incredibly valuable.”