American College of Education delivers affordable online degree programs for working teachers, educators and professionals who desire to expand their knowledge.
At American College of Education, we provide an exceptional online learning experience for graduate students, offering numerous programs specifically tailored to education.
American College of Education is committed to providing you with a meaningful student experience, with the help of our faculty dedicated to ensuring your success.
American College of Education offers a variety of high-quality, online graduate programs with affordable tuition and flexible payment options.
The online Ed.S. is a post-master's degree that does not require a dissertation. If you already have a master's degree and are thinking about pursuing a full doctorate in the future at ACE, the Ed.S. can be a great way to begin your studies. All Ed.S. coursework is applicable to the Ed.D. in Leadership. The program provides an excellent forum for problem solving and sharing current leadership issues. The culture of collaboration within the program is an invaluable resource for leaders working in fields such as education, nonprofit administration, business and public service.
Advance your career with an online education specialist degree in leadership. Start your application, or check admission requirements.
Leaders from all disciplines are welcome, including education, business, nonprofit management and community leadership. Applicants should hold a master's degree including an M.A., M.B.A., M.Ed. or M.S., with a GPA of 3.0 or higher, from a regionally accredited institution. International degrees may also be accepted. Please visit the Admissions page for more information.
The Ed.S. degree is a practitioner's degree, so it is designed especially for professionals currently working in their field. The degree does not include an internship or lead to a license or endorsement.
Students in the Ed.S. in Leadership program will:
Brenda Raccuia, M.Ed. Educational Technology, 2013
The Education Specialist degree is a practitioner’s degree at the post-master’s level for those who seek advanced
credentials but not a full doctoral degree with a dissertation requirement. The objective of the degree is to develop
skills and competencies that will make the student a more effective teacher, administrator, or leader. The Ed.S. in
Leadership is designed principally for educators and other leaders who already possess licensure or certification as a
teacher or school administrator, and who wish to expand their understanding of evidence-based leadership. The
degree does not lead to professional licensure nor does it include an internship.
Students will undertake an examination of the rigors of advanced graduate study and reflect on personal strengths and challenges at the start of their program. Topics include identity as scholar-practitioner, models of inquiry, self-assessment, and professional goals.
Students will design, implement, and assess evidence-based teaching strategies appropriate for the online course room. Students will demonstrate best practices for effective online teaching through course activities.
The course focus is on theory, research, and practices related to ethical administration. Students will assess ethical decision making and implications for policy.
Students will examine principles and concepts of finance at local, state, federal, and international levels; strategies for maximizing and obtaining financial resources, and economic issues of the third sector.
Students will evaluate and compare different leadership and coaching models and determine appropriateness for diverse settings.
Students will design, develop, and implement models of strategic planning that exhibit innovation.
Students will analyze specific current and future public policies and conduct policy impact analyses. Students will evaluate best practices for working with local school councils, volunteer boards, advisory councils, and external stakeholders.
The course emphasizes principles and practices of personnel administration, including recruitment, selection, evaluation, staff development, and employee relations. Students will evaluate best practices for working with volunteer boards, advisory councils, and external stakeholders.
Students will analyze funding sources and the process of applying for funds from an organization or agency. Students will develop and critique requests for proposals.
Students will examine topics associated with statistics including parametric and non-parametric tests, hypothesis formation, frequency distributions, measures of central tendency and dispersion, inferential statistics, and correlation. Emphasis will be placed on the selection of appropriate statistical techniques. Students will conduct and interpret statistical analysis using SPSS.
Students will examine foundations of research design, data collection, analysis, and presentation. Students will assess ethics of educational research and reporting.
Students in this course will employ APA format for manuscripts and citations and compare bibliographic software for organizing references.
Students will assess existing measures of performance and effectiveness. Students will create sample online surveys for data collection, as well as examine and analyze survey results. Issues associated with the development of valid measures, interviews, questionnaires, and surveys will be addressed.
Students will present a summary of an emerging real-world issue and engage in peer reviews.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the Educational Specialist in Leadership program.
Dr. Linetta Durand has more than 15 years of experience as a K-12 educator. Over the scope of her leadership career she has served as a Dean of Students, Assistant Principal, Principal, and the Community School Superintendent for Schools in Cincinnati, Ohio. Dr. Durand was CEO of Attenil, Inc., a consulting firm she founded in 2001 that provides educational and diversity training workshops for school districts across the United States, and she also served for three years as Director or HIV/AIDS Programming for the Cincinnati Area Chapter of the American Red Cross, driving community outreach efforts in a seven-county area. Dr. Durand earned a B.S. in Health Science Education and a M.S. in Healthcare Administration from The Ohio State University before earning her M.Ed. In Educational Leadership and her Ed.D. in Urban Educational Leadership from the University of Cincinnati.
Dr. Durand's research interests include the effects of HIV/AIDS on school children as well as tolerance, advocacy, diversity, and strategies for reaching children who live in marginalized areas. She served the citizens of Cincinnati, Ohio, in local government as the Chairwoman of the Cincinnati Board of Health for three years, and as a board member for seven years. Dr. Durand worked alongside the City Health Commissioner leading several initiatives that decreased health disparities for lower income families, and she actively advocates for domestic violence awareness and HIV/AIDS prevention causes. Dr. Durand believes that effective leadership must begin with serving others.
Dr. Christina Dawson has more than 30 years of experience in education with more than 15 years of experience teaching online and with guiding doctoral research projects. Leadership experiences include serving as Director of Education and Associate Academic Dean for Antioch University, as Administrator Leadership Coordinator for another online program, and as the head of three community schools in southwestern Virginia. She has worked as a consultant to nonprofit student groups and to small environmental associations. Dr. Dawson earned Bachelor of Science and Master of Science degrees from Virginia Tech in Family and Child Development and an Ed.D. from Virginia Tech in Education Administration. Her research interests are many, and she has focused on school finance, program evaluation, and constructivist graduate program design, delivery, and outcomes. When not online, Dr. Dawson enjoys volunteering with the Pacific Crest Trail Association and enjoying the natural beauty of the Pacific Northwest.
Dr. Kim Ochs graduated from University of Oxford with a specialization in Comparative and International Education. She completed post-doctoral studies at London School of Economics Department of Social Policy and currently serves as an advisor for Chrysalis Project South Africa. She has also consulted with European Youth Forum, UN Volunteers, and Commonwealth Secretariat. Dr. Ochs earned a B.A. from Boston University, an M.A. from Boston College in Sociology, and an M.Sc. and Ph.D. from University of Oxford in Educational Studies focusing on Comparative and International Education. Her research has focused on migration of workers and international educational policy.
Dr. Nikela Owens is an educator, researcher, and public school consultant. Dr. Owens has more than twenty years of experience in education including working in public schools, federal educational programs, non-profit organizations, and university settings. Visionary leadership, combined with innovative practices and an unwavering commitment to excellence, are consistent themes in her career.
Dr. Owens in has taught and developed programs and curricula for grades 7-12, pre-professional and graduate level students. She also has led both university and federally-funded educational programs and has conducted research on a variety of issues involving education. A cornerstone of Dr. Owens's career is her ability to create programs and courses that critically engage and challenge students in their learning experiences. Dr. Owens holds a doctorate from University of Cincinnati.
2013 total program cost: $21,234.00. For more information, visit the tuition section.
Access to an e-portfolio is provided through existing fees; no additional fee is charged.
Required course materials currently include bibliographic software that may be purchased using a discount negotiated by ACE.
Students may choose required statistics software, either for free or as a purchased tool.
Students are responsible for all expenses incurred for travel to required seminars. Required seminars (1 face-to-face seminar per year) may be chosen from options in different regions of the United States to minimize travel expenses.
This Course to be taken at the beginning of program
Classes to be taken during remaining terms (order based on availability)
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