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.
You know the value your ACE graduate program has brought to you both personally and professionally. Continue to develop your knowledge and skills by pursuing an additional M.Ed. in Educational Leadership at an accelerated pace.
Advance your leadership skills with this online degree program. Start your application, or check admission requirements.
Note: To apply for the Dual Degree program, you must create a new log in and password, then submit a new application. You will need to pay the $50 application fee. Residents of Ohio applicants to the Master of Education in Educational Leadership dual degree program must: Be interviewed by the Department Chair Submit an Education Leadership essay Have their school district submit a sealed Teacher Service Record
Irit Alkalay, M.Ed. Curriculum and Instruction, 2012
Graduates of the American College of Education M.Ed. in Curriculum and Instruction are eligible to earn a second degree, the M.Ed. in Educational Leadership, by completing the following sequence of eight courses, which includes an internship and capstone experience. This option applies exclusively to graduates of American College of Education.
One of the most important components of your Educational Leadership experience at ACE is the Educational Leadership Internship. In the internship experience, you are able to put into practice what you have researched and learned in your online courses.
This course focuses on legal and ethical dimensions of school leadership with an emphasis on resolving conflicts in the school community. Students analyze legal cases and ethical dilemmas that relate to the role and responsibilities of the leader tasked with creating and maintaining an educational environment that protects and nurtures equity, fairness, tolerance, and respect.
Students explore research on school improvement strategies, structures, and processes, analyze leadership decisions and behaviors, and examine the implications of research and commonly used practices for managing organizational change. Students also use existing research and literature to uncover underlying assumptions about school reform efforts, to improve the accuracy of problem identification, issues of human and social capital, the need for professional learning, and the challenges of overcoming bureaucratic and cultural norms.
This course provides students with resource management strategies to identify the organizational needs of a school, leverage the unique strengths and talents of competent teachers, and build the instructional and leadership capacity of teams. Students also learn how to develop and implement assessment and evaluation strategies to document teacher performance and to guide decisions relevant to professional development and employment termination options.
This course identifies local, state, and federal sources for school funding and provides students with familiarity with state funding formulas and local budget guidelines. An emphasis is also placed on ensuring that aspiring leaders develop competencies essential to the allocation of resources toward teaching, learning, and school improvement priorities rather than simply monitoring facilities and accounts. Students will also have the opportunity to explore non-traditional funding sources such as grants, foundations, and community partnerships.
This course focuses on the identification and implementation of research-based strategies to develop vibrant and meaningful professional learning communities (PLCs) with the primary goal of increasing student achievement. Students will learn about the importance of developing a common professional language that can be used to identify and solve both school management and instructional challenges. In addition, students will use converging research evidence in identifying the characteristics of effective PLCs and common obstacles to establishing them. This course also provides a solid foundation for establishing structures and routines that make a thriving professional learning community possible.
This course is designed to allow students the opportunity to engage in a variety of field experiences to enrich their professional growth, skills, knowledge, and attributes as school leaders. In the course, students will apply academic learning to practice in the field and display occurrences through a series of projects.
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 Leadership program.
Dr. Linetta Durand has more than 15 years of experience in K-12 education, serving first as a health teacher for 6 years, then as a science teacher for 10 years in Cincinnati and Columbus, Ohio. She began her leadership career in 2001 as a dean of students and has served as an Assistant Principal, Principal, and the Community School Superintendent for Schools in Cincinnati. Dr. Durand earned both her M.Ed. and her Ed.D. from the University of Cincinnati in Educational Leadership and Urban Educational Leadership, respectively. She received her B.S. in Health Science Education from Ohio State University. She is a licensed teacher, school principal, and superintendent in the state of Ohio. She served as CEO of Attenil, Inc. a consulting firm she began in 2001 that provides educational and diversity training workshops for school districts around the United States.
Dr. Durand's research interests include HIV and AIDS-infected youth in schools and administrators' attitudes toward them. Tolerance, advocacy, diversity, and strategies for reaching children who live in marginalized areas are also of interest to her. She has taught at the college level since 2001 and was a member and grassroots instructor in the master's of Educational Administration online and campus programs at the University of Cincinnati. She has public community service experience with the city of Cincinnati, by serving as a board of health member for 7 years at the appointment of the city mayor.
Dr. Durand is an active advocate of domestic violence awareness and HIV/AIDS prevention causes and agencies. She resides in Cincinnati with her husband and children. She believes that effective leadership MUST begin with serving others.
Peggy Blood's interest in teaching sparked in college when she was hired to direct Office of Economic Opportunity programs for disadvantaged children in Arkansas. As a result of that OEO position, she was inspired to influence how children were taught. Since earning a Ph.D. from Union Institute and University in Cincinnati, she has been a director of campuses and a teacher education program in California. By providing tools and strategies to understand and help challenged students learn, she shares her knowledge with students across the nation.
Donald DeMoulin is a former elementary school teacher, principal, and district superintendent who earned an Ed.D. at Mississippi State University. In 1987, he became a member of the American College of Education core faculty. Dr. DeMoulin has published more than 150 articles, books, and technical manuscripts, and made more than 250 international research presentations. He has been recognized for his research in early childhood self-concept development and use of personalization to enhance reading skills, distance-learning/technology training, online curriculum development, leadership development training, and violence prevention strategies for schools. He is also an education and business consultant.
A veteran of 35 years in public education, Audrey Donaldson is a former chief officer for Chicago Public Schools' Office of Teacher Recertification and Professional Standards, where she oversaw the implementation of the Illinois state teacher recertification guidelines for Chicago’s 28,000 teachers. She has been a teacher and principal at the elementary and secondary levels and an assistant superintendent for elementary education. As an educational consultant, she conducted an independent evaluation of the tutorial programs in the U.S. Virgin Islands and worked in several school districts across the United States. Dr. Donaldson holds a B.S. in English Language Arts from Loyola University (Chicago), an M.A. in Educational Administration and Supervision and a doctorate in Educational Leadership. She has completed post-doctoral coursework at Western Illinois University to fulfill the requirements for the superintendent's endorsement.
Steven Funk is an assistant principal at Aledo High School in Aledo, Texas, and faculty member at American College of Education. He holds a B.S. from Texas Tech University, an M.Ed. from Tarleton State University, and an MBA and Ed.D. from Texas Christian University. Married and the father of two children, Dr. Funk was elected to the Granbury ISD School Board, where he resides.
Beverly J. Greene currently serves as principal of a Head Start through 8th grade elementary school in a large urban school district. Previous professional experience includes reading specialist, assistant principal and curriculum coordinator. As an instructional leader, Dr. Greene has provided professional development on topics including data-driven, standards-based instruction, assessments and effective literacy practices that build instructional capacity in school faculty and staff. Dr. Greene earned an Ed.D. in Educational Leadership from DePaul University, an M.Ed. in Curriculum and Instruction and a B.A. in Communications. She is passionate about teaching, learning, and literacy.
An educator for 21 years, Brenda Hargrove has advocated for cultural understanding and tolerance. Dr. Hargrove and a colleague published an article in the Spring 2011 edition of The Journal for the Education of the Gifted as a follow-up to her dissertation, “Gifted Programs: Teacher and Administrator Perceptions." She is a two-time Fulbright Scholar, participating in two different programs: An Administrative Exchange to Argentina (2007) and a Fulbright Hays to Mexico (2010). Dr. Hargrove holds an Ed.D. from East Carolina University.
Dawn Hickman has spent her teaching career educating students with disabilities at both the middle and high school levels in small town and inner city settings in Tennessee. Currently, she teaches students with emotional disturbances and resource math to students in middle school. Over the years, she has also been a GED instructor and a tutor. For more than a decade, Dr. Hickman has spent her summers as director of Camp Discovery, a haven for special needs adults and children in Gainesboro, Tennessee. Dr. Hickman earned her B.S. in Special Education from Tennessee Technological University and her M.S. in Educational Leadership/Administration from Trevecca Nazarene University. She later earned her Ph.D. in Education from Capella University.
Michelle Howard-Schwind earned her Ph.D. in Educational Administration at the University of North Texas. She served five years as a middle school principal and five years as an assistant principal. Dr. Howard-Schwind taught ESL, speech, theater, and the arts for nine years. She currently serves as a director of Organizational Improvement in Texas. In her life outside of education, she attempts to corral a Cub Scout, a ballerina, and a mechanical engineer.
In her career as a teacher and principal, Joanne Hughes has received numerous awards. They include the 2004 Twenty-First Century School of Distinction Intel from the Scholastic Administrator, the 2000 Principal of the Year from the Dallas Association of School Librarians, the 2000 Texas Mentor School award from the Texas Education Agency, the 1999 Principal of the Year from the Dallas ISD Special Education Department, 1999 Principal of the Year Dallas from the Dallas ISD, the Character Counts School Award from the Dallas Coalition on Character and Values, the 1999 Special Emphasis Award in Character Education, and the 1998 Blue Ribbon School from the U.S. Department of Education.
Patricia Krumnow earned her bachelor's degree in Secondary Science and began teaching middle school in 1999. Dr. Krumnow has earned three additional degrees in education, culminating with her Ed.D. in Educational Leadership. She is married with two young daughters.
Deborah Lee has more than 28 years of experience in education, working as a high school teacher, high school administrator, on-line professor, and federal grant administrator. She is especially proud of her work with at-risk students and online adult learners. She holds an Ed.D. from Georgia Southern University.
Marsha Phelps holds an Ed.D. from Northern Illinois University, with focus in HRD/Workforce Development, and an MBA from the University of Chicago, with concentrations in Urban Education, Marketing, and Finance. Blending her industry and educational experiences, Dr. Phelps served as vice president of Academic Affairs for a city college in Chicago and as full-time consultant/coordinator for the Illinois State Board of Education, training teachers in the preparation of curriculum for 21st Century secondary career preparation programs. She is certified and experienced in teaching grades K-12, and possesses endorsements in Secondary English, Cooperative Education, and Business, Marketing & Entrepreneurship.
Camille Quarterman is a graduate of Lake City Community College and Florida State University. She received a B.S. in Criminology, which prompted her to want to help students before they became involved with the legal system. At Armstrong Atlantic State University, she completed work to earn her teacher’s certification. Three years after beginning her teaching career, she received her M.Ed. and subsequently her Ph.D. from Union Institute and University.
Karen Rooks-Dotson has been part of the Chicago Public Schools system for many years, working as a principal. She is a recognized leader among teachers and administrators. Dr. Rooks-Dotson authored "An Educational Applied Dissertation Model: Effectively Identifying Students at Risk Using School-Based Problem Solving." She is a seasoned traveler whose favorite adventures include climbing the Great Wall of China and visiting other countries in Southeast Asia.
Theresa Seeley has taught early childhood development and teacher education at the undergraduate and graduate levels for more than 17 years. She also works as an independent consultant to train instructors and provide teacher workshops for elementary and secondary schools. Dr. Seeley has worked in education programs with the U.S. Air Force, including attending workshops at Reggio Emilia Schools (Italy). She has worked with the California Legislature in Sacramento to bring bills pertaining to children to the State Senate. Her Ed.D. is in Education and Organizational Leadership from Nova Southeastern University and her master’s and bachelor’s degrees are from California State University Sacramento in Child Development and Education Administration and Policy, respectively.
William Smith has taught at the elementary, middle school, and high school levels, and he also has worked with adult learners. He has served as a building principal of a large comprehensive high school and a district level superintendent of a K-12 school district, as well as the leader of an intermediate school district's efforts to reform secondary education in one of the highest achieving counties in Michigan. Dr. Smith's experience includes successful federal grant writing, leadership in professional education organizations, and professional development for all levels of educators. Dr. Smith holds an Ed.D. from Northcentral University in Boston.
Herman L. Standberry holds certification as a superintendent, general and secondary administrator, curriculum and instruction specialist, school counselor, and K-12 teacher. He is superintendent/principal of United Educational Cultural Academy and a former graduate professor at Indiana Wesleyan University. He is an authorized professional provider for the Illinois State Board of Education and Child Development Associates Credentialing in Washington, D.C. He has designed four successful academic accelerated behavioral programs for the Illinois Prison School District 428 as well as several public school districts. Dr. Standberry holds an Ed.D. and D.Min., an M.Ed. and an M.A. and a B.S. He has received numerous honors and recognitions and serves on multiple boards of directors.
Carol Theodorou is a former chair of the Educational Leadership Program at American College of Education and has taught at the college level for several years. A former high school principal, she also taught U.S. history and government, sociology and English at the secondary level. Dr. Theodorou was a vice-president of International Education Enterprises after retiring as a high school principal. She holds an Ed.D. from the University of Illinois-Champaign.
Kimberly Truslow received an Ed.D. in Educational Leadership from Sam Houston State University in Huntsville, Texas. She has served as middle school science and math teacher, math instructional specialist, middle school assistant principal, middle school principal, full-time college professor, and elementary principal. Dr. Truslow's research interests include women in leadership and conflict management.
Kristine Vowels earned an Ed.D in Supervision, Curriculum, and Instruction from Texas A&M Commerce. Additionally, she holds a master’s degree in Educational Administration and a degree in Health and Physical Education from Stephen F. Austin State University. She holds a Texas principal certification, as well as a Texas teaching certificate in multiple fields of instruction. She is an extreme sports enthusiast.
Justin Weindorf has been teaching high school advanced programs for nine years, staying active in leadership roles. Currently he is involved with a leadership program in his district and has been a member of the faculty of American College of Education for several years. Dr. Weindorf holds an Ed.D. from Nova Southeastern University, and his dissertation explores technology in the classroom in the 21st century.
David Weischadle has extensive experience in elementary, secondary, postsecondary, special and early childhood education, and at-risk children and youth programs. His Ed.D. from Rutgers University in Curriculum and Instruction was the gateway for him to teach, perform research, and consult in schools, colleges, state and federal governmental agencies, and other organizations and institutions. He is a professor of Education (emeritus) at Montclair State University (New Jersey) with experience in healthcare, social agencies, and community education. Dr. Weischadle has also served as a faculty fellow at Princeton University and as an adjunct professor at a number of other institutions.
Julius Wynn holds a bachelor’s degree in Business from Florida State University and a master's degree and Ed.D. in Educational Leadership from the University of South Florida. He is an assistant principal at Palm Harbor Middle School. He has also taught Applied Ethics and Diverse Populations at St. Petersburg College. He is an avid chess player and golfer.
2013 total program cost: $4,368. For more information, visit the tuition section.
(each 3 semester credits, except if noted otherwise)
This Course to be taken at the beginning of program
Classes to be taken during remaining terms (order based on availability)
Courses above are not listed in order taken, order based on class availability per term.
These Courses to be taken at the end of program
*be sure to maintain links to the course descriptions on the “Course Detail” tab for the edited information
The Educational Leadership internship experience at American College of Education represents an extended period of guided, professional practice during which the Educational Leadership intern takes increasing responsibility for the learning of P-12 students while under the guidance of a self-selected and approved mentor and an ACE faculty member. The experience is designed to address the Educational Leadership program outcomes though standards-based work in a school setting guided by a practicing school administrator. All activities completed by the intern are expected to provide administrative support to the mentor and school community in addition to instructional support to the campus in order to help increase student learning and achievement.
Visit the Educational Leadership Internship page here.
Complete the simple form below for more information.
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