The Master of Education (M.Ed.) in Educational Leadership program instructs aspiring school administrators in current scientific research, pedagogy, and instructional technology. Students are empowered to maximize school effectiveness and improve supervision and leadership skills in diverse P-12 school settings. Students will develop the strategies required to lead for learning, including creating a school-wide vision and using data to inform decision making. The program is aligned with Interstate School Leaders Licensure Consortium (ISLLC) Standards for effective leadership and is designed to create culturally aware and competent administrators.
To view a list of faculty for this program, please visit the Faculty page.
Program Outcomes (for students admitted or enrolled on or after the February 22, 2016 term)
- Develop, implement, and monitor a shared vision of learning for a K-12 school, promoting the academic and social success of all students and effectively aligning the vision to the school’s mission.
- Employ evidence-based strategies, including observation and high-quality professional development, and intellectual processes to support teachers as they strengthen content delivery, instructional effectiveness, and assessment for all students.
- Engage faculty, staff, and other school stakeholders in team-building strategies, and facilitate the process of developing and maintaining professional learning communities to increase student engagement and achievement.
- Implement skills, concepts, and practices to structure an educationally enriched, technology-enhanced, positive and safe school environment.
- Manage human and fiscal resources effectively which includes prioritizing decisions based on the school’s academic achievement goals.
- Practice and model ethical decision making skills to include equitable considerations, valid data gathering, various reporting measures and consequence analyses concerning school personnel and other issues impacting school environments.
- Promote strong parent, family, and community relations by modeling equity, fairness, and respect among all school stakeholders.
- Demonstrate shared decision making and an effective communication network through various media modes and accessibility for the purpose of maintaining positive community/school relationships.
- Apply legal and social principles in an institutional framework to enrich the school’s climate, culture, and diverse learning infrastructure, including an emphasis on civic and global learning.
- Engage in professional learning activities, including research, to remain current in the field and to ensure relevant application of evidence-based practices in the school setting.
Program Outcomes (for students who are enrolled or admitted prior to the February 22, 2016 term)
The American College of Education’s leadership program is designed to address the following areas of Leadership: Visionary, Instructional, Administrative and Ethical, School and Community and Social, Political and Legal Leadership.
- Develop a vision of learning for the school or district-level community that promotes the academic and social success of all students, and effectively assign the vision to the mission or belief statements of the school.
- Formulate the initiatives necessary to motivate staff, students, and families to achieve the school’s vision. This also requires the ability to collect, interpret, and analyze school data and/or outcomes.
- Develop plans and processes for implementing the vision.
- Demonstrate the ability to involve community members in the realization of the vision and in related school improvement efforts.
- Monitor, through periodic evaluation, the effective operation of the vision and mission.
- Problem solve potential instructional deficiencies in staff to improve overall content delivery and enhance professional development.
- Engage teachers in team-building strategies and facilitate the process of developing and maintaining professional learning communities to strengthen instruction and to increase student achievement.
- Strategically plan effective lessons with teachers and engage in data-driven decision-making to enhance learning for all students.
- Effectively assess instructional proficiencies through classroom observations to determine teacher needs and strengthen effectiveness.
- Evaluate instructional models on an ongoing basis, used by teachers to determine suitability based on student assessment data.
Administrative and Ethical Leadership
- Implement skills, concepts, and practices to structure an educationally rich, positive, and safe school environment.
- Create a learning culture inclusive of operations and resources for an efficient and effective learning experience to enhance academic achievement for all students.
- Foster stewardship of the school vision by relaying, executing, and promoting the vision to all stakeholders.
- Promote and facilitate the use of instructional tools, strategies, assessments, and current technologies.
- Manage school financial resources effectively, which includes prioritizing decisions based on the schools vision, mission, and academic improvement goals.
- Provide information and support for rigorous and relevant professional growth activities that will foster an enthusiastic work environment.
- Expand decision-making skills to include equitable considerations, valid data-gathering measures, and consequence analyses concerning school staff.
- Practice and model ethical behavior at all times.
- Serve as an advocate for all children and promote their continuous development.
School and Community Leadership
- Build strong community relations by modeling and promoting equity, fairness, and respect among faculty, staff, students, parents, and community leaders.
- Provide opportunities for stakeholders to develop and use skills in collaboration, shared decision-making and responsibility for the purpose of maintaining a comprehensive program of positive home/school relationships.
- Acknowledge and respect the goals, values, and aspirations of diverse family and community groups by engaging the support of business, philanthropic, political, social, and civic or faith-based organizations and other resources to enrich the school’s climate, culture, and diverse learning infrastructure.
- Maintain a broad communication network throughout the school and community by using a wide variety of print and electronic media modes while establishing a high level of visibility and active involvement among stakeholders.
Social, Political and Legal Leadership
- Establish partnerships with social, political, and community leaders to obtain and integrate the resources necessary to build a productive school environment.
- Demonstrate the knowledge of and apply legal, political, social, and economic principles in an institutional framework to enrich the school’s climate, culture, and diverse learning infrastructure.
- Promote the success of all students by understanding causes for achievement gaps, while responding to and influencing educational equity with cultural context.
(3 semester credits each unless noted otherwise)
||Creative Safe and Supportive Learning Environments OR
||Strategies for Leading and Teaching Diverse Learners (for students in Illinois)
||Law and Policy
||Community Engagement, Outreach, and Collaboration
||Diverse Learners OR
||Methods and Materials for Teaching English as a Second Language (for Illinois students)
||Research Methods for Educational Leaders
||Strengthening Literacy for Educational Leaders OR
||Prescriptive Intervention for Reading Difficulties (for students in Michigan)
||Resource and Fiscal Management
(based on state of residence)
(3 semester credits; 10-week format)
|| Internship Experience for Educational Leadership (Indiana)
|| Internship Experience for Educational Leadership (Illinois)
| Internship Experience for Educational Leadership (Florida)
|| Internship Experience for Educational Leadership (Ohio)
| Internship Experience for Educational Leadership (all other states)
||Educational Leadership Internship Completion
*EL5113 is scheduled after graduation if a student needs to earn additional internship hours above what was required (a minimum of 120 hours) and earned in EL5983.
(1 semester credit; 5-week format)
Any course from above, plus: (based on state of residence)
|| Capstone Experience for Educational Leadership (Indiana)
| Capstone Experience for Educational Leadership (Illinois)
| Capstone Experience for Educational Leadership (Florida)
| Capstone Experience for Educational Leadership (Ohio)
| Capstone Experience for Educational Leadership (all other states)
Total: 34 semester credits
Course Overview for Residents of Texas
(3 semester credits each unless noted otherwise)
Texas students in the Educational Leadership program will take the following courses:
||Creating Safe and Supportive Learning Environments (TX)
||Law and Policy (TX)
Remaining courses (3 semester credits each, except if noted otherwise; order based on availability)
||Assessment Strategies (TX)
||Community Engagement, Outreach, and Collaboration (TX)
||Diverse Learners (TX)
||Research Methods for Educational Leaders (TX)
||Strengthening Literacy for Educational Leaders
||Developing Teachers (TX)
||Campus Improvement (TX)
||Resource and Fiscal Management (TX)
Final Courses (3 semester credits each, except if noted otherwise) taken at the end of program
||Practicum Experience for Educational Leadership (TX)
||Capstone Experience for Educational Leadership (Texas) (1 semester credit)
*EL5113 is scheduled after graduation if a student needs to earn additional internship hours above what was required (a minimum of 160 hours for Texas) and earned in the ELX5983 course.
Total: 34 semester credits
Students who enrolled prior to February 22, 2016 should refer to the College catalog for course overview and requirements.
EL5023 Assessment Strategies
This course develops competencies in utilizing formative and summative assessment practices and data to inform and guide curriculum development and instruction. Classroom and school-based assessment tools provide teachers with the knowledge and skills required to meet the needs of diverse learners. Embracing assessment is the first step towards "data-based" decision-making in education.
RES5173 Research Methods for Educational Leaders
This course enables students to become informed consumers of educational research and to develop skills that prepare them to carry out action research in their schools and classrooms.
An emphasis is placed on providing students with knowledge that they can apply in determining whether particular research findings are relevant to their leadership and instructional practices and to distinguish between trustworthy and non-trustworthy research.
Throughout the course, students identify the elements that scientifically-based research and action research share. Emphasis is placed on how research can become a vital and relevant tool for teachers and school leaders.
ED5053 Community Engagement, Outreach, and Collaboration
How can those within the community support the established teaching and learning goals set by the school? This course provides a foundation for developing relationships among stakeholders in the school community—students, school, parents, and the community at large—for the express goal of supporting student learning. In addition to examining research findings, students will explore family engagement, mutually beneficial community relationships, and student advocacy. The course culminates with a plan for continuing school improvement and professional growth.
ED5123 Diverse Learners
This course reviews data related to the effectiveness of educational initiatives emphasizing evidence-based instructional design models used to assess and instruct students with diverse learning needs. Special attention is given to inclusion of traditionally underrepresented learner populations, i.e.; special education, LEP, economically disadvantaged, and ethnic minorities.
BE5033 Methods and Materials for Teaching English as a Second Language
This course provides teachers methods for providing language and content instruction to second language learners. Students consider historical and current
English as a second language (ESL) program models and second language acquisition theories, pedagogy, and methodology. Relevant federal, state, and local learning and assessment standards are reviewed and applied to their teaching. Students are guided in creating and presenting teaching units and lessons based on various methods, approaches, and techniques. Students discuss the selection, use, and evaluation of books, multimedia, technology, and other materials. Students examine the application of relevant learning and assessment standards to their teaching of second language learners.
EL5033 Creating Safe and Supportive Learning Environments
Through classroom application of course content, this course provides students with substantial practical experience as they master and implement preventive and positive classroom management strategies. In addition, students acquire both theoretical and practical knowledge about the relationships between school-wide systems and behavioral development, learning and achievement among students with diverse needs.
SPED5093 Strategies for Leading and Teaching Diverse Learners (for students in Illinois)
Student diversity impacts learning, the environment, and classroom behavior for both teachers and leaders. This course examines the legal definitions, characteristics, prevalence, and educational adaptations for each primary category of exceptionality. Emphasis is placed on strategies to accommodate the needs of diverse learners through the selection or modification of curricula, materials, and procedures.
EL5623 Developing Teachers
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.
EL5703 School Improvement
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.
LIT5233 Prescriptive Intervention for Reading Difficulties (students in Michigan only)
This course examines assessment approaches for diagnosing reading needs and methods for identifying, prescribing, and evaluating intervention plans based upon specific data. An embedded field experience targets developmental and age-appropriate instructional strategies to support struggling readers across diverse populations.
LIT5243 Strengthening Literacy for Educational Leaders (non-Michigan version LIT course)
This course prepares students to implement a school-wide leadership initiative to improve a comprehensive range of literacy skills. Specific principles and theories of reading instruction are evaluated in relation to currently employed practice by examining the scientific research base underlying different models of reading instruction. Special attention is given to enhancing the skills of teacher as they address the needs of diverse populations, including gifted and talented, ELL, special education, and dyslexic thinkers
EL5723 Resource and Fiscal Management
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.
EL5753 Law and Policy
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.
EL5983 Internship Experience for Educational Leadership
This 10-week 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.
EL5113 Educational Leadership Internship Completion
Scheduled after graduation if a student needs to earn additional internship hours above what was required (a minimum of 120 hours) and earned in EL5983.
This course is designed to assist students in completing additional internship hours to meet licensure expectations. Additional internship hours must be completed within two years after final course enrollment.
EL5091 Capstone Experience for Educational Leadership (1 semester credit)
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.
||Tuition Per Credit
- Application fee: $50
- Technology and library fee: $20.00 per credit hour (for a total of $680)
- Program conferral fee: $100
Total program cost: $8,820. For more information, visit the tuition section.
Total program cost for students who were admitted, re-entered, or changed programs and begin study before the February 22, 2016 term: $8,745