Certificate in
Teacher Leadership

Developed to enhance professional skills, this program provides an opportunity for teachers to learn how to support other teachers through learning how to help them reach their potential in teaching.

Total cost at ACE

$4,830

(tuition + fees)

Applications due January 4 for January 7, 2019 Term

View Tuition Details

Key Features

  • Flexible: Study on your schedule. Our online format allows you to plan your coursework around your life.
  • Focused Curriculum: All courses in this program center around developing and supporting teachers.
  • Transferable: If you choose to continue your education, you can apply most of the credits earned in this certificate program toward our M.Ed. in Teacher Leadership and get your degree faster.

For more information about this program, view the College Catalog. You can also ask questions anytime via chat.



Department Chair

Crystal Neumann, D.B.A.
Administrative Faculty and Chair,
Department of Leadership and Administration

Dr. Crystal Neumann previously worked in marketing and market research before she transitioned to higher education to work with and motivate adult learners. She has taught marketing and public relations in Germany and has worked as an administrator and instructor within higher education. Her work has been published in several journals, and she has presented at several national and international conferences.

Dr. Neumann continues to study leadership, marketing, and higher education. She enjoys being a part of every learner’s journey and seeing their growth throughout the program.


Quality Without Question

We are, and have always been, regionally accredited by the Higher Learning Commission, a regional accreditation agency recognized by the U.S. Department of Education. This accreditation guarantees that our programs meet certain levels of quality standards.   


A Note About Licensure:

While this certificate provides a comprehensive understanding of the intended certificate outcomes, it does not lead to licensure, certification, or endorsement. ACE offers several programs that do provide a pathway to licensure, certification, or endorsement and they can be found here.

Tuition

Certificate in Teacher Leadership

Total Tuition

18 semester credits x $235 per credit

$4,230

Fees

$50 Application Fee

$450 Technology & Library Fee ($25 per credit)

$100 Program Conferral Fee

$600

Total Program Cost*

$4,830

*This is an estimated value of the cost for tuition and fees. Amounts may vary depending on number of transfer credits applied to the selected program hours, the pace and satisfactory completion of the selected program credit hours, receipt of scholarship and/or grant amounts, and adjustments to tuition or fees as described in the Catalog Right to Modify Tuition section.

State of California Student Tuition Recovery Fund (STRF)

It is a state of California requirement that a student who pays his or her tuition is required to pay a state-imposed assessment for the Student Tuition Recovery Fund. For more information and to see if you must pay the state-imposed assessment for Student Tuition Recovery Fund (STRF) click here.

ACE General Admission Requirements

  • Complete and submit all application components including the admission application, including the enrollment agreement, and payment agreement.
  • Submit the nonrefundable application fee.*
  • Provide official transcripts from a regionally accredited institution indicating successful completion of the level of education required for entry to the program.**

*The application fee is valid for one year from date of submission.
**Additional evidence may be required to fulfill state requirements, including but not limited to verification of professional experience, test scores, or an interview.

Program Admission Requirements

Certificate in Teacher Leadership

  • ​Bachelor's degree   
  • Minimum grade point average cumulative 2.5 on a 4.0 scale for full admission
  • Number of courses per certificate restricted

International Transcript Requirements

All applicants must submit to the Admissions Office official, sealed college transcripts from each institution attended.

  • Transcripts that are international and/or not in English must be evaluated through an NACES-recommended agency.
  • Texas applicants may only submit evaluations from agencies approved by the Texas Education Agency.
  • International applicants must request the course-by-course evaluation. The evaluation report must show that the non-U.S. education is equivalent to the education/accreditation level required for the program.

English as a Second Language Applicants

All applicants whose first language is not English must demonstrate competence in the English language as demonstrated in one of three ways:

  1. Submission of an official transcript showing a degree from a United States secondary school or regionally accredited college/university.

  2. Submission of a transcript from a secondary school or college/university whose country uses English as a primary means of instruction, including, Canada, United Kingdom, Ireland, Australia, New Zealand.

  3. Submission of an official minimum score on the paper-based or internet-based TOEFL exam.
    • The minimum TOEFL score required for the paper-based Test (PBT) is 550, and for the internet-based (iBT) Test is 80.

    • Applicants to the Texas M.Ed. in Educational Leadership program must submit scores from the internet-based (iBT) TOEFL An overall score of 80, and a score of 26 on the speaking section is required.

    • The testing agency must send test scores directly to American College of Education.

Admissions Appeal Process

Applicants have the right to appeal admissions decisions. Begin the process by filling out the admissions appeal here.

Courses

Explore the classes you'll take to fulfill this program's 18 semester credit requirement. For more information, a complete list of requirements, and course options, see the College Catalog.

Teaching/Learning Core Courses

(6 semester credits)

This course assists students in understanding teaching and learning processes and how to use this knowledge to increase the professional skills of colleagues for the purpose of increasing student achievement. Emphasis is placed on ways to model continuous learning and reflective practices and strategies to promote collaboration with colleagues to align instructional practices with school goals, mission, and vision. Technology integration and online delivery are major threads in the coursework.
Learning happens as a natural function of the brain. Regardless of the situation, the environment influences how the brain perceives and performs. This course considers how to customize elements within an environment to foster value and interest, success and productivity. Moving beyond the physical setting, consideration is given to accessibility, organizational structure, and compatibility in regard to ability and attitude. The role of technology integration in differentiating to meet learner needs will be discussed and applied.

Leadership Courses

(12 semester credits)

This course promotes the concept of leaders serving as role models of professional development for their staffs to achieve higher levels of performance within the organization. To do so, leaders must utilize effective strategies, programs, and services based on data-driven decisions and the needs of stakeholders in the organizational community. Emphasis is placed on the impact of relevant, high-quality, job-embedded, differentiated, technology-integrated professional learning opportunities aligned to organizational goals. The course also prepares leaders to serve as advocates for sufficient preparation, time, and support for colleagues to work collaboratively in job-embedded professional learning.
Success is attributed to effective decision making, a skill required for professional and personal reasons. An essential ability required by leaders, decision making is a process which identifies critical elements of a choice to determine a course of action. The focus for this course considers ways decisions are made and how these techniques can be evaluated to improve outcomes. Specifically, the course addresses the development of skills to efficiently and consistently make informed decisions using data to maintain awareness of organizational needs, demographics, and performance levels. The role of collaboration in decision making is also a major focus.
This course explores the leadership models and frameworks required for teacher leaders to share governance and work collaboratively with principals and other adults to achieve school goals for student learning and achievement. Recognition is given to the critical roles teachers assume in decision-making through the perspective of multiple stakeholders and the need for teacher leaders to assist in harnessing this collective knowledge to make a difference in teaching and learning. Learners engage in leadership interactions to develop instructional leadership, critical thinking and problem-solving skills, and the ability to become advocates and change agents for continuous school improvement. Emphasis is placed on understanding teacher evaluation systems and communicating this information to colleagues.
This course prepares students to promote and influence change in their schools with a goal of improving instruction and school and student outcomes. Students explore research on school improvement strategies, structures, and processes, analyze leadership decisions and behaviors, and examine the implications of research, technology, 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.