Ed.S. in Curriculum and Instruction

The Educational Specialist in Curriculum and Instruction degree is designed for leaders who wish to pursue advanced training in research-based methods of curriculum development and instruction at the post-master’s level without having to complete a dissertation. You will learn to use theoretical foundations and real-world practices to design developmentally and culturally appropriate curricula that fosters equity and academic success for all learners.

Total cost at ACE

$12,184

(tuition + fees)

Applications due September 27 for September 30, 2019 Term

Estimated Time to Completion:
1.5 - 2 Years

View Tuition Details

Key Features of Our Educational Specialist Degree

  • Advanced Coursework: You will learn the fundamentals of how to use research-based academic theory, standards, and frameworks to select content, deliver evidence-based instruction, enhance critical thinking and inquiry, and develop original research. There are also courses on how to design curricula and instructional units to improve academic success for diverse learners using technology and assessment strategies.
  • Transferable: If you choose to continue your education, you can apply most of the credits earned in this specialist program toward our Ed.D. in Curriculum and Instruction, and get your degree faster.
  • Flexible: Study on your schedule. Our online format allows you to plan your coursework around your life.
  • Comprehensive Approach: To fully develop your curriculum and instructional design skills, you will study academic theories, assessment methods, instructional data, and current instructional technology.

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



Department Chair

Tiffany Hamlett, Ph.D.
Administrative Faculty and Chair,
Department of Teaching and Learning

Dr. Tiffany Hamlett has worked in higher education for eight years in various educational fields. Her background includes early childhood education, curriculum development, and research methods. In addition, she serves as a reviewer for Social Development and the Southern Early Childhood Association. She is particularly interested in studying developmentally appropriate practice, lifespan development, and constructivist teaching practices.


A Degree You Can Count On

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 our programs meet certain levels of quality standards.   


A Note About Licensure:

While this program provides a comprehensive understanding of the intended program 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.

Disclaimer:

The Ed.S. in Curriculum and Instruction is designed principally for educators or other leaders who already possess licensure or certification as a teacher or school administrator, and who wish to expand their understanding of curriculum and instruction design. The degree does not lead to professional licensure, nor does it include an internship. The program is currently not being offered in Florida, Georgia, Wisconsin, or Kentucky.

Tuition

Ed.S. in Curriculum and Instruction

Total Tuition

34 semester credits x $306 per credit

$10,404

Fees

$100 Application Fee

$1,530 Technology & Library Fee ($45 per credit)

$150 Program Conferral Fee

$1,780

Total Program Cost*

$12,184

*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

Ed.S. in Curriculum and Instruction

  • Master's or doctoral level
  • Minimum grade point average 3.0 on a 4.0 scale for full admission
  • Submit a current curriculum vitae (preferred) or resume
  • Submit a goal statement, demonstrating a clear expression of purpose and anticipated personal and professional goals. The statement needs to be two pages in length excluding the title and reference pages
  • Complete an interview​

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 34 semester credit requirement. For more information, a complete list of requirements, and course options, see the College Catalog.

Leadership Courses

(1 semester credit)

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.

Curriculum and Instruction Courses

(24 semester credits)

This course assists educators in the development of rigorous, appropriate, curriculum and instruction, with a focus on diverse-learner groups. Multi-model instructional strategies, culturally relevant pedagogy, differentiated instruction, and thematic, interdisciplinary unit planning are emphasized. Using a curricular framework, graduate students in this course will plan, evaluate, and adapt curricula experiences to build successful learning environments for all learners. 
This course focuses on the major theories, strategies, and applications utilized in P-12 standards-driven learning environments. Participants review and apply current literature and educational research studies concerning standards-based curriculum, implementation strategies and tools.
Educational assessments provide useful information on what students know and can accomplish. This course examines the purpose of various categories of assessment and tools of assessment, given at different organizational levels. Growth in assessment literacy will be developed while investigating appropriate feedback methods based on assessment data.
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, so teachers can immediately strengthen instruction. Students examine the scientific research base underlying different models of reading instruction. Special attention is given to curriculum mapping, alignment, and the development of an implementation plan to strengthen literacy.
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.
The course focuses on the evaluation and utilization of appropriate technology integration into curriculum and instructional design to meet the educational needs of 21st century learners. Through an examination of historical trends in technology and current methods, students will evaluate and provide examples of technology that meet the definition of authentic learning. Students will engage in critical inquiry to explore issues related to responsible technology use, social media and ethical standards related to the selection and evaluation of materials and content to enhance learning.
This course focuses on how educators promote social-emotional competence (social-emotional learning) and both moral and civic virtue (character education) through curriculum and instruction and all facets of school life. Students deepen understanding of these complementary and converging approaches to furthering whole-child teaching. Students learn about the historical-developmental foundations and categorize approaches to social-emotional and character development (SECD). Students investigate progress states have made creating standards with benchmarks, explore strategies for building relationships and caring communities, evaluate programs and program planning guidelines, practice integrating SECD into daily instruction, and apply information to design a SECD program.
The Capstone Experience is designed for candidates to demonstrate and document the impact their knowledge and competencies gained throughout and as a result of the Educational Specialist in the Curriculum and Instruction program.

Research Courses

(9 semester credits)

This course examines the importance of scholarly writing in your leadership practice, the foundation of how to write in a scholarly mode, and research strategies to support your doctoral writing. 
This course provides students the opportunity to complete an approved concept paper as the first step toward the Ed.S. original research project. Students will apply advanced research skills to address a real-world application of scholarly expertise as it relates to solving an existing problem. A description of the project will provide the rationale for the goals and objectives and includes a literature review, methodology, and the anticipated results of the research project.
Students will examine foundations of research design, data collection, analysis, and presentation. Students will assess ethics of education research and reporting.
Students will examine basic principles in applied statistics. Topics include data types, organizing data, graphing techniques, probability concepts, measures of central tendency, measures of dispersion, normal and skewed distributions, and understanding the area that covers normal distributions. Understanding, applying, and interpreting the principles to simple hypothesis testing methods through a seven-step process is also covered. The course is designed to provide an introduction to statistical applications that can be applied in real-world settings along with providing an excellent foundation for entering into the more advanced statistical applications and analyses using SPSS.