Master of Education
in Educational Leadership

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.

Total cost at ACE

$8,990 (tuition + fees)

Compare with other institutions:

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Tuition Details

Applications due January 5 for January 8, 2018 Term

Goals & Objectives

  • Develop a shared vision of learning for students in grades k-12 that aligns to the school's mission

  • Support educators in efforts to strengthen content delivery, hone effective instruction, and conduct student assessment

  • Encourage and support team-building strategies and professional learning communities with faculty, staff, and other stakeholders

  • Manage human and financial resources, promote parent and community relationships, and analyze data to determine the effectiveness of efforts

"By earning an ACE master's degree, I feel more prepared to teach. My degree has prepared me to teach other educators about technology and how to integrate it into their own classrooms."

- Sara Lowe

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Internship

One of the most important components of your Educational Leadership experience at ACE is the Educational Leadership Internship. The internship will be documented during the dedicated 11th course in the sequence, EL5983 Internship Experience for Educational Leadership. Please see Internships for details.

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.

Professional licensure, certification, and salary benefit requirements for educators vary from state to state and district to district. American College of Education cannot guarantee licensure, certification, endorsement, or salary benefits. In some states, students may need to satisfy additional requirements for licensure, certification, or endorsement. It is the students' responsibility to understand and comply with requirements in the jurisdiction where they choose to work as an educator. In all cases, students are solely responsible for determining whether they are eligible for licensure in a state and to confirm the precise requirements that must be satisfied to be licensed in that state before beginning the program.

Data Sheet

Click here for a printable PDF Data Sheet for this program.

Dual Degree Programs

Dual Degrees are designed for ACE M.Ed. graduates wishing to return and complete another M.Ed. degree. The Admissions requirements listed above apply in addition to the requirement of being an ACE graduate of the appropriate program.

Learn more about Dual Degrees                                See the Catalog

Course Preview

Assessment Strategies

Embracing the value of assessment and evaluation is the first step in improving learner outcomes through data-driven decision-making. This course develops relevant competencies and promotes a healthy balance of utilizing formative and summative assessments, evaluation practices, and data to inform and guide integrated curriculum development and instructional delivery. Assessments can provide facilitators with the knowledge and skills required to meet the needs of diverse learners, including special populations, in a variety of school and organizational settings.

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.


Department Academic 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.


Related Programs

Explore other programs related to ACE’s M.Ed. in Educational Leadership.

M.Ed. in Educational Business Administration

The M.Ed. in Educational Business Administration emerges in response to the critical demand for increased fiscal and ethical accountability to improve learning amid changing economic conditions on a local, national, and global scale. 

Designed for those seeking to possess or enhance business and leadership skills in an educational setting, the program blends financial and operational insight with the foundations of effective learning environments for continuous improvement and sustainable growth. Students pursuing senior administrative roles are presented with opportunities to build the expertise that will assist them in navigating educational environments and making data-driven financial and operational decisions while maximizing resources through sound business strategies and practices.

Framed by the standards from the Association of School Business Officials International (ASBO), the program leverages multiple perspectives to prepare strategic leaders for a variety of settings, including public, charter, and private schools, community colleges, and other educational institutions or learning organizations. 

35

Semester Credits

View Details

M.Ed. in Teacher Leadership

The Master of Education (M.Ed.) in Teacher Leadership is designed for high-performing teachers whose goal is to support building principals by helping to create a system of shared leadership and by providing job-embedded, differentiated professional learning opportunities to teachers. 

Graduates are expected to develop a clear vision for educational transformation and work in a leadership role with principals and peers to align student experiences and school programs to support the vision. Graduates will be prepared to interpret research on leadership models and frameworks, learning theory, best practices, teacher evaluation, and motivation and use this evidence base to develop professional learning opportunities and curricula; identify and share student-centered instructional practices, and promote continuous improvement of learner motivation, engagement, and achievement. 

Course curriculum will address diverse perspectives and culture, personal and professional goal setting, reflective inquiry and practice, teacher leader modeling, and collaborative work with colleagues to achieve quality programming and teamwork among all stakeholders. Assessment and data interpretation, presented as tools for continuous improvement, will be integrated throughout the coursework.

31

Semester Credits

View Details

A Note About Licensure

Graduates of programs which are approved to lead to licensure, endorsement, or certification may be subject to additional requirements for the receipt of initial licensure, endorsement, or certification in the state in which they intend to teach or administrate.

Students are solely responsible for determining whether they are eligible for licensure in the state in which they intend to teach or administrate. It is vitally important that students know and be continually aware of the requirements for licensure in their state.

Tuition

M.Ed. in Educational Leadership

Total Tuition

34 semester credits x $235 per credit

$7,990

Fees

$50 Application Fee

$850 Technology & Library Fee ($25 per credit)

$100 Program Conferral Fee

$1,000

Total Program Cost*

$8,990

*This is an estimate value of the cost for tuition and fees. Amounts may vary depending on the program selected, state of residence, 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.

Internship

One of the most important components of your Educational Leadership experience at ACE is the Educational Leadership Internship. The internship will be documented during the dedicated 11th course in the sequence, EL5983 Internship Experience for Educational Leadership. Please see Internships for details.

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.

Professional licensure, certification, and salary benefit requirements for educators vary from state to state and district to district. American College of Education cannot guarantee licensure, certification, endorsement, or salary benefits. In some states, students may need to satisfy additional requirements for licensure, certification, or endorsement. It is the students' responsibility to understand and comply with requirements in the jurisdiction where they choose to work as an educator. In all cases, students are solely responsible for determining whether they are eligible for licensure in a state and to confirm the precise requirements that must be satisfied to be licensed in that state before beginning the program.

Data Sheet

Click here for a printable PDF Data Sheet for this program.

ACE General Admission Requirements

  • Complete and submit all application components including the Admission Application, Enrollment Agreement, and Payment Agreement.
  • Submit a 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.

General Admission Requirements

M.Ed. in Educational Leadership

 

  • Bachelor's or Highest Post-Baccalaureate degree earned
  • Minimum Grade Point Average 2.75 on a 4.0 Scale for full admission
  • Minimum Cumulative Grade Point Average of 2.50 on a 4.0 Scale for Provisional Admission*
  • Documentation of at least an initial teaching license (in the state the applicant resides), school service personnel license, or a school services certificate.
  • If applicants do not have a teaching certificate, they may document their teaching status by providing evidence of full-time teaching assignment from an individual in a supervisory capacity or from a human resources official of the school at their current employment

    *Applicants whose overall GPA, or GPA in the last 60 hours is below 2.50 will not be admitted to the degree program

State Specific Admission Requirements

  • Must hold a valid Illinois Professional Educator License
  • Must have four years of teaching experience in a public or non-public school recognized by the Illinois State Board of Education or
  • Four years of Support Personnel experience in the following area in a public or non-public school recognized by the Illinois Board of Education in the following capacity:
    • School Counselor
    • School Psychologist
    • Speech Language Pathologist
    • School Nurse
    • School Social Worker
    • School Marriage and Family Counselor

 

  • ​Submit an Educational Leadership essay.
  • Submit two (2) letters of recommendation with a written signature (or sent directly from the person's email address) and a date.
  • Complete an interview.
  • Submit an Educational Leadership essay.
  • Have their school district submit a sealed and signed Teacher Service Record.
  • To comply with the Texas Education Agency requirements, admits must confirm, in writing, acceptance of the admission offer.
  • Applicants to the Texas Educational Leadership program whose first language is not English 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.

 

  • Must hold a level two educator license.

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 a U.S. bachelor's degree to be considered for admission.

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 to the Office of Academic Dean.

Courses

The following courses are required for this program, however may not represent our complete list of requirements. For detailed course and program descriptions, see the catalog.

Embracing the value of assessment and evaluation is the first step in improving learner outcomes through data-driven decision-making. This course develops relevant competencies and promotes a healthy balance of utilizing formative and summative assessments, evaluation practices, and data to inform and guide integrated curriculum development and instructional delivery. Assessments can provide facilitators with the knowledge and skills required to meet the needs of diverse learners, including special populations, in a variety of school and organizational settings.

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, including special populations, English language learners, and gifted and talented.

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.

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.

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.

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.

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 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 legal and ethical dimensions of school leadership with an emphasis on resolving conflicts in the school community. Students analyze legal cases and ethical 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 relating 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, particularly balancing the needs of special populations, families, and underserved students.

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.

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 teachers as they address the needs of diverse populations, including gifted and talented, English learners, special education, and dyslexic thinkers, particularly within content areas.

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.