Designed to help you become a school principal, this program will teach you to effectively lead, run, and manage a P-12 school.
Total cost at ACE$8,990
(tuition + fees)
Compare with other institutions*:
Grand Canyon University
*Based on information provided on each institution's website as of August 2017
Applications due August 17 for August 20, 2018 TermView Tuition Details
Your internship will be one of the most important components of your Educational Leadership experience. It’s an extended period of guided, professional practice during which you will take 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. You will provide administrative support to your mentor and school community in addition to instructional support for the campus in order to help increase student learning and achievement. See Internships for more details.
After you complete your M.Ed. in Educational Leadership, you can earn a second M.Ed. degree in less time due to the overlap in required courses. If you’re interested in an M.Ed. in Curriculum and Instruction, visit our Duel Degree page.
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.
We are, and always have been, regionally accredited by The Higher Learning Commission. This accreditation guarantees that our programs meet certain levels of quality standards.
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 their licensure, endoresement, 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 vitaly important that students know and be continually aware of the requirements for licensure in their state.
**Granted Accreditation by the Teacher Education Accreditation Council (TEAC) for a period of seven years: May 3, 2013 to May 3, 2020. This accreditation certifies that this program has provided evidence that it adheres to TEAC's quality principles.
M.Ed. in Educational Leadership
34 semester credits x $235 per credit
$50 Application Fee
$850 Technology & Library Fee ($25 per credit)
$100 Program Conferral Fee
Total Program Cost*
*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.
M.Ed. in Educational Leadership
All applicants must submit to the Admissions Office official, sealed college transcripts from each institution attended.
All applicants whose first language is not English must demonstrate competence in the English language as demonstrated in one of three ways:
Explore the classes you'll take to fulfill this program's 34 semester credit requirement. For more information, a complete list of requirements, and state-specific course options, see the College Catalog.
(28 semester credits)
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.
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.
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.
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.
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.
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.
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 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.
(3 semester credits)
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.
(3 semester credits)
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.