Online Education Specialist Courses at Accredited Schools

Walden University, the school below with the highest overall ranking, is effective at equipping students via its education specialist courses to be successful education specialists, teachers, preschool teachers, kindergarten teachers, etc. and connect them to future employers. According to the US Bureau of Labor Statistics, at present there are 228,580 people employed as special education teachers, preschool, kindergarten, and elementary school alone in the US, and their average annual salary is $53,770. Engineering teachers make on average $92,970 per year and there are about 34,270 of them employed today.

Education Specialist Organizations Education Specialist Common Job Tasks
  • participating in various educational training programs
  • assessing student educational needs and achievements
  • attending any mandatory functions and meetings in the school
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Education Specialist Courses at Walden University

Program Name: Education Specialist (Ed.S.)
Foundations: Administrator Leadership for Teaching and Learning
Course Number EDAD 7002
Credits 6.0

The purpose of Foundations is to engage learners with the environment, expectations, and content of post-master’s work in the Administrator Leadership for Teaching and Learning program. Through participating in the course, learners will develop 1) facility with Walden University’s online learning environment and understanding of the university’s and the program’s support systems and expectations and outcomes, and 2) knowledge about the field, synthesized with reflection on one’s own experience and goals.


Leadership for Today’s Schools
Course Number EDAD 7200
Credits 6.0

Today’s schools are dynamic places and demand leaders in all arenas, from the boardroom to the classroom. Leaders must understand how learning communities operate and thrive, but be prepared to deal with the demands of internal and external forces. The 21st- century leader who understands change theory will continually appraise the evolving needs of the learning community and apply a grounded knowledge -base of theory and practical strategies supported by research. This course empowers leaders to explore current and future technology as they assess educational trends and issues. Learners will also analyze their own and others’ paradigms and leadership styles, and determine best practices to promote positive social change.


Applied Research in Education
Course Number EDAD 7201
Credits 6.0

In Applied Research in Education, learners will develop a broad understanding of theoretical frameworks and of the appropriate use of both qualitative and quantitative methods. The course will also focus on methods designed specifically for studying human development and how individuals learn. Methods will be explored through studying the philosophy of research and particular research strategies, reviewing literature in the field, and through searching for and critically analyzing literature relating to learners’ individual interests.


Leading to Promote Learning
Course Number EDAD 7202
Credits 6.0

Research has considerably expanded our knowledge of teaching and learning in recent years. These gains have resulted in a new paradigm for the design and assessment of learning experiences. In this course, students will: 1) advance their understanding of research methods as they examine literature about design and assessment; and, 2) apply research-based principles to design a project to develop learning experiences for a specific population of learners, whether on-site, online, or through a blended hybrid model.


Leading Professional Learning Communities
Course Number EDAD 7203
Credits 6.0

Grounded in research and theory about learning differences, this course explores the repertoire of practices that facilitate learning from both the teaching and learning perspectives. These practices range from mentoring and coaching through collaborative engagement and reflective practices. Learners will deepen their understanding of research methods both through critiquing articles and by designing research studies to investigate specific learning practices.



Program description: Walden’s Education Specialist (Ed.S.) programs are designed to help educators who hold master’s degrees to advance in the field of education. With a focus on analysis of current research and a capstone project that focuses on a relevant issue in the field of education, the Ed.S. programs allow you to sharpen your critical-thinking skills while exploring current topics and trends.

Programs

  • Ed.S. in Administrator Leadership for Teaching and Learning
  • Ed.S. in Adult Education
  • Ed.S. in College Teaching and Learning
  • Ed.S. in Curriculum, Instruction, and Professional Development
  • Ed.S. in Early Childhood
  • Ed.S. in Educational Leadership and Administration (Principal Preparation)
  • Ed.S. in Educational Technology
  • Ed.S. in Leadership for Social Change in Education
  • Ed.S. in Reading and Literacy Leadership
  • Ed.S. in Special Education
  • Ed.S. Teacher Leadership


Walden offers both state-approved educator licensure programs as well as programs and courses that do not lead to licensure or endorsements. Prospective students must review their state licensure requirements prior to enrolling.

Prospective Alabama students: Contact the Teacher Education and Certification Division of the Alabama State Department of Education at 1-334-242-9935 to verify that these programs qualify for teacher certification, endorsement, and/or salary benefits.

Prospective Washington state students are advised to contact the Office of the Superintendent of Public Instruction at 1-360-725-6275 to determine whether Walden’s programs in the field of education are approved for teacher certification or endorsements in Washington state. Additionally, teachers are advised to contact their individual school district as to whether this program may qualify for salary advancement.

Program Name: Education Specialist (Ed.S.) Teacher Leadership - General
Teacher Leadership
Course Number EDUC 7004
Credits 6.0

The purpose of Foundations is to engage learners with the environment, expectations, and content of post-master’s work in the Teacher Leadership program. Through participating in the course, learners will develop 1) facility with Walden University’s online learning environment and understanding of the university’s and the program’s support systems and expectations, outcomes, and 2) knowledge about the field, synthesized with reflection on one’s own experience and goals.


Collegial Interactions and Professional Development (6 sem. cr.)
Course Number EDUC 7213
Credits 6.0

Grounded in research and theory about learning differences, this course explores the repertoire of practices that facilitate learning from both the teaching and learning perspective. These practices range from mentoring and coaching through collaborative engagement and reflective practices. Learners will deepen their understanding of research methods both through critiquing articles and by designing research studies to investigate specific learning practices.



Leadership for Today’s Schools
Course Number EDAD 7200
Credits 6.0

Today’s schools are dynamic places and demand leaders in all arenas, from the boardroom to the classroom. Leaders must understand how learning communities operate and thrive, but be prepared to deal with the demands of internal and external forces. The 21st- century leader who understands change theory will continually appraise the evolving needs of the learning community and apply a grounded knowledge -base of theory and practical strategies supported by research. This course empowers leaders to explore current and future technology as they assess educational trends and issues. Learners will also analyze their own and others’ paradigms and leadership styles, and determine best practices to promote positive social change.


Applied Research in Education
Course Number EDAD 7201
Credits 6.0

In Applied Research in Education, learners will develop a broad understanding of theoretical frameworks and of the appropriate use of both qualitative and quantitative methods. The course will also focus on methods designed specifically for studying human development and how individuals learn. Methods will be explored through studying the philosophy of research and particular research strategies, reviewing literature in the field, and through searching for and critically analyzing literature relating to learners’ individual interests.


Teaching and Learning: Theory and Research
Course Number EDUC 8142
Credits 6.0

Research has considerably expanded our knowledge of teaching and learning in recent years. These gains have resulted in a new paradigm for the design and assessment of learning experiences. In this course, students will 1) advance their understanding of research methods as they examine literature about design and assessment and 2) apply research-based principles to design a project to develop learning experiences for a specific population of learners, whether on-site, online, or through a hybrid model.


Program description: The Ed.S. in Teacher Leadership program is designed for educators who want to quickly increase their ability to make contributions to their school or organization, thereby improving the lives of their students. The program’s curriculum focuses on best practices that can be applied immediately in the classroom. This empowers educators at all levels of experience to use research to effect change and improve student learning, while developing the skills needed for professional advancement. And since there is no residency requirement, you can more easily balance your education with your personal and professional commitments. In addition, some of the coursework you complete as part of this post-master's degree program can apply to a Walden doctoral degree in education, allowing you to earn that degree in less time.

Education Specialist Courses at University of Phoenix

Program Name: Educational Specialist

The Economics of Educationtion
Course Number EDD731
Credits 3.0

The principles and theories of the economics of education are examined. The role that federal, state, and local governments play in the economics of education is explored in depth. Key topics include budgetmanagement, grants, financial aid, expenditures and revenues, and the rising cost of education. Economic policy analysis is a focus in this course.(3 credits) Prerequisite: EDD 721.


CurriculumTheory
Course Number CUR712
Credits 3.0

This course examines historical, current, and cross-cultural theories of curriculum.With a foundation in themajor theorists and tenets of their theories, learners analyze curriculum documents for evidence of the various theories, investigate implications of the theories for educational programming, and interpret the interaction of these theories with public policy. (3 credits) Prerequisite: EDD 721.


CurriculumDesign
Course Number CUR721
Credits 3.0

In this course, learners focus on the creation of systemicmodels of curriculumdevelopment, including consideration of schedule, structure, stakeholder involvement, and end products. Learners will also analyze the implicit, hidden, cultural, and institutional aspects of existing curricularmodels to formtheir own development approach. (3 credits) Prerequisite: CUR 712.


Instructional Modelsgies
Course Number CUR722
Credits 3.0

This course analyzes themodels and process of instruction. Effective instructionalmodels are explored as they relate to teaching strategies and learner outcomes. Instructionalmodels for diverse populations, improvement of instructional programs and staff development are of special focus. (3 credits) Prerequisite: CUR 712.


Supervision of Curriculumand Instructionn Making
Course Number CUR731
Credits 3.0

This course explores the supervision and evaluation of instructional programs. Topics include effective techniques for managing curriculum, effective evaluation instruments, conferencing, classroommanagement, and recommendations for improvement. Traditional and alternativemethods of evaluating student achievement will be discussed. (3 credits) Prerequisite: CUR 712.


Educational Specialist Capstone
Course Number EDS799
Credits 3.0

The capstone course will require learners to integrate their programof study into an in-depth project that explores and inquires into a contemporary problemwithin the field of educational administration. The project will be based on library research and/or fieldwork andmust demonstrate an approach to addressing the problemfroma leadership perspective. Additionally, within this course learners will complete a reflective self-assessment of their learning throughout the program. (3 credits). Prerequisite: All other courses in program.


Communication Strategies
Course Number COM705

This 3-week, online course provides doctoral program applicants with an introduction to advanced communication strategies for academic success within the University of Phoenix's adult learning model. Topics include the scholarship-practice-leadership model, scholarly writing practices, and Learning Team effectiveness. Learners who successfully complete COM/705 are eligible to enroll in the doctoral program.


Planning and Leading Change
Course Number EDD721

This course examines the concept of change and its impact on educational organizations. How to manage and lead change, counteract resistance to change, and the politics and economics of change are of special focus. Understanding the dynamics of change and how it influences strategic planning of an institution are explored.


Ethics and Values in Learning Organizations
Course Number EDD723

The ethics and values-based decisions that learning organizations are faced with are explored in-depth. Case studies on access, diversity, plagiarism, technology, confidentiality, student-faculty relationships, and harassment are discussed. The roles of value education, codes of conduct, and codes of ethics are debated.


Evaluation and Assessment Methods
Course Number EDD733

This course explores the evaluation and assessment methods utilized in learning organizations. The merits and faults of these methods are debated. Accreditation issues, outcomes-based assessment, institutional research, and staff and faculty evaluation are key topics. The influence of leadership style on evaluation and assessment methods also is examined.


Program description: The Educational Specialist program (Ed.S.) will prepare learners to become transformational leaders who will strategically manage and lead complex educational organizations. Graduates will be educational practitioners who demonstrate analytical, critical, and innovative thinking to improve the performance of educational institutions. The Educational Specialist program degree is consistent with the University's mission to develop the knowledge and skills that will enable learners to achieve their professional goals, improve the productivity of their organizations, and provide leadership and service to their communities. The program is designed to emphasize leadership and to focus on a specialization in Curriculum and Instruction.

For program disclosure information, click here.

While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

Education Specialist Courses at Jones International University

Program Name: Education Specialist in K-12 Leadership
EdS Capstone Course
Course Number EDU804
Credits 3.0

This course represents the culmination of the EdS program. Each candidate will synthesize his or her learning by producing a capstone project that exemplifies acquired knowledge and expertise. The course project, Research Project: Addressing the Needs of a Specific Learning Community, is a specialist-level research endeavor that demonstrates the candidate’s mastery of the core concepts and skills covered by the EdS program. The project tests the candidate’s ability to apply this knowledge to a real and practical educational problem or opportunity. The project will: Include a tangible product Involve a minimum of 120 hours of effort and be relevant to the candidate’s professional development goals Synthesize content from across several courses taken in the program


Current K-12 Education Theories
Course Number EDU790

This Course Introduces Candidates To Current K-12 Theories And Their Application In Solving Education Problems. Additionally, Candidates Will Develop The Necessary Skills To Become A Successful Doctoral Candidate. Course Content Encompasses The Following Tasks: Analyzing Important Education Issues Using Relevant Theory And Research Applying Critical Skills To Deepen Understanding Of Theoretical Constructs And Applications Mastering Of The Apa Style Writing A Synthetic Plan To Solve An Important Education Problem The Course Project, Research Project: Applying Theory To An Education Problem, Explores A Practical Education Problem Selected By The Candidate's Sponsor And The Candidate. The Components Of The Project Are Developed Over The Length Of The Course And Include Project Selection, Analyzing Education Theories, Incorporating A Personal Framework Of Teaching And Learning Based On Theory And Models, And Developing Potential And Applicable Solutions. Prerequisites: Edd900 Is A Prerequisite For This Course.


Facilitating a Shared Vision of Learning
Course Number EDU791

This Course Focuses On The Topic Of Educators As Leaders. Candidates Will Explore This Topic Using The Edd/eds In Educational Leadership Program Areas Of Emphasis, Which Include Teaching And Learning, Educational Administration, Educational Research, Educational Policy Analysis, And The Business Of The Learning Organization. Candidates Will Investigate Professional Development Leadership Theory And Practices. They Will Focus On What It Takes For Educators To Meet The Individual Needs Of Students In Order To Achieve High Academic Achievement. The Course Project, The Visionary Leader: Facilitating A Shared Vision Of Learning, Is A Key Assessment Designed To Demonstrate Mastery Of The Elcc Professional Standards. Each Jiu Candidate Develops In Conjunction With His Or Her Classmates A Shared Vision Of The Learning Model And Analyzes Current Leadership Capacity, Plans For Improvement, And Implementation Of The Model. The Candidate Then Identifies And Describes His Or Her Personal Leadership Characteristics And Identifies Areas That He Or She Needs To Develop To Create And Implement A Vision Of Learning. Prerequisites: Edu801 Is A Prerequisite For This Course.


Public Knowledge and Public Responsibility
Course Number EDU795

This course addresses the public responsibility regarding public knowledge so that candidates can be ethical, responsible educators. Candidates will study the motivations for and practice of education research as well as the power of reporting conclusions. Further, candidates will explore the influence of the media and politics on education along with the responsibility of education leaders to report data accurately. In the course project, Monograph: Influential Research, the candidate will work with a leader or a leadership team to develop a professional synthesizing project — ideally one that supports their dissertation plans — that explores an important education problem faced by K-12 leaders. Candidates will analyze and evaluate the research from an influential report, book, or study and submit to an appropriate magazine or newspaper a professional and synthetic op-ed monograph that analyses the ramifications of that report, book, or study the resulting media coverage and political influence and their effects on American and/or international systems of education. Prerequisites: EDU790 is a prerequisite for this course.


Ethical Leadership
Course Number EDU796

This Course Analyzes And Evaluates Elcc Standard 5, Focusing On Educator Integrity, Fairness, And Ethics. The Course Focuses On The School As A Community Of Ethical Values, The Task Of Becoming An Ethical Leader, And The Priorities Of Justice And Caring. Candidates Explore Ethics And Social Evolution, As Well As Changing Technology. The Course Project, The Ethical Leader: Developing An Ethical Leadership Process, Is A Key Assessment Designed To Demonstrate Mastery Of The Elcc Professional Standards. Each Jiu Candidate Develops With His/her Classmates An Ethical Decision-making Process And Provides A Rationale. The Process The Group Devises Will Have Succinct, Clearly Defined Steps And Be Broadly Applicable To Ethical Dilemmas Found In K-12 Learning Institutions. The Candidate Will Also Identify And Describe His Or Her Personal Ethical Leadership Characteristics And Identify The Areas That He Or She Needs To Develop To Become A Stronger Ethical Leader. Prerequisites: Edu800 Is A Prerequisite For This Course.


Leadership and the Art of Change Management
Course Number EDU797

This course investigates leadership topics and provides a venue for candidates to develop a philosophy of leadership and identify opportunities to lead within learning communities. Course materials, assignments, and discussions assist candidates in an effort to integrate leadership principles and skills with day-to-day activities and action research projects. Themes include: Exploring the primary factors of leadership. Conducting a comprehensive review of the historical, current, and emerging theories of leadership. Investigating the work of leadership and its opportunities and challenges. In the course project, Leadership Portfolio: Personal and Organizational Leadership Analysis, candidates address the genuine needs of a specific learning community and attend to an important education problem. Candidates describe an ideal K–12 leader and analyze and evaluate their own leadership skills through an academic personal leadership assessment as well as conduct an organizational leadership needs assessment for their chosen learning organization. Further, based upon the results of the leadership inventory, personal philosophy research, and organizational needs assessment, each candidate will synthesize a leadership portfolio intended to serve as a roadmap for future leadership growth within the given organization. Prerequisites: EDU795 is a prerequisite for this course.


Leading K-12 Organizations that Foster Learning
Course Number EDU798

This Course Investigates School Requirements For Instructional Leadership And Develops A Conception Of Leadership Skills And Practices To Effectively Address Those Requirements. In This Course Candidates Will: Develop A Conceptualization Of The Structure, Culture, Climate, And Pedagogy Of A School Organization As A Foundation For Investigating The Leadership Characteristics And Practices Needed To Lead Such An Organization. Investigate And Describe Those Leadership Characteristics And Practices That Serve To Promote, Develop, And Sustain Instruction. Develop A Comprehensive List Of Leadership Knowledge, Dispositions, And Skills Required To Effectively Lead An Educational Enterprise. Compare And Contrast Personal Leadership Characteristics With That Developed List. The Course Project, The Instructional Leader: Building Organizations That Foster Learning, Is A Key Assessment Designed To Demonstrate Mastery Of The Elcc Professional Standards. Each Jiu Candidate Characterizes A Specific K-12 Academic Institution And Creates A Leadership Handbook For Its Context. With His Or Her Classmates, The Candidate Develops A K-12 Academic Leadership Handbook That Outlines Supervisory Plans For Supervision, Curriculum, Instruction, Organizational Assessment, And Performance Appraisal. Prerequisites: Edd901 And Edu791 Are Prerequisites For This Course.


The Future of K-12 Education and Democracy
Course Number EDU799

This course analyzes and evaluates the purposes of education in a democracy. The goal of this course is to help candidates find ways to improve K-12 education that strengthen democratic ideals. The course project, Argument Paper: Solving an Educational Problem, requires candidates to choose an important educational problem to solve. Candidates analyze and evaluate the purposes of education in a democracy, how the problem has impacted teaching over the last 50–100 years and currently, potential solutions and their impact of those solutions on a democracy. Prerequisites: EDU797 is a prerequisite for this course.


Collaboration and Learning in Diverse Communities
Course Number EDU800

This Course Focuses On The Education Leader’s Skills In Building Community Far Beyond The School Walls, Integrating The Resources Of The Town And State Into The School Environment, And Extending The Resources Of The School Into The Neighborhood. In This Course Candidates Explore Three Themes: Collaborative Problem Solving Community Communications Valuing Diversity The Course Project, Family, School, And Community: A Communication And Relations Strategic Plan, Is A Key Assessment Designed To Demonstrate Mastery Of The Elcc Professional Standards. Each Jiu Candidate Is Responsible For Developing With His Or Her Classmates A Communications And Community Relations Strategic Plan. The Candidate Analyzes And Evaluates Current And Relevant Literature On Community Relations Leadership, Creates A Plan For Changes That Lead To Greater Community Relations Leadership, And Reflects On Plans For Implementation. Prerequisites: Edu803 Is A Prerequisite For This Course.


K-12 Education Policy Analysis for School
Course Number EDU801

This course introduces candidates to K-12 policy analysis and education. Candidates will investigate the politics and policies affecting the school leader, including: The politics of intergovernmental relations and education policy-making The standards-based education movement State and Federal education policy and student achievement Demographics and democracy Focusing on politics and policy in education, the course project, Synthetic Monograph: Supporting Change in Policy Provision or Implementation Strategy, is drawn from the genuine needs of a specific learning community (at the building, district, state, or federal level). In the course, candidates will identify the policy and the legal, social, and ethical influences that shape the policy, document any changes that might have occurred since the policy was put into place, and write several professional abstracts and critiques of the research literature that affect the policy. Candidates will then analyze any differences between the stated language of the policy and its implementation. Finally, candidates will evaluate the strengths and weaknesses of the policy, and make recommendations for any changes. Prerequisites: EDU799 is a prerequisite for this course.


Understanding and Influencing Society (Key Assessment 8)
Course Number EDU802

This Course Prepares Candidates To Promote The Success Of All Learners By Understanding, Responding To, And Influencing The Larger Political, Social, Economic, Legal, And Cultural Context Through The Exercise Of Their Own Personal Leadership Qualities. The Focus Of The Course Is Elcc Standard 6. The Course Project, The Influential Leader: Understanding The Larger Political, Social, Economic, Legal And Cultural Context, Is A Key Assessment Designed To Demonstrate Mastery Of The Elcc Professional Standards. Each Jiu Candidate Develops With His Or Her Classmates A Statement Of The Educator’s Role, Which Includes Information On The Role Of Law, Governance, Public Education, And The Political, Cultural, Or Economic Context Supported By Educational Research And Elcc Standard 6.0. In Addition, The Candidate Evaluates His Or Her Personal Leadership Strengths And Weaknesses Relevant To Understanding, Responding To, And Influencing The Larger Context, And Creates A Plan For Improvement. Prerequisites: Edu796 Is A Prerequisite For This Course.


Managing Learning Organization Resources
Course Number EDU803

This Course Involves A Significant Exploration And Analysis Of Varied Applications Of Educational Leadership Constituent Council (elcc) Standard 3, Which Focuses On “…managing The Organization, Operations, And Resources In A Way That Promotes A Safe, Efficient, And Effective Learning Environment.” This Course Also Includes A 220-hour Internship Composed Of Supervised "substantial, Sustained, Standards-based" Professional Work In An Actual Educational Institution Or Enterprise. The Internship Requires Proof Of Substantive Achievement Of Elcc Standards 1 Through 6 (the Internship Itself Is Standard 7). The Course Contains Two Key Assessments Designed To Demonstrate Mastery Of The Elcc Professional Standards: The First Key Assessment, The Organizational Leader: Managing Learning Organization Resources, Is The Course Project In Which Each Jiu Candidate Develops An Administrative Work Sample That Demonstrates The Application Of Leadership Abilities In K-12 Settings Derived From His/her Jiu Course-based Synthesizing Projects. The Second Key Assessment, The Effective Leader: Supporting Student Learning And Development, Is A Graduation Requirement For The Program And Takes The Form Of An Employer Evaluation Of Elcc Standards And Jiu Program Learning Objectives. This Assessment Measures How Effectively The Program Prepares Candidates To Synthesize And Apply Knowledge And Practice Through Effective Leadership. Prerequisites: Jiu Candidates Are Required To Complete Each Of The Items Described Below And Work Directly With Their Student Support Counselor To Register For Edu 803: Complete All Core Content And, If A Doctoral Candidate, Complete All Mentoring Courses: Complete All Core Content Coursework (edu790 – Edu802) And, If Applicable To My Program, Mentoring Courses (edu-m Prefix). 1. Possess 3.0 Cumulative Gpa: Maintain A Minimum Cumulative Grade Point Average Of 3.0 In Courses Leading To Eds Or Edd In K-12 Education Leadership Degree At Jiu. 2. Possess 3.0 Cumulative Gpa In Key Assessment Courses: Maintain A Minimum Cumulative Grade Point Average Of 3.0 In The Key Assessment Courses (edu791, 796, 798, 800, And 802). 3. Submit Passing Score On The State Licensure Exam: Submit To The Registrar’s Office A Passing Score On The Requisite State Licensure Exam(s) Required By Your State. Exam Results Must Be Received By The Jiu Registrar Prior To Registration In Edu 803. 4. Secure Internship Placement: Secure A Placement In An American School That (1) Consists Of A K-12 School/district Setting At The Grade Levels Required For My Intended Principal/administrator License, And (2) Provides Multiple Opportunities To Work Directly With Students From Diverse Backgrounds (i.e., Students Who Are English Language Learners, Of Both Genders, From Different Socioeconomic Backgrounds, From Different Ethnic/racial Groups, Students With Different Learning Ability Levels, Etc.). 5. Secure Qualified Principal / Administrator Site Supervisor And Submit Site Supervisor Qualifications: Identify A Site Supervisor Who (1) Possesses A Current United States Principal/administrator License, (2) Has Three Years Or More Of Licensed Experience As A Principal/administrator, And (3) Currently Works In The Role Of A Principal/administrator. Submitted A Copy Of Site Supervisor’s State License, And A Copy Of Site Supervisor’s Resume To The Clinical Practice Facilitator. 6. Submit District Agreement Form: Submit A Completed District Agreement Form To The 7. Registrar’s Office. Submit ...show more »


Program description: The JIU School of Education’s Education Specialist (EdS) in K 12 Education Leadership degree program’s mission is to graduate successful and influential K 12 leaders who are critical thinkers—with exceptional knowledge, skills, and integrity—who are able to apply theory to the creative and innovative solutions of practical education problems. The EdS is designed to be of service to both students and the learning organizations and communities that graduates serve.

This degree program specialization aligns with the Interstate School Leaders Licensure Consortium (ISLLC) and Colorado Department of Education (CDE) professional standards and prepares students to become endorsed as principals and administrators.

Degree Learning Objectives:

Demonstrate knowledge and skills of the National Council for Accreditation of Teacher Education standards (NCATE).
Demonstrate knowledge and skills of the Colorado Performance-Based Principal Licensure Standards.
Demonstrate knowledge and skills of the Educational Leadership Constituent Council Standards (ELCC).
Who Should Enroll:
The Education Specialist (EdS) in K 12 Education Leadership degree program prepares key K-12 education leaders who serve as teachers, academic department chairpersons, and professional development personnel; administrators, principals, and superintendents; education faculty at institutions of higher education; researchers within organizations that create, implement, and/or evaluate education policy; and entrepreneurs who work with schools and other learning organizations.

Education Specialist Courses by State & City

Top 20 US Education Specialist Schools (campus and online)

Harvard University
Total Programs 113
Number of Subjects 76
Rank in USA 1st
Stanford University
Total Programs 126
Number of Subjects 95
Rank in USA 3rd
University of California-Berkeley
Total Programs 145
Number of Subjects 105
Rank in USA 6th
University of California-Los Angeles
Total Programs 168
Number of Subjects 111
Rank in USA 7th
Brown University
Total Programs 135
Number of Subjects 88
Rank in USA 9th
University of Virginia-Main Campus
Total Programs 106
Number of Subjects 103
Rank in USA 16th
University of North Carolina at Chapel Hill
Total Programs 148
Number of Subjects 126
Rank in USA 20th
University of California-San Diego
Total Programs 121
Number of Subjects 89
Rank in USA 22nd
Emory University
Total Programs 112
Number of Subjects 89
Rank in USA 30th
University of Minnesota-Twin Cities
Total Programs 279
Number of Subjects 183
Rank in USA 31st
Swarthmore College
Total Programs 88
Number of Subjects 57
Rank in USA 37th
University of Georgia
Total Programs 197
Number of Subjects 156
Rank in USA 38th
University of California-Davis
Total Programs 160
Number of Subjects 114
Rank in USA 41st
Wesleyan University
Total Programs 66
Number of Subjects 59
Rank in USA 46th
University of California-Irvine
Total Programs 120
Number of Subjects 90
Rank in USA 49th
University of California-Santa Barbara
Total Programs 99
Number of Subjects 84
Rank in USA 50th
Rutgers University-New Brunswick
Total Programs 152
Number of Subjects 117
Rank in USA 55th
Indiana University-Bloomington
Total Programs 162
Number of Subjects 121
Rank in USA 59th
Virginia Polytechnic Institute and State University
Total Programs 120
Number of Subjects 107
Rank in USA 61st
Brandeis University
Total Programs 1
Number of Subjects 46
Rank in USA 62nd