Overview
An Education Specialist degree on the pathway to a doctorate
You have earned your master’s degree and are now seeking to be recognized as an expert in research, data, and accountability. You are aware of the complexity associated with dissemination of assessment data and being able to use it effectively to guide instructional programs. With the Ed.S. in Accountability and Instructional Leadership comes the confidence, knowledge, and skills to be a progressive leader in any educational environment.
- Ed.S. requires 30 credit hours
- $530 per credit hour
- Program offered fully online
- 15 months to complete the Ed.S. program
- Only 27 additional credits to complete your Ed.D.
- Can lead to instructional leadership license
NOTE: Candidates must have 3 years verifiable teaching experience as a full-time teacher.
The Ed.S. program is especially designed for administrators, instructional facilitators, and teachers in schools and districts who seek to improve school and student performance. All hours of the Ed.S. program are transferrable into Trevecca’s doctor of education (Ed.D.) program, giving students an accelerated opportunity to earn an Ed.D. in Leadership and Professional Practice.
Be recognized as an expert in the field with an Educational Specialist in Accountability and Instructional Leadership degree from Trevecca.
text with an enrollment counselor
Faculty
General Resources
News
Core Classes
Instructional Leadership, Culture and Climate
EDU 7302
Candidates will explore the role of School Leader as they differentiate between administration, management, and instructional leadership styles within the school setting to improve student achievement with an emphasis on creating a school culture and climate that establishes high expectations for all stakeholders. The financial and legislative roles of local, state, and federal levels of government will be considered. Candidates will examine and unpack the TEAM Administrator Evaluator Rubric for a deep understanding of what an effective administrator needs to know and be able to do. Professional Learning Communities (PLCs) will provide the foundation in creating models for leveraging transformational change within the school culture for urgent change. Practical knowledge and tools will be examined to create and sustain collaborative PLC work that actively engages stakeholders in creating a shared vision and culture of supporting learning for all. Each candidate will analyze provided school data and build an effective School Improvement Plan upon the provided data.
Course Hours: 3
Current Research in Action
EDU 7401
This course introduces the educational specialist candidate to the principles of educational and applied research. Empirical research, both qualitative and quantitative, will be explored. Emphasis will be placed on establishing a researched-based project applicable to a specific school setting. Processes will include identification of an area of need through data analysis, development of major research questions, and identification of appropriate strategies, methods and design for an inquiry-based study. This course establishes the student’s basic understanding of educational and applied research while creating a broad based skillset of best practices in problem-solving within the turnaround, change environment.
Course Hours: 3
Field Experience I for Accountable Leaders
EDU 7420
This field experience is conducted during the first semester of the Specialist in Accountability and Instructional Leadership (SAIL) program. Specifically, candidates are expected to clearly demonstrate an understanding of leadership styles and facilitation skills for meeting the needs of all student groups, and be able to advocate, nurture, and sustain a school culture and instructional program conductive to student learning and staff professional growth. They will master skills and attributes that can be used to develop the kinds of relationships that must exist between and among individuals functioning in a social system. Candidates will develop a plan to involve a diverse population of parents and community members in the education of Pre K-12 children. The analysis of case studies will inform approaches which can be used to set high expectations for all students and lead to school improvement/effectiveness. Candidates will analyze a set of data provided to them at the elementary, middle, or high school level and build a school improvement plan from this analysis of data. Candidates will begin their research for their major school project while developing a knowledge concerning both qualitative and quantitative research designs.
Course Hours: 1
Toolkit for Low Performing Schools
EDU 7305
Since there is no set of strategies that when applied will lead each school from low performing to excellence, the candidates in this course will develop and exhibit the skills, structures, and leadership strategies needed to create and sustain effective leadership environments and enhance instructional excellence. Each candidate will become adept in the selection and implementation of research-based tools to determine the appropriate strategies for their particular school situation.
Course Hours: 3
Navigating and Mapping Change Through Data Analysis: Beyond Data (What Now?)
EDU 7304
This course will provide candidates the tools necessary to analyze and build upon the influences and influencers that make a difference for students and their learning. The focus will identify ways to build school cultures focused on using data collaboratively to drive decisions, to implement strategic plans, to monitor progress and to facilitate and sustain change.
Course Hours: 3
Field Experience II for Accountable Leaders
EDU 7425
This second field experience is conducted during the second semester of the SAIL program. Candidates will develop and exhibit the skills, structures, and leadership strategies needed to create and sustain effective leadership environments and enhance instructional excellence. Furthermore, candidates are expected to identify ways to build school cultures focused on using data collaboratively to drive decisions, to implement strategic plans, to monitor progress and to facilitate and sustain change. Skills will be taught to enable candidates to analyze data from all aspects of the school (i.e. culture, climate, instructional practices, learning strategies, demographics, test scores).
Course Hours: 1
Instructional Strategies for Closing the Achievement Gap
EDU 7306
This course prepares turnaround specialists to provide training for all teachers in models for teaching and learning, formative assessment tools and data processes to determine remediation and accelerated learning strategies for all learners. Candidates insure that instructional strategies are fully aligned both vertically and horizontally with Common Core standards. Candidates communicate a compelling case and a sense of urgency to address chronic achievement deficits. This course will focus on research to increase instructional time in core areas, quick and intensive support for struggling students, and instructional strategy choices appropriate to the students being served.
Course Hours: 3
Human Capital and Efficacy Building
EDU 7303
Effective use of human capital is designed to introduce educators to the processes and procedures necessary to recruit, hire, and retain professionals dedicated to increasing student outcomes and changing school culture and learning environments. One aspect of the course is an analysis of performance problems and recommendations needed to assist the employee and organization to achieve organizational goals and to manage change. An integral part of building human capital is to ensure all stakeholders have a positive, highly functional self efficacy.
Course Hours: 3
Educational Research Development I
EDU 7402
This second research course is designed to assist and support Ed.S. candidates at Trevecca Nazarene University as they move toward implementation and completion of their selected action research project, the capstone of the Ed.S. experience. This educational research project is a substantial research endeavor focused on results-driven school improvement. Educational Research Development I begins with a systematic in-depth review of the literature for their identified project. Candidates will also develop appropriate methodology and initiate the implementation phase of their plan as well as analysis of qualitative and quantitative research and achieving individual and group competencies.
Course Hours: 2
Field Experience III for Accountable Leaders
EDU 7430
This field experience is conducted during the third semester of the program. Specifically, candidates are expected to develop a thorough understanding of the change process, analysis of data, implications from data analysis, instructional improvement, and the involvement of all stakeholders in the school improvement planning process. Furthermore, the course includes responding to diversity for the improvement of instruction, for increased student learning, and for a positive school climate, specifically in these areas: ethnicity/race, socioeconomic, gender exceptionalities, language, and religion, in urban/suburban/rural settings. Effective use of human resources is examined in the areas of recruitment, hiring, induction, and retention. Individualized, well-executed professional development is viewed as a necessary component of retention and growth for exceptional teachers.
Course Hours: 1
Distributive Leadership for Building Capacity and Program Sustainability
EDU 7307
The candidates combine the tenets of transformational leadership, situational and servant leadership, and capacity building within an organization with a focus on program sustainability. Research has shown that any sustainable change must be implemented in an organization's culture and must be owned by members of that organization in order to be maintained after the funds are depleted and the change agent has left the building. Therefore this course will explore in detail the three Cs: Communication, Collaboration, and Change with effective methods for implementation. Case studies with essential tools for potential turnaround specialists in organizations will be a focal point of this course. Strategic planning, policy development, understanding of existing policies, procedures, an legal requirements are competencies essential for any turnaround specialist. Knowledge of existing governing bodies with political implications and an ability to quickly assess situations in failing organizations will also be examined in this course.
Course Hours: 3
Educational Research Development II
EDU 7404
This third research course is designed to assist and support Ed.S. candidates at Trevecca Nazarene University as they move toward implementation and completion of their selected action research project, the capstone of the Ed.S. experience. This educational research project is a substantial research endeavor focused on results-driven school improvement. Educational Research Development II continues the final phase of implementation of the action research project started in Current Research in Action and continued in Educational Research Development I with a systematic in-depth review of the literature for their identified project. Candidates will implement the appropriate methodology and continue the implementation phase of their plan as well as begin analysis of qualitative and quantitative research and achieving individual and group competencies.
Course Hours: 1
Capstone Colloquium
EDU 7403
The final research course in the Ed.S. program is designed to provide an opportunity for Ed.S candidates to present their onsite developed research based on effective practices implemented in an organization during their course of study. They will have been working toward this culminating goal in the previous courses, Current Research in Action and Educational Research Field Experience I and II. During this course, the candidates will analyze the effectiveness of their turnaround efforts and write a summation of their research which will be presented in colloquium format to fellow students and faculty, highlighting both successes and obstacles (i.e., what worked and what did not work in turning around an organizational problem or deficit).
Course Hours: 3
Field Experience IV for Accountable Leaders
EDU 7435
Field Experience IV is conducted during the fourth and final semester of the program. Distributed leadership will be studied as a necessary component of building a strong culture of shared decision making and accountability for the academic, social, and emotional development of all children. Candidates will focus on the principles, strategies, and techniques utilized to enhance student learning and close achievement gaps through in-depth data analysis and interpretation for all aspects of the school organization. Professional Learning Communities (PLCs) will be explored as a tool to encourage teacher leaders and for the advancement of academic achievement for all students. Parental involvement in the decision making process will be encouraged. Areas of interest will include: student learning, effective teaching, connecting students and community resources, and analyzing problems other than academic related. Observation of and interaction with school leader(s) are required. The Capstone Colloquium featuring each candidate's action research project conducted over the preceding three semesters will be presented to a juried panel. This project involves material learned and assignments experienced throughout the coursework and the guided action research completed in LEA schools.
Course Hours: 1
Program Details
Total Credit Hours
30
Program Length
15-16 months
Mode
100 percent online
Instructional Leadership License
Graduates from this program may qualify for the Instructional Leadership license (ILL).
Requirements for the Instructional Leadership License - (ILL) for the state of Tennessee begins with the following process:
- Complete required coursework in the accountability and instructional leadership program.
- Pass state-required test (School Leaders Licensure Assessment – PRAXIS SLLA 6990).
- Request ETS (Educational Testing Service) to send score to Trevecca Nazarene University.
Locations/Modes
Online
The Ed.S. program is designed especially for busy educators—administrators, instructional facilitators and teachers—just like you. The degree is offered 100 percent online with books and materials delivered to your front door.
For a decade, Trevecca has offered fully online academic programs that allow students to earn their degree in a format that works for them. We understand life is busy and you may not have time to attend classes on campus. Whether you’re teaching in a classroom, via Zoom, or simply live outside Nashville, we make it easy to focus on one class at a time, any time—24/7.
Online students also benefit from a cohort model, where students begin and complete their degree alongside a group of other online classmates working toward similar goals.
This program is taught using a variety of platforms, which include videos, e-books, textbooks, links, animation and recordings. We want to ensure that we use as many platforms as possible to help every student learn. Any software programs needed for this degree will be provided for you, so there’s no additional cost to you!
With our digital programs, you can expect the same level of quality and rigor that Trevecca has provided students since its inception in 1901. Trevecca is committed to holistic education, encouraging students to grow intellectually, socially, emotionally, physically and spiritually. The Carnegie Foundation has classified Trevecca as a doctoral university, ranking it among the top seven percent of schools nationwide. Regionally, the Nashville Business Journal has recognized Trevecca as one of the fastest-growing universities in Middle Tennessee for the past five years.
Outcomes/Careers
If you’d like to be a leader, administrator or supervisor in your school or district, the education specialist degree could be right for you.
Trevecca graduates work as a:
- Dean of instruction
- Dean of students
- Instructional coach
- Assistant principal
- Principal
- District superintendent
- District office supervisor
Many students choose to bridge to the Doctor of Education program and earn their doctoral degree in education as well as their education specialist degree.
Earning both your education specialist and a doctorate in education opens many doors for employment, particularly as many school districts face teacher shortages due to the challenges of teaching during the COVID-19 pandemic. Having more specialized skills makes you an attractive and marketable employee; you’ll be eligible for more and higher-paying positions, including roles outside the traditional classroom setting. Many previous K-12 teachers with educational specialist and doctorate degrees are school administrators, teach in colleges or universities, work as consultants and specialists within their districts or governments and more.
Why an advanced degree in education?
An advanced degree in education has many benefits for K-12 teachers. Earning your education specialist will help you reach your professional goals, giving you valuable knowledge and skills for leadership in your school or district.
When K-12 teachers advance their education, they also see a bump in salary with each degree earned (pay varies by district in each state). You’ll have more earning potential since you’ll be qualified to assume positions with higher salaries, such as those in administrative and supervisory roles.
According to the Bureau of Labor Statistics, the 2019 median pay for kindergarten, elementary, middle and high school teachers averaged $60,247 annually. Elementary, middle school and high school principals reported $96,400 median pay in 2019, and postsecondary teachers made $79,540 median pay in 2019. That’s an increase of 60 percent and 32 percent, respectively, compared to K-12 teaching positions.
Financial Aid & Costs
Worried about the future? We’ve got you covered!
At Trevecca, we understand we’re in unprecedented times. We believe you should be free to follow your dreams without fear. If you’re unable to complete a course due to COVID-19, we’ll refund the course cost to you. Full details can be found here.
How much will it cost?
| Tuition | Credit Hours | Program Length | Tuition Costs |
|---|---|---|---|
| $530/credit hour | 30 | 15 months | $15,900* |
*$50 fee assessed per course. Books are not included.
How am I going to pay for it?
- Federal loans are available to all eligible students who complete a FAFSA
- Employer tuition reimbursement opportunities
- Monthly payments through Trevecca make fulfilling tuition requirements more manageable
- Military benefits such as Yellow Ribbon and GI Bills are accepted by Trevecca University
How do I qualify?
- Fill out your FAFSA. Based on your income, you will know how much federal financial aid you are eligible to receive
- Talk to your employer about tuition reimbursement opportunities
- For military benefits, contact the Academic Records Office at 1.615.248.1268
text with an enrollment counselor
Admissions
Admissions Requirements
- A master’s degree
- Three years of verifiable full-time teaching experience
- An active teaching license, if you are seeking the administrative licensure that can be part of the program
Steps to Apply
- Complete the online application (it's free!).
Need help applying? Read the step-by-step instructions here! - Fill out FAFSA to be considered for financial aid.
- Request a copy of your official transcript from your previous graduate institution.
- Provide photocopy of government-issued identification (e.g., driver's license, state ID, military ID, passport). This requirement ensures that Trevecca complies with the U.S. Department of Education expectations for student verification. (This is only required for students enrolled in an online program.)
- An enrollment counselor will contact you with the next steps.
Have questions about pursuing the education specialist degree? We’d love to help you with your decision. Just fill out the form on this page. An enrollment counselor will be in touch soon to help you begin the journey that’s the right fit for your personal and professional goals.
FAQs
What kind of financial aid is available for this degree?
Tell me more about what it’s like to earn a graduate degree completely online.
What does the cohort model look like?
Can I complete the program quicker than 15 months?
Can I take more than one class at a time?
Which is best for me: the education specialist with the bridge to the Doctor of Education or the Doctor of Education?
What is action research?
Can I complete the action research in my classroom?
Overview
An Education Specialist degree on the pathway to a doctorate
You have earned your master’s degree and are now seeking to be recognized as an expert in research, data, and accountability. You are aware of the complexity associated with dissemination of assessment data and being able to use it effectively to guide instructional programs. With the Ed.S. in Accountability and Instructional Leadership comes the confidence, knowledge, and skills to be a progressive leader in any educational environment.
- Ed.S. requires 30 credit hours
- $530 per credit hour
- Classes are fully online to accommodate busy educators
- 15 months to complete the Ed.S. program
- Only 27 additional credits to complete your Ed.D.
The Ed.S. program is especially designed for administrators, instructional facilitators, and teachers in schools and districts who seek to improve school and student performance. All hours of the Ed.S. program are transferable into Trevecca’s doctor of education (Ed.D.) program, giving students an accelerated opportunity to earn an Ed.D. in Leadership and Professional Practice.
Be recognized as an expert in the field with an Educational Specialist in Accountability and Instructional Leadership degree from Trevecca. Fill out the electronic form to the right to learn more and connect with an admissions representative.
NOTE: Candidates must have 3 years verifiable teaching experience as a full-time teacher.
Core Classes
Instructional Leadership, Culture and Climate
EDU 7302
Course Hours: 3
Current Research in Action
EDU 7401
This course introduces the educational specialist candidate to the principles of educational and applied research. Empirical research, both qualitative and quantitative, will be explored. Emphasis will be placed on establishing a researched-based project applicable to a specific school setting. Processes will include identification of an area of need through data analysis, development of major research questions, and identification of appropriate strategies, methods and design for an inquiry-based study. This course establishes the student’s basic understanding of educational and applied research while creating a broad based skillset of best practices in problem-solving within the turnaround, change environment.
Course Hours: 3
Field Experience I for Turnaround Leaders
EDU 7420
Course Hours: 1
Toolkit for Low Performing Schools
EDU 7305
Since there is no set of strategies that when applied will lead each school from low performing to excellence, the candidates in this course will develop and exhibit the skills, structures, and leadership strategies needed to create and sustain effective leadership environments and enhance instructional excellence. Each candidate will become adept in the selection and implementation of research-based tools to determine the appropriate strategies for their particular school situation.
Course Hours: 3
Navigating and Mapping Change Through Data Analysis: Beyond Data (What Now?)
EDU 7304
This course will provide candidates the tools necessary to analyze and build upon the influences and influencers that make a difference for students and their learning. The focus will identify ways to build school cultures focused on using data collaboratively to drive decisions, to implement strategic plans, to monitor progress and to facilitate and sustain change.
Course Hours: 3
Field Experience II for Turnaround Leaders
EDU 7425
Course Hours: 1
Instructional Strategies for Closing the Achievement Gap
EDU 7306
This course prepares turnaround specialists to provide training for all teachers in models for teaching and learning, formative assessment tools and data processes to determine remediation and accelerated learning strategies for all learners. Candidates insure that instructional strategies are fully aligned both vertically and horizontally with Common Core standards. Candidates communicate a compelling case and a sense of urgency to address chronic achievement deficits. This course will focus on research to increase instructional time in core areas, quick and intensive support for struggling students, and instructional strategy choices appropriate to the students being served.
Course Hours: 3
Human Capital and Efficacy Building
EDU 7303
Effective use of human capital is designed to introduce educators to the processes and procedures necessary to recruit, hire, and retain professionals dedicated to increasing student outcomes and changing school culture and learning environments. One aspect of the course is an analysis of performance problems and recommendations needed to assist the employee and organization to achieve organizational goals and to manage change. An integral part of building human capital is to ensure all stakeholders have a positive, highly functional self efficacy.
Course Hours: 3
Educational Research Development I
EDU 7402
Course Hours: 1
Field Experience III for Turnaround Leaders
EDU 7430
Course Hours: 1
Distributive Leadership for Building Capacity and Program Sustainability
EDU 7307
The candidates combine the tenets of transformational leadership, situational and servant leadership, and capacity building within an organization with a focus on program sustainability. Research has shown that any sustainable change must be implemented in an organization's culture and must be owned by members of that organization in order to be maintained after the funds are depleted and the change agent has left the building. Therefore this course will explore in detail the three Cs: Communication, Collaboration, and Change with effective methods for implementation. Case studies with essential tools for potential turnaround specialists in organizations will be a focal point of this course. Strategic planning, policy development, understanding of existing policies, procedures, an legal requirements are competencies essential for any turnaround specialist. Knowledge of existing governing bodies with political implications and an ability to quickly assess situations in failing organizations will also be examined in this course.
Course Hours: 3
Educational Research Development II
EDU 7404
Course Hours: 1
Capstone Colloquium
EDU 7403
The final research course in the Ed.S. program is designed to provide an opportunity for Ed.S candidates to present their onsite developed research based on effective practices implemented in an organization during their course of study. They will have been working toward this culminating goal in the previous courses, Current Research in Action and Educational Research Field Experience I and II. During this course, the candidates will analyze the effectiveness of their turnaround efforts and write a summation of their research which will be presented in colloquium format to fellow students and faculty, highlighting both successes and obstacles (i.e., what worked and what did not work in turning around an organizational problem or deficit).
Course Hours: 3
Field Experience IV for Turnaround Leaders
EDU 7435
Course Hours: 1
Admissions
Getting Started
- Complete the online application (it's free!).
- Fill out FAFSA to be considered for financial aid.
- Request a copy of your official transcript from your previous graduate institution.
- An admissions counselor will contact you with the next steps.
More Questions?
Please contact SGCS Admissions with any further questions: sgcsadmissions@trevecca.edu or 844-TNU-GRAD.
Financial Aid and Costs
How am I going to pay for it?
- Federal loans and grants are available to all eligible students who complete a FAFSA
- Employer tuition reimbursement opportunities
- Monthly payments through Trevecca make fulfilling tuition requirements more manageable
- Military benefits such as Yellow Ribbon and GI Bills are accepted by Trevecca University
How do I qualify?
- Fill out your FAFSA. Based on your income, you will know how much federal financial aid you are eligible to receive
- Talk to your employer about tuition reimbursement opportunities
- For military benefits, contact the Academic Records Office at 1.615.248.1268
How much will it cost?
| Tuition | Credit Hours | Program Length | Tuition Costs |
| $530/credit hour | 30 | 15 months | $15,900 |
Instructional Leadership License
Graduates from this program may qualify for the Instructional Leadership license (ILL-B).
Instructional Leadership License – Beginning (ILL-B)
Requirements for the Instructional Leadership License - Beginning (ILL-B) for the State of Tennessee begins with the following process:
- Complete required coursework in the Specialist in Accountability and Instructional Leadership.
- Pass State required test (School Leaders Licensure Assessment – PRAXIS 6011).
- Request ETS to send score to Trevecca Nazarene University.
FAQ's
- Will this program lead to licensure? What kind of licensure? Yes, this program will lead to administrative licensure (initial and advanced).
- How does the licensure process work? Trevecca’s School of Education recommends candidates to TN Department of Education for licensure. Praxis exam also required.
- Does this program have a licensure only option without pursuing the degree? Is that different or the same as an endorsement? Yes, this program has a licensure only option (this is different from an endorsement).
- How many transfer credits will this program accept? This program will not accept any transfer credits.
- What will this degree allow me to do? PK-12 principal, supervisor, director of schools. This is not a teaching license.
- Does this program have any endorsement options? No.
- Do I have to have my teaching license to be qualified for this program? If yes, for how long would I have had to had my license? Yes, students will need three years verifiable teaching experience.
- Does my teaching license have to be from TN to be qualified for this program? No.
- Does my previous degree have to be in education to be qualified for this program? No.
- Is the GRE or MAT an admissions requirement for this program? No, MAT/GRE is no longer an admissions requirement.
- Are there any breaks between classes? Yes, intermittently.
- How many classes will I take at once? What is the maximum amount of hours I can take at once? Students may take one course at a time, with the maximum of three hours.
- What if I used to be a teacher and I have been out of the field for a certain amount of time? Students must have valid teaching license for program admission.
- Will this program be helpful to me if I need to renew my licensure? Yes.
- Will this program qualify me to get into doctoral programs? Which types? Yes, the SAIL program is specifically aligned with Trevecca’s Ed.D program.
- Does this program require that I take praxis tests after I finish? If so, how many? Yes, the SLLA.
- When is the deadline to apply for this program? Your application and all admissions items must be turned in at least two weeks before the next program start date.