Master's Degree Programs

Already a teacher? Imagine reaching the next level of your profession. You’ve worked to mold the futures of your students for years. Isn’t it time you thought about your own future? A master’s degree often means an increased salary (an average of $10,000 more per year), job security, and retirement benefits. You’ll also notice an immediate improvement in your teaching skills. You will become more effective in order to maximize the learning and achievement of your students. Your specialized knowledge and skills will benefit you, your students, and the school districts in which you teach.

These programs are based on real world teaching techniques strengthened by classroom practice and a collaborative virtual learning community.

 

Acacia University offers:

Master of Arts in Elementary Education

The Master of Arts in Elementary Education program is a 36-credit K-8 program that offers a rich combination of online learning, classroom practice, learning community sharing, research and analysis, and assessment to produce teachers that are capable of making a difference in student learning and achievement. Online examples in each lesson are provided to help primary, intermediate and junior high school teachers in any subject or lesson. The program is entirely customized through the examples, strategies, and assignments for any elementary teacher to gain and sharpen instructional skills.

The courses that make up the program curriculum are designed to prepare and strengthen the classroom teacher by providing the most current research-based and proven educational strategies and knowledge. The curriculum encompasses learning theory, educational foundations, brain theory, best practices, curriculum development, standards, and assessment. The courses in child and adolescent development, special needs and classroom management provide a framework of how teachers can provide appropriate strategies and environments for all students. A mentored practicum and portfolio project are included to enable the student to synthesize the knowledge and skills of the program into his/her personal understanding of an effective classroom for elementary students.

The goal of the program is to develop scholar-practitioners who will learn and practice advanced skills in designing, implementing and analyzing instruction using research based strategies so they can provide an active, positive and effective classroom environment for elementary students.

At the end of this program, students will be able to:

  • Create and maintain a positive learning environment that will support and increase student achievement
  • Consistently integrate the Power Strategies with other research-based strategies into their instruction
  • Demonstrate comprehensive understanding and knowledge of the process and principles of curriculum design and assessment so they can plan effective instructional and assessment strategies
  • Design and implement developmentally appropriate strategies that foster, nurture, and develop skills in students that are within, and outside of, the normal range of child development
  • Design and implement strategies to meet the special educational needs of students in the classroom
  • Collaborate with colleagues in meaningful ways about students and instructional strategies
  • Analyze the national or state standards that are required and design instruction and instructional strategies that will enable students to meet the standards
  • Communicate effectively with parents and other caregivers about the students’ successes, needs and areas of improvement
  • Provide mentoring to other teachers as they implement effective strategies in the classroom
  • Implement a coherent and effective elementary classroom utilizing appropriate curriculum, instruction, and assessment practices
  • Apply research and analysis skills to design and complete a project that would provide insight on an elementary education topic of their choice

Academic Courses: (Required Core Courses in Instructional Strategies)
EDC500 Power Strategies for Effective Teaching
EDC510 Power Strategies for Classroom Assessment
EDC520 Power Strategies for Improving Comprehension

General Education Courses: (Required Core Courses)
EDC540 Classroom Management
EDC550 Child and Adolescent Development
EDC560 Curriculum and Assessment
EDC570 Special Needs Students

Applied General Ed. Courses: (Five required and one elective course)
EDC585 Principles of Elementary Education*
EDC610-1 Portfolio Project - Research Methods*
EDC610-2 Portfolio Project - Action Research*
EDC620-1 Mentored Practicum - Online*
EDC620-2 Mentored Practicum - Onsite*
EDC595 Principles of Secondary Education
EDC577 English Language Learners
*Required

Master of Arts in Secondary Education

The Master of Arts in Secondary Education program is a 36-credit program covering grades 7-12 that offers a rich combination of online learning, classroom practice, learning community sharing, research and analysis, and assessment to produce teachers that are capable of making a difference in student learning and achievement. Online examples in each lesson are provided to help primary, intermediate and junior high school teachers in any subject or lesson. The program is entirely customized through the examples, strategies, and assignments for any secondary teacher to gain and sharpen instructional skills.

The courses that make up the program curriculum are designed to prepare and strengthen the classroom teacher by providing the most current research-based and proven educational strategies and knowledge. The curriculum encompasses learning theory, educational foundations, brain theory, best practices, curriculum development, standards, and assessment. The courses in child and adolescent development, special needs and classroom management provide a framework of how teachers can provide appropriate strategies and environments for all students. A mentored practicum and portfolio project are included to enable the student to synthesize the knowledge and skills of the program into his/her personal understanding of an effective classroom for secondary students.

The goal of the program is to develop scholar-practitioners who will learn and practice advanced skills in designing, implementing and analyzing instruction using research based strategies so they can provide an active, positive and effective classroom environment for secondary students.

At the end of this program, students will be able to:

  • Create and maintain a positive learning environment that will support and increase student achievement
  • Consistently integrate the Power Strategies with other research-based strategies into their instruction
  • Demonstrate comprehensive understanding and knowledge of the process and principles of curriculum design and assessment so they can plan effective instructional and assessment strategies
  • Design and implement developmentally appropriate strategies that foster, nurture, and develop skills in students that are within, and outside of, the normal range of child development
  • Design and implement strategies to meet the special educational needs of students in the classroom
  • Collaborate with colleagues in meaningful ways about students and instructional strategies
  • Analyze the national or state standards that are required and design instruction and instructional strategies that will enable students to meet the standards
  • Communicate effectively with parents and other caregivers about the students’ successes, needs and areas of improvement
  • Provide mentoring to other teachers as they implement effective strategies in the classroom
  • Implement a coherent and effective secondary classroom utilizing appropriate curriculum, instruction, and assessment practices
  • Apply research and analysis skills to design and complete a project that would provide insight on an secondary education topic of their choice

Academic Courses: (Required Core Courses in Instructional Strategies)
EDC500 Power Strategies for Effective Teaching
EDC510 Power Strategies for Classroom Assessment
EDC520 Power Strategies for Improving Comprehension

General Education Courses: (Required Core Courses)
EDC540 Classroom Management
EDC550 Child and Adolescent Development
EDC560 Curriculum and Assessment
EDC570 Special Needs Students

Applied General Ed. Courses: (Five required and one elective course)
EDC595 Principles of Secondary Education*
EDC610-1 Portfolio Project - Research Methods*
EDC610-2 Portfolio Project - Action Research*
EDC620-1 Mentored Practicum - Online*
EDC620-2 Mentored Practicum - Onsite*
EDC577 English Language Learners
EDC585 Principles of Elementary Education
*Required

Master of Education in English as a Second Language

The Master of Arts in English as a Second Language is a 39-credit program that offers a rich combination of online learning, classroom practice, learning community sharing, research, analysis, and assessment to build teachers’ knowledge and skills to increase the achievement of students who are learning English as a second language. Online examples are provided to help teachers of every subject and grade level provide appropriate instruction to facilitate listening, speaking, reading, writing, and comprehension skills in the English language. The program is for teachers of pre-K to grade 12 ESL students.

The courses that make up the program curriculum are designed to prepare and strengthen the classroom teacher’s skills by providing the most current research-based and proven educational strategies and knowledge. The curriculum encompasses learning theory, educational foundations, brain theory, best practices, curriculum development, standards, and assessment. The courses in child and adolescent development, special needs, and classroom management provide a framework for how teachers can provide appropriate strategies and environments for all students. Other areas of focus are specific information and practice on methods of ESL; foundations of ESL; teaching of reading and writing; linguistics; and assessment for non-English proficient students. A mentored practicum and portfolio project are included to enable the student to synthesize the knowledge and skills of the program into his/her personal understanding of an effective classroom for ESL students.

At the end of this program, students will be able to:

  • Be equipped with strategies to teach English as a Second Language (ESL) learners the ability to communicate information, ideas, and concepts necessary for academic success in all content areas such as, language arts, mathematics, science, and social studies.
  • Incorporate the four language domains (Listening, Speaking, Reading, and Writing) in their curriculum, instruction, and assessment focusing on each of the five language proficiency levels Stages I-V.
  • Demonstrate knowledge and skills to create and maintain a positive learning environment that will support and increase ESL students’ academic and language achievement.
  • Demonstrate comprehensive understanding and knowledge of the process and principles of curriculum design and assessment so they can effectively plan instructional and assessment strategies utilizing the four domains of language among all five language proficiency levels.
  • Develop the ability to collaborate with colleagues in meaningful ways about students and instructional strategies.
  • Analyze the national or state standards that are required and design instruction and instructional strategies that will enable ESL students to meet these standards.
  • Demonstrate how to communicate effectively with multi-cultural parents and caregivers about the successes, needs and areas of improvement of all students.
  • Apply their research and analysis skills to design and complete a project that will provide insight on current research surrounding a topic involving ESL students.
  • Design and implement developmentally appropriate strategies that foster, nurture, and develop ESL skills in students that are within, and outside of, the normal range of child development
  • Design and implement strategies to meet the special education needs of ESL students
  • Explain the foundation of historical, philosophical, and theoretical education for English language learners in the US
  • Demonstrate effective professional mentoring to other teachers as they implement ESL strategies in the classroom
  • View and analyze the work of colleagues and interact with them about the strategies and other classroom matters relating to the ESL learner
  • Participate in a mentored practicum that enables the ESL teachers to use all the skills of the program to mentor colleagues in online and onsite settings
  • Apply research and analysis skills to design and complete a research project that provides insights on effective strategies for ESL students.
  • Explain and provide examples of the cultural, social, linguistic, and academic issues of ESL learners.
  • Explain and critique the theories of English language development.

Academic Courses: (Required Core Courses in Instructional Strategies)
EDC500 Power Strategies for Effective Teaching
EDC510 Power Strategies for Classroom Assessment
EDC520 Power Strategies for Improving Comprehension

General Education Courses: (Required Core Courses)
EDC540 Classroom Management
EDC550 Child and Adolescent Development
EDC570 Special Needs Students
EDC572 Foundations of ESL
EDC573 Linguistics
EDC564 Assessment in the ESL Classroom
EDC535 Reading and Writing

Applied General Ed. Courses: (Required Core Courses)
EDC610-1 Portfolio Project - Research Methods*
EDC610-2 Portfolio Project - Action Research*
EDC620-1 Mentored Practicum - Online*
EDC620-2 Mentored Practicum - Onsite*

Master of Education in Special Education

The Master of Education in Special Education program is a 39-credit K-12 program that offers a rich combination of online learning, classroom practice, learning community sharing, research and analysis, and assessment to produce teachers that are capable of making a difference in student learning and achievement. Online examples in each lesson are provided to help primary, intermediate, junior, and senior high school special education teachers in any subject or lesson. The program is entirely customized through the use of examples, strategies, and assignments for any teacher to gain and sharpen instructional skills for special education students.

The courses that make up the program curriculum are designed to prepare and strengthen the teacher by providing the most current research-based and proven educational strategies and knowledge for meeting special education needs. The curriculum encompasses learning theory, educational foundations, brain theory, best practices, curriculum development, standards, and assessment. The courses in child and adolescent development, special needs, and classroom management provide a framework of how teachers can provide appropriate strategies and environments for all students. The study of school systems and decision-making assist the student in the governance of the school. A mentored practicum and portfolio project are included to enable the student to synthesize the knowledge and skills of the program into his/her personal understanding of an effective resource classroom for special educations students.

At the end of this program, students will be able to:

  • Create and maintain a positive learning environment that will support and increase the achievement of special education students
  • Consistently integrate the Power Strategies with other research-based strategies into their instruction
  • Demonstrate comprehensive understanding and knowledge of the process and principles of curriculum design and assessment so they can plan effective instructional and assessment strategies for the resource classroom
  • Design and implement developmentally appropriate strategies that foster, nurture, and develop skills in students that are within, and outside of, the normal range of child development
  • Design and implement strategies to meet the special educational needs of students in the resource classroom
  • Collaborate with colleagues in meaningful ways about students and instructional strategies
  • Analyze the national or state standards that are required and design instruction and instructional strategies that will enable special education students to meet the standards
  • Communicate effectively with parents and other caregivers about the special education students’ successes, needs, and areas of improvement
  • Provide mentoring to other teachers as they implement effective strategies in the classroom
  • Implement a coherent and effective special education resource classroom utilizing appropriate curriculum, instruction, and assessment practices
  • Apply research and analysis skills to design and complete a project that would provide insight on a special education topic of their choice

Academic Courses: (Required)
EDC501 Instructional Strategies for Students with Special Needs
EDC511 Classroom Assessment in Special Education
EDC521 Strategies for Improving Comprehension for Students with Special Needs

General Education Courses: (Required)
EDC541 Classroom Management for Students with Diverse Needs
EDC551 Child and Adolescent Development
EDC561 Curriculum and Assessment Methods in Special Education
EDC571 Special Needs Students (Special Education, Gifted, English Language Learners)

Applied General Education Courses:(Required)
EDC581 Diagnosis and Assessment in Special Education
EDC578 English Language Learners with Special Needs
EDC611-1 Portfolio Project - Research Methods
EDC611-2 Portfolio Project - Action Research
EDC621-1 Mentored Practicum - Online
EDC621-2 Mentored Practicum - Onsite

Elective: (choose 1)
EDC591 Survey and Foundations of Elementary and Special Education
EDC592 Survey and Foundations of Secondary and Special Education

Master of Education in Educational Administration

The Master of Education in Educational Administration is a 36-credit program designed for graduate level educators who are presently teachers or administrators in a school setting and have regular weekly access to a school and classrooms. The Master of Education in Educational Administration will provide opportunities for educators to learn and develop skills and strategies in the areas of school management, law, finance, and instructional supervision to be an effective leader.

The goal of the program is to develop scholars-practitioners who will learn and practice advanced skills in designing, implementing and analyzing effective research-based strategies in school leadership so they can provide an active, positive and effective leadership in the school environment. All students enrolled in the Master of Education in Educational Administration degree program will demonstrate and apply knowledge and skills related to ISLLC and ELCC organization standards.

ISLLC in an acronym for the Interstate School Leader Licensure Consortium. ELCC is an acronym for the Educational Leadership Consultancy Council. These organizations are approved by NCATE (National Council for Accreditation of Teacher Education).

The standards focus on the following areas:

  • Effective leadership – using data-based decision making
  • Effective teaching – utilizing research-based practices
  • Student learning with high expectations for all
  • School culture of fairness and respect for all
  • Continuous monitoring of progress
  • Professional development
  • Staff, student, parent, and community involvement

At the end of this program, students will be able to:

  • Given a scenario, recommend supervisory practices based on leadership standards, leadership theories, and critical success factors
  • Identify characteristics of effective schools and explain opportunities and strategies for improving schools
  • For a given instructional need, identify and explain appropriate research-based effective teaching strategies for special education, ESL, and struggling students
  • Outline resources and processes for data-based decision making for strategic planning and school improvement
  • Develop a plan to implement a Professional Learning Community via a focused culture, climate, and communication strategies in an established school
  • Create a team leadership Supervisory Platform that implements your vision for education leadership in terms of duties and responsibilities
  • Determine appropriate approaches to developmental supervision and professional development
  • Explain pertinent laws related to special needs, discrimination, discipline, and personnel
  • Create a supervisory plan that implements both clinical supervision and differentiated supervision
  • Explain the role of the principal in managing school facilities and fiscal management
  • For a given school setting, propose strategies for community relations, parent involvement, and internal communication
  • Complete a Portfolio Project demonstrating research and analysis skills related to a pertinent school topic
  • Demonstrate knowledge and skills of the program in a mentored practicum (internship) in both an administrative setting and with online students in the master’s program
  • Design a plan for implementing district and state policies to address specific teacher supervision and evaluation issues

Required courses:

EDA509 Essential Instructional Strategies
EDA519 Child and Adolescent Development
EDA529 Curriculum and Assessment
EDA539 Special Needs Students
EDA549 Principles of School Leadership and Management
EDA559 Education Law
EDA569 Education Finance
EDA579 Foundations of Elementary and Secondary Education
EDA589 Personnel Management and Supervision
EDA599 Principles of Continuous Improvement
EDA609 Mentored Practicum/Internship 
EDA619 Portfolio Project

Upon completion of your master’s degree, Acacia University cannot guarantee licensure, endorsement, certification, authorization, other professional credential or salary advancement. State regulations and professional credential standards vary. It is the learners' responsibility to understand and comply with the requirements for their state and professional associations. Every state has different licensing requirements. The best starting place is the state Board or Department of Education website. All information on the website should be reviewed, including the application for licensure, but the state statutes, regulations or rules are what outline the license requirements. Since individual state certification or endorsement requirements may change at any time, it is important to frequently compare your state’s certification requirements with Acacia’s degree program prior to beginning and during the program.

Click here to view the Online Course Catalog with detailed descriptions of each course in the program.

Click here to view the PDF Course Catalog with detailed descriptions of each course in the program.

Who Should Enroll

The master's degree programs at Acacia University are designed for certified teachers who want to acquire advanced expertise in education. Gain the skills to provide your students with the best learning foundation possible.

Tuition

All master's level courses are $225 per credit

Example

The cost for a single 3-credit graduate level course is $675.00
($225.00 x 3)

The total cost for a 36-credit master's degree program is $8,275
($225.00 x 36 + $75.00 one-time application fee + $100 graduation fee)

Fees

Application Fee (one-time) $75
Graduation Fee $100
Official Transcript Fee $10
Late Fee (On Monthly Payments) $25
Reactivation Fee* $25
Returned Check Fee $20

*Returning after 12-month or more absence

Payment Policies

Tuition and fees are payable at the time of registration for each course. Students will not receive Official Grade Reports, transcripts, or be awarded a degree until all financial obligations have been met. Students who have outstanding financial obligations to Acacia University will not be permitted to register for future courses unless special arrangements have been approved through the Finance Office.

Students may pay by check, money order, wire transfer, or credit card (Visa, MasterCard, American Express, and Discover). International students must pay with U.S. currency. Students whose employers will be invoiced for tuition shall submit a billing authorization form prior to the second week of class in lieu of course payment.

Military tuition assistance (TA) students may be eligible for a deferral of tuition once their DA 2171 Form has been completed, authorized, and received by Acacia University.

Next Steps

To learn more about admissions requirements and to start the admission process, click here. If you have explored the website and have other questions, simply click on the "Contact Us" link on every page.

We look forward to you joining Acacia University.