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A teacher with a student: Pursue an Ed.S. in Educational Leadership – K-12 School Leadership degree at Regent University.

Ed.S. in Educational Leadership – K-12 School Leadership

Prepare for Advanced Licensure

Are you an experienced teacher or administrator seeking to further your professional development skills? Regent’s Education Specialist (Ed.S.) in Educational Leadership – K-12 School Leadership provides continuing education for teachers and is designed for those seeking initial administrative endorsement. You’ll be rest assured knowing that courses are organized around the six Interstate School Leaders Licensure Consortium (ISLLC) standards and the endorsement competencies for Administration & Supervision Pre-K-12 as issued by the Virginia Department of Education (VDOE) in preparation for positions as assistant principal or principal.

Online
33
January 10, 2022
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INCREASE YOUR EARNING POTENTIAL

Capitalize on a higher salary with your Ed.S. degree.

GAIN A FRESH PERSPECTIVE

Hone your professional leadership skills to stay relevant and improve instruction.

EXPAND YOUR CAREER PATH

Take your career to the next level with exciting leadership opportunities.

ALIGN YOURSELF WITH EXCELLENCE

Regent has been ranked among top national universities by the U.S. News & World Report for two consecutive years (2019 and 2020). Our programs have also been ranked among the Top 5 Online Graduate Education Programs in Virginia for seven years in a row. Experience the Regent difference through the Ed.S. in Educational Leadership – K-12 School Leadership program.

Presented from a Christian worldview, this specialty degree is supported by award-winning faculty in Virginia Beach.

To learn more about this program, please complete the Request Information form on this page.

The School of Education’s educational leadership and teacher preparation programs and the College of Arts and Science’s interdisciplinary studies program are awarded TEAC accreditation by the Inquiry Brief Commission of the Council for the Accreditation of Educator Preparation (CAEP) for a period of seven years, to 12/31/2023.

On completing this Ed.S. concentration, the graduate will be able to:

  • Advance in principled leadership and management skills that achieve efficient and effective organizational operations, whether resources, time, space, or funds.
  • Analyze and problem-solve the challenges of recruitment, selection, placement, training, and evaluation of education personnel.
  • Participate directly in management duties and leadership experiences involving the position of the principal.

Career Opportunities

  • Principal
  • Assistant Principal
  • Central Office Executive Leader
  • Higher Education Administrator
  • Teacher/Professor
$98Thousand
2020 median pay for elementary, middle, and high school principals U.S. Bureau of Labor Statistics
Collaboratively and strategically evaluate, develop, and implement an ethical, systematic core set of values, knowledge, and skills that promote continuous school improvement and student academic success and well-being. Includes problem-solving techniques and change processes as part of a philosophy of educational leadership. Cross-listed with EADM 501.
Collaboratively evaluate, develop, and implement strategies related to fiscal operations, school facilities, resources, and technologies that support management functions and communication efforts. Includes school-level governance, high-quality and equitable academic and non-academic instructional practices, resources, services, digital literacy, and political contexts of school and community. Cross-listed with EADM 502.
Collaboratively lead, design, implement, and evaluate school improvement and classroom culturally responsive practices that increase student learning and well-being. Includes information sources and processing, data literacy (use, analysis, and decision making), equitable resource planning, and program evaluation to inform and lead change. Cross-listed with EADM 507.
Professional competence through engagement in recruiting, selecting, hiring, and retaining staff and professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student and staff success. Includes human resources management, professional development models, evaluation, motivational and change theories, and conflict resolution. Cross-listed with EADM 526
Understanding school law and demonstrating the capacity to model and advocate professional, moral, and ethical standards for a safe, secure, and culturally responsive school community. Includes the identification and application of educational policy development at state, local, and school levels that promote the school mission. Cross-listed with EADM 528.
Collaboratively and strategically design and implement programs that support the success of diverse populations, including effective oral, written, and digital communication (consensus building, negotiation, and mediation skills) within the larger school community and political contexts while advocating for all stake holders. Includes addressing emerging issues and trends. Cross-listed with EADM 530.
Collaboratively and strategically evaluate, develop, and implement culturally responsive, technology-rich, data-informed curriculum, instruction, and assessment for student learning and well-being. Includes student motivation, growth and development, social and emotional learning, differentiated instruction, multi-tiered support practices, and change management strategies for improved student outcomes. Cross-listed with EADM 545.
Collaboratively and strategically evaluate, develop, and implement a variety of assessment techniques as a foundation for identifying existing competencies and targeting areas in need of further attention. Includes culturally responsive, differentiated instruction; identification, education, and evaluation of students with disabilities; and developing individualized educational plans. Cross-listed with EADM 550.
Synthesize and apply content knowledge and develop professional skills through a school-based internship that occurs in an accredited public/nonpublic school, including elementary, middle, high, central office, and agency; and with diverse student populations. Interns complete a minimum of 120 embedded clock hours. Pass/Fail. Cross-listed with EADM 597.
Synthesize and apply content knowledge and develop professional skills through a school-based internship that occurs in an accredited public/nonpublic school, including elementary, middle, high, central office, and agency; and with diverse student populations. Interns complete a minimum of 200 clock hours. Pass/Fail. Cross-listed with EADM 597.

2021-22 Semester Check-In Deadlines

All new students are expected to check-in for the semester two weeks before the session start date. Students should apply, be accepted, enroll in their first courses, and confirm a plan to pay for their courses prior to this date.

SessionSemester Check-InSession Start Date
Session AFriday, August 13Monday, August 23
Session MFriday, September 10Monday, September 20
Session BFriday, October 15Monday, October 25
Session CTuesday, December 21Monday, January 10
Session TFriday, January 28Monday, February 7
Session DFriday, March 4Monday, March 14
Session EFriday, April 29Monday, May 9
Session FFriday, June 10Monday, June 20

Admissions Requirements

Step 1: Apply to Regent University

Step 2: Complete Your Admissions Questionnaire

  • After you submit your application, you will receive a link to complete the required admissions questionnaire.

Step 3: Submit Your Unofficial College Transcripts

  • Email your unofficial college transcripts to apply@regent.edu using the subject line: Unofficial Transcripts.
  • Upon conditional acceptance, Regent University will attempt to obtain your official transcripts from your U.S. degree-granting institution.
  • International transcripts must be evaluated by an NACES-approved company.

Step 4: Submit Your Government-Issued ID

  • Email a photo of your government-issued ID to apply@regent.edu using the subject line: Government ID.
  • Please note that all items submitted as part of the application process become the property of Regent University and cannot be returned.

PART-TIME STUDENTS

Degree/ProgramTuition Cost Per Credit HourAverage Credit Hours Per SemesterAverage Tuition Per Semester
Career Switcher$2506$1,500
Master of Education (M.Ed.)$5506$3,300
Educational Specialist (Ed.S.)$7756$4,650
Doctor of Education (Ed.D.)$7753$2,325
Doctor of Philosophy (Ph.D.)$7753$2,325

Full-Time Students

Degree/ProgramTuition Cost Per Credit HourAverage Credit Hours Per SemesterAverage Tuition Per Semester
Career Switcher$2509$2,250
Master of Education (M.Ed.)$5509$4,950
Educational Specialist (Ed.S.)$7759$6,975
Doctor of Education (Ed.D.)$7756$4,650
Doctor of Philosophy (Ph.D.)$7756$4,650

Student Fees Per Semester

University Services Fee (On-Campus Students)$800
University Services Fee (Online Students)$650

Part-Time Students

DegreeTuition Cost Per Credit HourAverage Credit Hours Per SemesterAverage Tuition Per Semester
Career Switcher$2506$1,500
Master of Education (M.Ed.)$5506$3,300
Educational Specialist (Ed.S.)$7756$4,650
Doctor of Education (Ed.D.)$7753$2,325
Doctor of Philosophy (Ph.D.)$7753$2,325

Full-Time Students

DegreeTuition Cost Per Credit HourAverage Credit Hours Per SemesterAverage Tuition Per Semester
Career Switcher$2509$2,250
Master of Education (M.Ed.)$5509$4,950
Educational Specialist (Ed.S.)$7759$6,975
Doctor of Education (Ed.D.)$7756$4,650
Doctor of Philosophy (Ph.D.)$7756$4,650

Student Fees Per Semester

University Services Fee (On-Campus Students)$750
University Services Fee (Online Students)$600

*Rates are subject to change at any time.

Estimated Cost of Attendance: View the estimated cost of attendance to see an example of the total cost of tuition and fees.

Requirements

All students must complete a culminating experience: The submission and successful defense of a doctoral dissertation.

Faculty

Dr. Koonce is the concentration chair for K-12 School Leadership and is committed to your success.

Dr. Glenn Koonce came to Regent University with a proven record of leadership as a highly trained and decorated combat squad leader with the First Air Calvary Division in Vietnam during 1970-71 and leadership in sports and community activities. He taught health and physical education at the elementary, junior high and high school levels and coached football, basketball, wrestling, soccer, track, tennis, gymnastics and weight training.

Koonce has been an assistant principal at an alternative school and high school; principal at Georgetown Elementary, Crestwood Junior and Middle Schools, and Oscar Smith High School; and a director in the central office for Chesapeake Public Schools in Virginia; concluding his public school career as assistant superintendent for instructional services and personnel in Suffolk Public Schools in Virginia. Koonce has been a visiting scholar at Virginia Tech University and The George Washington University, and an adjunct professor at The George Washington University, Regent University, Tidewater Community College and Old Dominion University where he directed the Tidewater Principal’s Center.

Dr. Koonce has been recognized as Principal of the Year for Virginia, president of the Virginia Association of Secondary School Principals (VASSP); Boss of the Year several times in Chesapeake Public Schools; Education Professor of the Year for the School of Education at Regent; the Regent University Faculty Excellence Award; and the Distinguished Service Award from the Virginia Professors of Educational Leadership. He has been the recipient of numerous other awards and recognitions; member and officer of many professional/community associations and organizations; graduate of a great number of professional educational leadership training programs; member/leader on three Virginia Governor, one Virginia Attorney General, and one Virginia Secretary of Public Education tasks forces; numerous Virginia Department of Education programs and activities; professional associations (at all levels); scorer for the School Leaders Licensure Assessment (SLLA) and School Superintendents Assessment (SSA); and other state agency, university; national, state, regional and local activities on a vast array of topics.

Koonce has been the president of the Virginia Education Research Association (VERA); chairman of the Virginia Education Coalition (VEC); president of the Virginia Professors of Educational Leadership (VPEL) and president of the Virginia Association of Secondary School Principals (VASSP). Koonce is a board certified auditor for the Virginia Department of Education (VDOE) and lead auditor for the Council of Accreditation for Educator Preparation (CAEP).

He is the author of two textbooks, Taking Sides – Clashing Views on Educational Issues and Enhancing Teacher Performance: A Toolbox of Strategies to move behavior from problematic to good and from good to great. Research activities, consulting, numerous publications and presentations around the world from the local level to international, and serving on the editorial review board and the Virginia State Affiliate Chair for the National Council of Professors of Educational Administration (NCPEA) and the International Council of Professors of Educational Leadership (ICPEL) round out Koonce’s extensive experiences. He also serves on the Editorial Board of the European Journal of Educational Science (EJES).

Dr Koonce’s personal interests include spiritual, family, community and wellness activities of all kinds. He loves music, travel and adventure, in no particular order. He is married and lives in Chesapeake, Virginia. His passion for leadership, influencing and inspiring tomorrow’s leaders, makes him an asset to the Regent family of scholars.

“I want to take what Regent taught me back to Uganda in a language they can easily understand and relate to.”

Boniface Odong, M.Div., 2017

“My Regent degree enables me to offer different perspectives and approaches to problem-solving, team management and innovation — all through a biblical worldview. Utilizing courses and making them relevant in day-to-day functions has been extremely rewarding.”

Kelli Ragland, MBA, 2015 Director of Marketing, Langley Federal Credit Union

“Without funding for a law degree, I was ready to give up on my dream. Then, Regent contacted me about their honors program and a full-ride scholarship. I said, 'All right, God; I guess this is your answer. I’m going.'”

Joe Addink, Juris Doctor (J.D.), 2019 Associate District Attorney, Allegheny County District Attorney’s Office

“For anyone interested in developing the analytical skills required to make sense of complicated ideas, I encourage you to give Regent's Honors College a look. The relationships, skills and knowledge you'll gain through the discussion-based classes, and engaging assignments will benefit you in the years to come.”

Abigail Lindner, College of Arts & Sciences, 2022

“We were taught practical skills for the workplace in Regent's classroom. Now I can see how they work in a professional environment.”

Ryan Clemens, MFA, 2010 Acting