College of Education

Purpose

The Ed.D. in Educational Leadership facilitates the professional development of teachers, specialists, administrators, and other educational leaders committed to the concept that those responsible for the nation’s educational agenda must be courageous and innovative problem-solvers. The program prepares scholar-practitioners who can translate research into effective systems of instruction, supervision, and leadership, from the classroom to the boardroom. It features a core of studies plus an extensive, field-based, supervised Laboratory of Practice, within which the Dissertation in Practice is developed. The degree program is suitable for leaders in all education settings (private, parochial, independent, charter, public, etc.)  

The program format allows for completion of all degree requirements in three years, even though students attend classes only once a week. Courses are taught in a “hybrid” format that includes both face to face and on-line instruction. Courses are taught by full-time faculty and by expert practitioners.

Program Competencies

The Ed.D. in Educational Leadership is designed to produce educational leaders who have the knowledge and ability to promote the success of all students by:

1. Creating and leading a classroom, school or school system culture where innovation is encouraged and embraced, and where innovative ideas and strategies designed to enhance teaching and learning can be proposed, tested and implemented.
2. Facilitating the development, articulation, implementation, and stewardship of a classroom, school or school system vision of learning supported by all stakeholders.
3. Promoting inclusive, non-discriminatory and positive classroom, school/school system environments; providing an effective instructional program; applying research-based best practices; and designing comprehensive professional growth plans for staff.
4. Managing the organization, operations, and resources in a way that promotes safe, efficient, and effective teaching/learning environments.
5. Collaborating with families and other community members, responding to diverse community interests and needs, advocating for policies and procedures that promote the well-being of students and families, and mobilizing community resources.
6. Acting with integrity, fairness, and in an ethical manner.
7. Understanding, responding to, and influencing the larger political, social, economic, legal and cultural context.
8. Using authoritative information and valid/reliable data to guide decision making.

Program Design

The Ed.D. in Educational Leadership is designed to create innovative scholar-practitioners  who will choose to focus their studies on teacher leadership, building leadership, or district leadership.

As scholar-practitioners, graduates will spend significant hours in the laboratory of practice, the clinical setting appropriate to their areas of focus. As a starting point in their studies, students will work with faculty, field advisors, and local school leaders to identify an important problem of practice in their classroom, school, or district. While students will have other clinical experiences across the standards, it is the problem of practice that is the centerpiece of the laboratory of practice. It is also the place at which the dissertation in practice originates and comes to completion as a public presentation.

Coursework throughout will be in a hybrid format, dividing student time between online and face-to-face instruction. The face-to-face time in the classroom will feature case studies, problems, and simulations that stem from the theory and research presented in the online phase. All classes will be semester-length and candidates will take two courses each semester (Fall, Spring, Summer).

The program will begin with a four-day summer retreat, and each year will end with a one-day leadership seminar.

Program Requirements

Students are expected to successfully complete the five following program phases:

Phase I:	Admission (completing the application procedures)
Phase II:	Course Completion (completing 36 credit hours)
Phase III:	Field Component Completion (completing 6 credit hours and 360 clinical hours in a District setting, OR 4 credit hours and 240 clinical hours in a school setting for principals and teacher-leaders)
Phase IV:	Degree Candidacy (completing degree candidacy review which includes completion of Phases II and III, a written content assessment, all field component requirements and candidacy meeting with faculty advisors)
Phase V:	Capstone Project Completion (completing the Capstone Project and the public presentation - 9 credit hours)
Phase VI:	Completion of a nationally normed School District Leaders Licensure Assessment

Course Requirements

EDD 6102	E-Folio	0
EDL 7108	Action Research	3
EDL 7590	School Leadership: Theory and Practice	3
	AND
EDL 8110	Laboratory of Practice: Teacher-Leaders	1
EDL 8111	Laboratory of Practice: Teacher-Leaders	1
EDL 8112	Laboratory of Practice: Teacher-Leaders	1
EDL 8113	Laboratory of Practice: Teacher-Leaders	1
	OR
EDL 8120	Laboratory of Practice: Principals	1
EDL 8121	Laboratory of Practice: Principals	1
EDL 8122	Laboratory of Practice: Principals	1
EDL 8123	Laboratory of Practice: Principals	1
	OR
EDL 8130	Laboratory of Practice: Superintendents/District Leaders	1
EDL 8131	Laboratory of Practice: Superintendents/District Leaders	1
EDL 8132	Laboratory of Practice: Superintendents/District Leaders	1
EDL 8133	Laboratory of Practice: Superintendents/District Leaders	1
EDL 8134	Laboratory of Practice: Superintendents/District Leaders	1
EDL 8135	Laboratory of Practice: Superintendents/District Leaders	1
	AND
EDL 7110	Innovation in Practice	3
EDL 7111	Leadership for Innovation
EDL 7703	Curriculum Theory and Practice	3
EDL 7113	Leadership and Governance	3
EDL 7114	Labor Negotiations and Law	3
EDL 7201	Managing Finance	3
EDL 7709	Leading and Managing Human Resources	3
EDL 7109	Action Research II	3
EDL 7115	Technology Integration	3
EDL 7116	Security and Safety	3
EDL 7704	Education for Equity and Social Justice	3
EDL 9100	Dissertation in Practice	5

Dissertation in Practice

The Dissertation in Practice begins with the student’s first coursework and the laboratory of practice. Whether teacher, principal, or superintendent candidate, the student must identify a problem of practice in the workplace, the classroom, school building, or district. The problem should be significant enough to require study and resolution, but not so large that it cannot be dealt with in the three years of the program. In cooperation with faculty, local leadership, and a field advisor, the student will address this problem in the dissertation in practice. Once the problem is understood, the student researches and implements a plan to resolve the problem for the local leadership. Typically, at the end of the third year, the student will make a public presentation of the problem, its resolution, and the results.  The format of the capstone project report and presentation will be determined by the nature of the project, with approval by the committee chair. 

Qualifications for Degree

To qualify for the Doctor of Education (Ed.D.) degree, a student must complete the prescribed 51-credit hour program with a minimum 3.0 cumulative grade point average. Candidates are required to complete 240 (principal and teacher-leader) or 360 (superintendent and district leader) internship hours over a three-year period.  A portfolio of activities that aligns with the program standards is required.

Principal and superintendent candidates will have to take, respectively, the School Leaders Licensure Assessment (required score: 165) or School Superintendent Assessment (required score: 160).

A culminating capstone project (the Dissertation in Practice) is required. Course work and the capstone project should be completed in three years.

During the third year a formal, written assessment is administered that links course-related content and program standards with practical applications and which must be passed by the student.

The entire program must be completed within 5 years. If the program is not completed within a five-year period, a petition for reinstatement is necessary. Students will need to formally reapply to the program if they have been inactive (registered for no courses) for one year or more. Students readmitted after an absence of one year or more may need to re-take Action Research I or II or other coursework as determined by the program chair.

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