The low-residency three‐year cohort‐based structure of this program is ideal for working professionals, and the focus on applied research allows participants to have an immediate impact on the quality of education in their work environments.
The Pre-K–12 Leadership track allows participants to develop expertise in specific settings and issues. The program will also engage students, faculty, and other members of the education community in integrated inquiry into issues that span our educational systems. This unique combination of deep understanding, expanded vision, and diverse professional networks positions participants for innovative, entrepreneurial leadership in a complex and changing world.
Those students in the Pre-K–12 Leadership track who are interested in principal or superintendent licensure may combine the EdD requirements with the licensure requirements. Please refer to program requirements.
Students will meet during two weekends in each seven‐week course, at the end of the first and sixth weeks of each course. Each summer, the cohort will meet in August to engage in coursework, dissertation development, and comprehensive project development. Participants will display proficiency in meeting the program outcomes through the development of a capstone project, the development of a dissertation proposal, and the completion of the dissertation.
Students in this track may elect to declare an administrator licensure and take alternate courses and additional licensure-specific courses to meet licensure requirements.
In this program, you will be to
- Articulate a personal philosophy of professional practice and a vision for educational organizations which is responsive to societal challenges of complexity, diversity, and social justice
- Identify and address critical and contemporary issues in educational policy and practice
- Demonstrate knowledge of administrative, leadership, and management practices and structures found in diverse institutions of education
- Assess teaching and learning and create strategies to improve professional practice and student learning
- Use data to inform evidence‐based decision‐making regarding educational issues, enhance professional practice, and promote organizational change and reform
- Demonstrate skills to work effectively with others, be advocates for members of the learning community, and lead organizational change and reform
- Demonstrate information and research literacy incorporating of a broad range of education resources and scholarship
- Design and conduct independent and collaborative research
- Demonstrate effective and inclusive written and oral communication skills