Name of CPED-Influenced Program: Educational Leadership
Dr. Robert F. Hachiya, Assistant Professor
The program has two primary delivery
1. A cohort model having a two-year didactic course sequence, followed by individual pursuit of research design courses dictated by dissertation research design, followed by internship, and culminating with the dissertation. Typical completion time is four years. No fulltime residency requirement. Cohorts are typically based off-campus and relate to a school district's interest in hosting a cohort.
2. A traditional campus model having a two-year or longer course sequence, followed by individual pursuit of research design courses dictated by dissertation research design, followed by internship, and culminating with the dissertation. Typical completion time is four or more years. No fulltime residency requirement.
Typical degree aspirants are senior school leaders: i.e., superintendents, central office leaders, school-based leaders.
See aims and purposes of the program.
Laboratories of Practice:
Objectives, activities, and outcomes for this clinical experience/internship are commonly determined by the major professor, in consultation with the student. The clinical experience is intended to provide the student with the opportunity to apply the knowledge base in educational leadership to the problems of practice and to receive feedback and support for the improvement of individual performance. The clinical experience is individualized and is based on the student’s previous training and experience as well as future career plans.
2. Major Thrusts. The clinical experience may have one of three major thrusts:
(a) Training Clinics. Clinics are direct and exacting efforts which are extensively coordinated and monitored. In-house activities could include micro-management, case studies, assessment centers, conferences, programmed activities, film analysis,simulations, coaching, role playing, in-basket exercises, or other activities.
(b) Research and Development Projects. Solving practical problems necessitates developing, adapting, testing, refining, and retesting procedures and/or products. University supervisors facilitate the activities, including orientation, communication, adaptation, and training.
(c) On-Site Practica. The activity has four purposes: (1) to provide an opportunity for professional growth of the student; (2) to provide an opportunity for assessment of the student with regard to potential by the student, the training university, and other educational leadership practitioners; (3) to provide for articulation between the training institution and the practice of educational leadership; and (4) to provide career legitimization and socialization in the field.
Students are encouraged to take a course focusing on the doctoral dissertation.
Description of each year of the Program:
YEAR 1: Foundations (9 credits)
* Ethical Dimensions of Educational Leadership
* Historical and Philosophical Analysis of Leadership in Education
* Leadership for Diverse Populations
Research Courses (9 credits)
Research Methods in Education or other approved course
Statistical Methods in Education or other approved course
Advanced Seminar/Research Design in Educational Leadership
YEAR 2 Area of Concentration (18 credits minimum)
Appropriate to the area of emphasis that satisfy the minimum 94 credit hours.
YEAR 3 (approximate) Clinical Experience (12 credits)
YEAR 4 and beyond Dissertation Research (16 credits)
Completion of a dissertation that treats an important topic of professional practice using a systematic methodology consistent with accepted research paradigms.
* Qualified program admission.
* Coursework grades.
* Preliminary qualifying examinations.
* Internship portfolio.
* Dissertation proposal and final defense.
- Strong leadership abilities
- Reflective thinkers/researchers
- Advocates for advancing/improving education
* Eligibility for admission to the
University's Graduate School.
* Transcripts showing a GPA of at least 3.65 on post-graduate work including masters degree.
* GRE or Miller Analogies Test score at the 50th percentile for field.
* Strong letters of recommendation showing promise of leadership accomplishment or potential.
* Interview with the Faculty.
Admissions Cycle: Applications accepted year round. Selected potential candidates interview in fall and spring. Ongoing admissions.
- Average number of students admitted into the EdD program each year: 4-5
Types of employoment students hold upon entering the program: Student make up is typically a blend of current administrators and teachers seeking administrative licensure and a doctoral degree.
Student:Faculty Ratio (Courses): 12:1
Student:Faculty Ratio (Advising):20:1Typical bachelors degrees held by students upon entering the program: BS BA in Education
Typical masters degrees held by students upon entering the program: MS in Education/Administration/leadership, MS in Curriculum and Instruction
Number of credits in the program (beyond the Masters): 96
Professional qualifications required of prospective students: Leadership and/or administrative position not required but preferred. Teaching experience is typically required
Length of Program: 4-5 years
Are most students part time or full time?: part time
Average number of students enrolled in each cohort: Don't always have cohort groups.
Total number of faculty: 10
Current PK-20 Practitioner: 4
Former PK-20 Practitioner, Current University Faculty: 4
Current University Faculty: 2
How do students use their dissertation work in practice following graduation?: Many stay and move up in the district they did their research and use the work for school change/improvement.
- Does your dissertation process take into account impact or potential impact on the field? If so, can you measure the impact?: Yes. Other studies that follow the original studies.