Loyola University of Chicago
Share |


Design Phase: Developing and Designing

Program: School-wide Education Doctorate

Program Areas:

  1. School Psychology
  2. Administration and Supervision

School Psychology Area

Current Mission/Goals: The School Psychology EdD program was developed to prepare local school psychologists to become more informed school psychology professionals and leaders within the educational community through the completion of one of two tracks: (1) a mental health track or (2) a data- based decision making track. To accommodate local school psychologists’ schedules, the School Psychology EdD program is delivered in a blended, online format with 30-75% of most courses taught online and the remaining portion taught through in-person class sessions. The program’s capstone requirement is a Doctoral Research Project (DRP) in which students complete an applied action-research project designed to benefit children, families, and educators within the school or district in which they are practicing.

The School Psychology EdD program is designed to prepare students to:

  1. Facilitate systems changes,
  2. Develop their leadership potential,
  3. Access and implement evidence-based practices, and
  4. Further their capacity as agents of social justice.

Administration and Supervision Area

Current Mission/Goals: The mission of the Administration and Supervision program is to develop effective visionary leaders who can lead positive change to promote the success of all students. The program ensures that students are well equipped as future administrators to successfully manage curricular, programmatic and budgetary decisions that promote individual and social justice. Loyola's doctoral program also emphasizes experiential learning, enabling educators to better meet the evolving challenges and demands of both urban and suburban school settings.

The goals of the Administration and Supervision EdD program are to develop:

  • Instructional leaders skillful in promoting equitable access for all students while fostering opportunities for increased student achievement;
  • Principled educational leaders who model and promote high standards of professional and ethical conduct.
  • Community focused leaders who develop and implement policies and practices, which cultivate relationships and collaboration with families, community members and other stakeholders.

Program Redesign Timeline:

  • Summer 2017—Review of existing online or hybrid educational leadership programs for:
  • Program structure
  • Coursework
  • Culminating activity
  • Length of program
  • Coaching or mentoring for students
  • Fall 2017—Identify program components to include as a part of program structure, develop individual courses or revise existing courses to meet structure and requirements of new program, develop implementation plan to identify how and when to implement
  • Spring 2018—Review and approval process of new courses by diverse group of stakeholders, course development and marketing for summer kickoff

Expected Program Outcomes:

Loyola University of Chicago wants to design the program to better meet the needs of school professionals who are pursuing a leadership role through online coursework and coaching.  To that end, we want to ground the program in complex problems of practice that will enhance graduates’ ability to serve the diverse needs of learners in schools.

The most important changes that we would like the program to undergo are focused on two areas:

  1. Method of delivery
  2. Student outcomes and deliverables