University of North Texas

The educational leadership program at the University of North Texas is a Phase III institution.  During the 2014-2015 academic year, preparation to engage and align with the 11 criterion of the University Council for Education Administration (UCEA) and the six principles of the Carnegie Project for the Educational Doctorate (CPED) required benchmarking efforts with other institutions nationwide.  It was also a year of self-study, planning, recruitment of faculty, and some implementation.  The first phase of implementation was to distinguish the EdD from the PhD program, primarily by reducing credit hours, EdD 54 and the PhD 60 with additional and varied course work in the PhD program.  

More study and a critical analysis of how the six principles of CPED manifest in UNT's educational leadership program demanded we engage in a full day retreat in Spring 2015.  At this time, we engaged in the phases of 'Reclaim' (phase 1) and 'Reframe' (phase 2).  The outcomes of the retreat were succinctly summarized in a handout/flyer which includes:

Core Values and Beliefs:

The graduates of UNT's educational leadership program have the knowledge, skills and motivation to:

Lead learning organizations

Engage ethically with the community

Advocate for diversity, equity and inclusion

Develop theory to practice solutions

A map of the Dallas-Fort Worth metroplex was included with the four location where a cohort model provides support and networking opportunities.

A description of the programs are as follows:

Ed.D. in Educational Leadership (54 hours)

  • Designed for working professionals
  • Dissertation focused on educational problems of practice
  • Superintendent certification offered

Students are supported in the following ways:

  • Online, blended and face to face learning
  • Cohort model for support and networking
  • Scholarships for Superintendent and Doctoral students
  • Accreditation by CAEP and SACS

As we move into the Summer of 2015, we are planning a new doctoral student orientation on August 12, 2015. In preparation for this orientation, the faculty is engaging in dialogue which reinforces 'a common language' that we intend to impart to our incoming students.  

The 'Redesign' phase of our program will begin in Fall 2015.  The deliberate timeline for each phase considers the two incoming tenure track faculty who will begin in August 2015. This allows them to be part of the redesign process.  Thus far the work has been rejuvenating and rewarding. We continue to seek feedback from our students and district partners. This is critical in ensuring the success of our pending 'Redesign'