Educational Leadership Ed.D.
Program Rationale:
The doctorate in Educational Leadership (Ed.D.) is designed for delivery to a cohort of full-time educational professionals in diverse formats, including: weekday evenings, summer and winter sessions, some weekends, and online. The Ed.D. is based on the premise that learning takes place through an integration of course work and experiences that stem from a clear conception of leadership, the knowledge base of the field, and a structure that allows doctoral students and faculty to collaborate on shared work improving education in the State of Connecticut at all levels. The Ed.D. includes two distinct strands that support the learning needs of two different groups of educators. Both strands require 48-63 credit hours for completion.
The PreK-12 strand serves teachers and administrators in PreK-12 education who want to prepare for a variety of leadership positions: principals, teacher leaders, department heads, curriculum and assessment specialists, assistant superintendents, and superintendents. Some graduates also eventually move into careers as higher education faculty, however, the program is not designed as a preparatory experience to enter faculty roles in higher education.
The Higher Education strand serves professionals employed in higher education institutions who aspire to a wide range of leadership positions in academic or student affairs at a broad range of institutional types.
Program Learning Outcomes:
Prior to defending their dissertation proposals all doctoral students must document mastery of program learning outcomes and show their ability to:
- demonstrate an ethical and moral commitment to collaborative work that promotes positive learning for all members of the organization;
- demonstrate the ability to foster best practices with the understanding that teaching and learning are at the heart of the organization's mission;
- connect the immediate work of organizational improvement to the larger philosophical, political and historical context, and to the organization's mission;
- establish a commitment to social justice through their work and act in ways that promote social justice in their organizations;
- utilize evolving technologies to improve organizations, enhance learning, and build institutional identity;
- foster continuous organizational improvement grounded in the collection, analysis, interpretation, and application of data;
- locate, interpret, and assess relevant educational research and apply it to both practice and the design and conduct of research.
Admissions:
To be considered for admission to the Ed.D. in Educational Leadership, applicants must have earned a master's degree in an appropriate discipline or professional field and have career aspirations that are consistent to the goals and standards of the program.
The following minimum criteria have been established for admission into either strand of the Ed.D. program:
- Master's degree from a regionally accredited institution of higher education in a discipline or professional field that is relevant to the Ed.D. Program.
- Minimum GPA 3.00 on all graduate coursework.
- Two positive letters of reference from leaders in education familiar with the applicant's work.
- Submission of a detailed resume that illustrates important work-related experiences.
- Acceptable scores on the Graduate Record Examination (within five years of admission and including a writing assessment).
- An acceptable personal statement covering three important topics:
- Career goals
- Reasons for pursuing a doctorate
- Ability and commitment to participate in the cohort schedule (including intensive summers in the PreK-12 strand and Winter session courses in the Higher Education strand)
- If selected as a finalist, a satisfactory interview with an admissions panel.
- PreK-12 strand only: An additional requirement is completion of EDL 590 Leaders as Learners or an equivalent graduate-level introductory course. Applicants holding the 092 or 093 administrative certificate, or that have completed a Sixth Year certificate program in educational leadership, are considered to have met this requirement.
Application information and links for each Ed.D. strand are available through the Ed.D. program website. Admission decisions are made by a faculty admissions committee. University administrators may also participate on the admissions committee for the Higher Education Strand. Admission is competitive and there may be occasions when minimally qualified candidates are not able to be admitted due to cohort caps. Cohorts are admitted approximately once every two years for each strand. Applications are due by November 1.
Program of Study:
The total credits required for the program range from 48-63. Up to 15 credits of eligible post-master’s graduate coursework may be applied to the required credits for the specialization.
Candidate Assessment:
The curriculum of the Ed.D. program is aligned with applicable professional and accreditation standards and with the program learning outcomes. Throughout the first two years of the program, each Ed.D. candidate completes a summative electronic portfolio which uses a variety of evidence (artifacts, evaluations, projects, and reflections) to document mastery of program learning outcomes. This portfolio must be successfully defended before a faculty committee before commencing dissertation work. Candidates then also complete and defend a dissertation prior to being awarded the Ed.D. degree.
Pre-K-12 Strand Course and Capstone Requirements:
Foundational Core (18 credits)
| EPS 700 | The Purposes of Education in America | 3 |
| EDL 705 | Leadership to Promote Effective Teaching & Learning | 3 |
| EDT 700 | Topics in Leadership for Technology in Schools | 1 to 3 |
| EDL 701 | Leading Organizational Change I: Theory | 3 |
| EDL 702 | Leading Organizational Change II: Program Development & Evaluation | 3 |
| EPS 700 | The Purposes of Education in America | 3 |
| EDL 705 | Leadership to Promote Effective Teaching & Learning | 3 |
| EDT 700 | Topics in Leadership for Technology in Schools | 1 to 3 |
| EDL 701 | Leading Organizational Change I: Theory | 3 |
| EDL 702 | Leading Organizational Change II: Program Development & Evaluation | 3 |
EDL 705 is taken for 6 credits in the PK-12 strand.
Inquiry Seminars and Dissertation (30 credits required; up to six additional credits optional):
| EDL 710 | Inquiry Seminar I: The Study of Human & Organizational Learning | 2 |
| EDL 711 | Inquiry Seminar II: Quantitative Research | 3 |
| EDL 712 | Inquiry Seminar III: Qualitative Research | 3 |
| EDL 713 | Inquiry Seminar IV: Study of Organizational Change | 2 |
| EDL 714 | Inquiry Seminar V: Advanced Research Design | 3 |
| EDL 715 | Inquiry Seminar VI: Leadership Portfolio and Capstone Prospectus | 3 |
| EDL 716 | Inquiry Seminar VII: Dissertation I | 2 |
| EDL 717 | Inquiry Seminar VIII: Dissertation II | 5 |
| EDL 718 | Inquiry Seminar IX: Dissertation III | 5 |
| EDL 719 | Inquiry Seminar X: Dissertation IV | 1 |
| EDL 720 | Inquiry Seminar XI: Disseminating Research Findings | 2 |
| | Specialization Area (15 credits in Administrative Leadership or Curriculum and Literacy) | |
EDL 719: may be repeated for up to 6 credits over three calendar years
Administrative Leadership (Specialization option 1)
This specialization is for students who aspire for administrative positions in public schools. It could lead to certification for intermediate administrator (a State of Connecticut certificate) and the superintendency. Fifteen credits from among:
| EDL 610 | School Leadership I | 3 |
| EDL 611 | School Leadership II | 3 |
| EDL 652 | Advanced Topics in Educational Leadership | 1 |
| EDL 681 | District Leadership: Governance/Leadership Issues | 3 |
| EDL 682 | District Leadership: Student Matters | 3 |
| EDL 683 | District Leadership: Personnel/Operations Issues | 3 |
| EDL 688 | Administration Programs for Diverse Learners I | 1 |
| EDL 689 | Administration Programs for Diverse Learners II | 1 |
| EDL 690 | Internship in Educational Leadership I | 2 |
| EDL 691 | Internship in Educational Leadership II | 2 |
| EDL 692 | Internship in Educational Leadership III | 2 |
| EDL 695 | Internship: The Superintendency I | 3 |
| EDL 696 | Internship: The Superintendency II | 3 |
| EDL 697 | Readings and Conference | 1-3 |
EDL 697 may be repeated for up to 6 credits.
Curriculum and Literacy (Specialization option 2)
This specialization is for students who plan leadership careers in PreK-12 settings such as reading and curriculum specialists. It includes courses in literacy, curriculum, and instructional leadership. Students may take up to 15 credits selected from among the following 3 credit courses:
| RDG 667 | Multicultural Literature in the Classroom | 3 |
| RDG 675 | Reading and Writing as Integrated Process | 3 |
| RDG 680 | Current Trends and Issues in Reading and Language Arts | 3 |
| RDG 686 | Literacy Instruction for Diverse Populations II | 3 |
| RDG 694 | Organization, Administration, and Supervision of Reading and Language Arts Programs | 3 |
| RDG 700 | Seminar in Literacy | 3 |
Higher Education Strand Course and Capstone Reqirements:
The Higher Education Administration Strand of the Ed.D. program is not currently accepting applications. If you have an interest in the program, please contact Dr. Sheldon Watson, Ed.D. Director, for details on future cohorts. watsonshl@ccsu.edu (860) 832-2576.
Foundational Core (18 credits)
| EPS 700 | The Purposes of Education in America | 3 |
| EDL 705 | Leadership to Promote Effective Teaching & Learning | 3 |
| EDL 730 | Budgeting and Resource Management in Higher Education | 3 |
| EDL 731 | Administration and Ethics in Higher Education | 3 |
| EDL 732 | Organizational Theory and Governance in Higher Education | 3 |
| EDL 733 | Curriculum Planning and Development in Higher Education | 3 |
| EPS 700 | The Purposes of Education in America | 3 |
| EDL 705 | Leadership to Promote Effective Teaching & Learning | 3 |
| EDL 730 | Budgeting and Resource Management in Higher Education | 3 |
| EDL 731 | Administration and Ethics in Higher Education | 3 |
| EDL 732 | Organizational Theory and Governance in Higher Education | 3 |
| EDL 733 | Curriculum Planning and Development in Higher Education | 3 |
Inquiry Seminars and Dissertation (30 credits required; up to 6 additional credits optional)
| EDL 710 | Inquiry Seminar I: The Study of Human & Organizational Learning | 2 |
| EDL 711 | Inquiry Seminar II: Quantitative Research | 3 |
| EDL 712 | Inquiry Seminar III: Qualitative Research | 3 |
| EDL 713 | Inquiry Seminar IV: Study of Organizational Change | 2 |
| EDL 714 | Inquiry Seminar V: Advanced Research Design | 3 |
| EDL 715 | Inquiry Seminar VI: Leadership Portfolio and Capstone Prospectus | 3 |
| EDL 716 | Inquiry Seminar VII: Dissertation I | 2 |
| EDL 717 | Inquiry Seminar VIII: Dissertation II | 5 |
| EDL 718 | Inquiry Seminar IX: Dissertation III | 5 |
| EDL 719 | Inquiry Seminar X: Dissertation IV | 1 |
| EDL 720 | Inquiry Seminar XI: Disseminating Research Findings | 2 |
EDL 719 may be repeated for up to 6 credits over three calendar years
Organizational Learning and Innovation (Specialization option 1)
This specialization is appropriate for students most interested in a career in administration, academic affairs, and support of program development. Courses develop skills in using a systems lens for designing innovative solutions to problems of practice. Candidates create project and design-based products to meet organizational needs. Students 15 credits of graduate level coursework in advisor-approved directed electives within the Department of Educational Leadership, Policy and Instructional Technology.
Student Affairs (Specialization option 2)
This is an appropriate specialization for students without a background in the area, but who are planning a career in student affairs. Students take 15 credits of graduate level coursework in advisor-approved electives in content related to supporting student development in institutions of higher education.
Total Credit Hours: 63