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 on weekends, evenings, and during the summer. 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.
The Ed.D. includes two distinct strands that support the learning needs of two different groups of educators. The PreK-12 strand has many innovative features and serves teachers and administrators in PreK-12 education who want to prepare for a variety of leadership positions: principles, lead teachers, department heads, curriculum and assessment specialists, assistant superintendents, and superintendents.
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 two-or four-year institutions.
Program Learning Outcomes:
Prior to defending their dissertation proposals all doctoral students must document mastery of 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;
- document mastery of learning outcomes in an individually defined area of specialization (higher education strand only).
Admissions Requirements:
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 professional goals that are consistent to the goals and beliefs of the program.
Admission to the PreK-12 strand of the program is available in alternate years for a cohort of 25 students. The deadline for submission of applications is December 1.
The following minimum criteria have been established for admission into the PreK-12 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
- 3.00 GPA on all graduate coursework
- Two positive letters of reference from leaders in education familiar with the applicant's work
- 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 devote four weeks to summer study for the first two summers of the program and some additional on-campus summer study during the third or fourth summers
- If selected as a finalist, a satisfactory interview with the admission committee.
Admission to the higher education strand of the program is available for a cohort of 25 students. The deadline for submission of applications is October 1.
The following minimum criteria have been established for admission into the higher education strand of the Ed.D. Program:
- Master's Degree from a regionally accredited institution of higher education
- 3.00 cumulative GPA on all graduate coursework
- Two positive letters of reference from leaders in higher education familiar with the applicant's work
- Detailed resume that illustrates important work-related experiences
- Acceptable scores on the General Test of the Graduate Record Exam (within five years of admission and including a writing assessment)
- An acceptable personal statement covering four important topics:
a. Career goals
b. Reasons for pursuing a doctorate
c. Ability and commitment to study in cohort schedule
d. Initial thoughts about potential areas of specialization that would support career goals
7. If selected as a finalist, a satisfactory interview with the admission committee.
Admission Process
The application packet for the each Ed.D. strand is available through the Ed.D. Program website. Admission decisions are made by a faculty admissions committee.
Program of Study
The Ed.D. program includes four major components: (1) an 18-credit required core in educational leadership; (2) a 1-credit specialty area; (3) a 16-credit series of inquiry-oriented seminars; and (4) the dissertation component (14) credits. These components and the credits required in each component are summarized below.
Component I:
Core in Leadership (18 credits)
Component II:
Specialty area (15 credits):
Component III:
Inquiry Seminars (16 credits)
Component IV:
Capstone: Dissertation and Dissemination (14 credits)
Total: minimum 48-63 credits
PreK-12 Strand
Component I establishes the foundational core of the program with particular emphasis in education leadership and teaching and learning. Five core courses are required of all candidates: EDF 700; EDL 701, EDL 702, EDL 705 (6 cr.); and EDT 700. All courses in the core are open only to PreK-12 strand Ed.D. students.
Component II includes a specialty area of the student's choice. Two specializations are available:
- Administrative Leadership. 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.
- Curriculum and Literacy. This specialization is for students who plan leadership careers in PK-12 settings such as reading and curriculum specialists. It includes courses in literacy, curriculum, and instructional leadership.
Component III of the program includes research courses, field-based inquiry projects, and a series of seminars designed to help students understand the processes of inquiry. Component III leads into and facilitates Component IV.
Component IV includes completion of the dissertation and dissemination of the results to appropriate audiences. Special course work in research and ongoing inquiry projects will culminate with the completion of the student's dissertation. More information about all of these components is available on the program website.
Please note that students in the PreK-12 strand take 10 credits during each of the first two summers in the program, and additional courses during evenings and some Saturdays during the first two academic years. During the third year and beyond, the focus is on dissertation requirements, including some on-campus study during the last summer or winter session of study.
Higher Education Strand
Component I establishes the foundational core of the program with particular emphasis on the history and context of higher education, teaching and learning in higher education, leadership, organizational theory, and resource management. Six courses are required of all candidates: EDF 700, EDL 705 (3cr.), EDL 730, EDL 731, EDL 732, and EDL 733. All courses in the core are open only to Ed.D. students in the higher education strand.
Component II is the 15-credit individually defined area of specialization developed early in the program and assessed in the pre-dissertation portfolio review.
Component III of the program includes research courses, field-based inquiry projects, and a series of seminars designed to help students understand the processes of inquiry.
Component IV is the completion of the dissertation and dissemination of the results to appropriate audiences. Special course work in research and ongoing inquiry projects culminate with the completion of the student's dissertation. More information about all of these components is available on the program website.
Candidate Assessment
The curriculum of the Ed.D. program is aligned with applicable professional and accreditation standards and with the program learning outcomes. During the second year 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. Prior to being granted the Ed.D. degree, each candidate completes a dissertation.
Pre-K-12 Strand Course and Capstone Requirements:
Foundational Core (18 credits)
| EDF 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 |
| Total Credit Hours: | 18 |
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 and Qualitative Research I | 3 |
| EDL 712 | Inquiry Seminar III: Quantitative and Qualitative Research II | 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: The Dissertation Proposal | 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
| 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 TO 3 |
EDL 697 may be repeated for up to 6 credits
Curriculum and Literacy
| 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 698 | Research Seminar | 3 |
| RDG 700 | Seminar in Literacy | 3 |
| EDL 652 | Advanced Topics in Educational Leadership | 1 |
| EDL 697 | Readings and Conference | 1 TO 3 |
EDL 697 may be repeated for up to 6 credits
Higher Education Strand Course and Capstone Reqirements:
Foundational Core (18 credits)
| EDF 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 and Qualitative Research I | 3 |
| EDL 712 | Inquiry Seminar III: Quantitative and Qualitative Research II | 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: The Dissertation Proposal | 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
Individually Defined Specialization (15 credits)
During the first year of the program, each higher education strand candidate will work with a designated faculty member with relevant expertise to propose a coherent specialization that supports the student's career goals. The specialization proposal must be approved by the strand coordinator. Learning in the specialization will be assessed in the pre-dissertation portfolio review.