Plan of Study – Ed.D. Leadership and Innovation

Apply hands-on experience in the use of organizational results and needs assessments to facilitate the creation of a strategic plan/district improvement plan with an organization. Examination of theory and application of foundational research as well as the skills necessary for effective strategic planning and needs assessment. Field experience required.

This course focuses on strategies to evaluate the development, implementation, and assessment of supportive, equitable, inclusive and culturally responsive curriculum, instructional, and assessment practices that enhance the success and well-being of each child and adult. Field experience required.

The theoretical and practical application of the data-informed decision-making process: what data to use, what data is missing, how to collect the data, how to interpret and make meaning of the data within a group process, how to make decisions informed by data within a group process, and how to communicate the data-informed decisions. Field experience required.

Developing knowledge, dispositions, performances, and skills necessary for consultation and collaboration with all stakeholders, including members of the organization and community. Focus on evidence-based consultation and collaborative skills and processes to engage diverse organizational and community members in shared ownership of problems and solutions. Field experience required.

Research and theoretical knowledge and skills necessary to apply a vision into action for district-level and organizational leadership, conflict resolution, and decision making, to identify and support continued and sustainable improvement strategies. The course synthesizes knowledge and skills developed throughout the Ed.S. program. Field experience required.

Examining the educational funding system and the framework for effective fiscal and staffing decisions designed to obtain optimal student and organizational outcomes. Specific focus is placed on how finance policy and reforms impact educational outcomes. A lens of student achievement and resource value is at the organizational/district level and used when strategically planning resource allocation. Field experience required.

Explores the knowledge, skills, and dispositions necessary to promote supportive, equitable, inclusive and culturally responsive environments through sound district and organization managerial policies and practices. The focus ensures stewardship for every individual’s success by modeling and cultivating professional norms, ethical behavior and legal principles in decision making. Problem solving through case studies and simulations, evaluating strategies to prevent difficulties related to moral and legal issues, making prudent judgments, and developing resiliency to support core values in the face of adversity.

Apply action research through critical inquiry and collaboration within the internship experience. Students design and conduct action research projects to improve organizational or educational outcomes of interest.

Engage in supervised experiences within a district(s), providing context to apply and practice leadership skills. The activities embedded in the course build on academic and experiential learning and offer deeper growth opportunities in leadership through self-reflection and guided reflection on all leadership standards. Field experience required.

Engage in supervised experiences within an organization, providing context to apply and practice leadership skills. The activities embedded in the course build on academic and experiential learning and offer deeper growth opportunities in leadership through self-reflection and guided reflection on all leadership standards. Field experience required.

A focus on the knowledge and skills needed by educators to understand, evaluate, and use research. Critical analysis of the major principles of teaching and classroom learning. Applying research skills to researching and critically analyzing recent trends and traditional theories in the field of education.

An examination of multiple approaches to the study of educational organizations, emphasizing organizational theory applications to improve decision-making and organizational outcomes. Human behavior in educational organizations is analyzed in light of the moral and ethical dimensions of leadership education. The nature of organizations and the roles of personnel are examined with regard to the political climate, human resource legal requirements, professional development, and educator evaluation.

Prepares students to provide technology leadership, including strategic planning, purchasing, and evaluation at the district level. Design and delivery of professional development opportunities for in-service teachers. Emphasis on district-level curriculum alignment, program evaluation, and resource management. Social and ethical issues are addressed.

An emphasis on the historical development of educational institutions as it relates to organizational theory, systems theory, organizational behavior, motivation, and leadership. A focus on the contrast between top down and distributive leadership approaches of administration in organizations; and change in public, educational, and nonprofit organizations and agencies.

Leadership in schools and institutions of higher education requires knowledge of the learning theories and psychological influences on learning. An understanding of these theories impact leadership decisions and learning opportunities in schools and organizations.

Analysis and exploration of the major theories of social justice, and their impact on individuals within P- 12 schools, Higher Education, and community organizations. An area of emphasis includes examining the experiences of the individual within the context of local action impacting organizational conditions.

Exploration of critical policy and political issues facing P-12, Higher Education, and community organizations. Topics include policy analysis, historical views of educational policy initiatives, policies designed to improve organizational outcomes, and impact of fiscal policy and political environment on P- 12, Higher Education, and community organizations. Study includes analysis of policy initiatives at the federal, state and local levels. Students learn how to apply different lenses to policies in order to analyze their impact at various levels. Emphasis on critical thinking skills for ethics based decision­making.

Knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis, the nature of qualitative inquiry, fieldwork methodologies and the nature of observation, theoretical approaches to qualitative research, the importance of quality assurance, and ethical, legal, and social change implications of conducting qualitative research and producing knowledge.

Knowledge and skills for designing quantitative research at the doctoral level, including understanding research design, data analysis and statistics, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. Statistics approached from a problem-solving perspective, with emphasis on selection of appropriate statistical tests for research.

Orientation to doctoral studies, program procedures, and the dissertation. Critical review of education foundations and history. Examination of major leadership and ethical decision making theories.

The selection of research design in preparation for the dissertation. An introduction and overview of proposal development in preparation for completion of the dissertation. Topics include reviewing literature, writing conventions for a dissertation, and constructing a statement of purpose. Prerequisites: EDU 8210, EDU 8220, EDU 8310, EDU 8320, EDU 8510, EDU 8520, EDU 8530.

Doctoral students are guided and assisted in further development of their dissertation proposals, the formation of their dissertation committee, writing of their dissertation design, the completion of chapters and data analysis and developing their proposals for publication and professional conference presentations. Prerequisite: Permission of advisor and satisfactory completion of EDU 8850, Research Design and Proposal Development (3 s.h.).