EDAD 6800 Facilitating Effective Learning for All Students (3 sem. cr.)This course introduces research on learning and develops an understanding of how different approaches to instruction are informed by research. To move teaching to more effective strategies, leaders learn to explain how and why learner-centered teaching enhances the achievement of all students, and learn how to overcome resistance among staff, students, and parents.
EDAD 6801 Ensuring Quality Education for Students With Diverse Needs (3 sem. cr.)
This course focuses on effective, learner-centered instruction that uses diverse and inclusive approaches for students at risk, as educators help all students reach increasingly higher standards of performance.
EDAD 6802 Using Data to Strengthen Schools (3 sem. cr.)
This course focuses on data-driven decision-making and the critical skills necessary to meet the needs of all children and to reach accountability expectations. Special emphasis is placed on the definition of action for effective schools—continuing analysis of the gaps between goals for student learning and actual student performance.
EDAD 6803 Allocating Resources Strategically and Structuring the Organization for Learning (3 sem. cr.)
This course focuses on research about effective schools, to provide guidance on the most productive ways to organize resources: time, people, money, and technology. Students learn to develop strategies to define the most important priorities, the overall educational design, and the organizational structures that best match the needs for improvement.
EDAD 6804 Enhancing Teacher Capacity and Commitment (3 sem. cr.)
This course focuses on the central role of school leaders—building human resources, from recruitment through induction to continuing professional development. It also covers methods for dealing with continuing ineffectiveness among members of school staff.
EDAD 6805 Facilitating Productive Working Relationships and School Culture to Enhance Student Learning (3 sem. cr.)
This course addresses critical functions of the school leader, including developing consensus that promotes action (effective decision-making process, patterns of communication, conflict resolution strategies); infusing leadership throughout the school (collaborative structures and strategies); and establishing a personal, ethical, and moral platform for leadership.
EDAD 6806 Collaborating With Families and Communities for Student Success (3 sem. cr.)
In this course, students develop the capabilities needed to identify and enlist the support of parents, as well as organizations and public agencies that serve youth and families, in ways that align with school goals. Special attention is paid to these functions in multicultural schools and communities.
EDAD 6807 Creating Positive, Safe, and Effective Learning Environments (3 sem. cr.)
Students in this course learn to treat differences and conflicts as opportunities for learning the social competencies that are essential to civic participation and interpersonal effectiveness, in school and beyond. The importance of safe and orderly environments for learning, with school cultures based on mutual respect among students, teachers, and staff, is recognized.
EDAD 6808 Meeting the Literacy Challenge: Leading New Initiatives (3 sem. cr.)
Literacy is at the core of success—in school and in life. The emphasis of this course is on what has been learned about teaching and learning, student assessment, professional development, parental and community involvement, and other related topics. Issues of curriculum and the effects of district and state policies on school improvement are explored in greater depth.
EDAD 6809 Implementing Continuous School Improvement (3 sem. cr.)
This course focuses on theories of change, with an emphasis on leadership behavior that promotes positive change over time. Based on the context of systems thinking, students demonstrate what it takes to structure a school that is a learning organization.
EDAD 6811 Internship 1 (3 sem. cr.)
This course provides students with authentic opportunities to apply what has been learned in courses and to expand what future educational leaders need to know and be able to do. The internship includes three components: practical applications of learning within courses, internship experiences while taking other courses, and development and evaluation of the Program Portfolio. (Prerequisite: All other courses, except EDAD 6812, in the Educational Leadership specialization.)
EDAD 6812 Internship 2 (3 sem. cr.)
This course provides students with authentic opportunities to apply what has been learned in courses and to expand what future educational leaders need to know and be able to do. The internship includes three components: practical applications of learning within courses, internship experiences while taking other courses, and development and evaluation of the Program Portfolio. (Prerequisite: EDAD 6811.)
EDAD 8001 Foundations for Doctoral Study (6 sem. cr.)
Through a series of interrelated learning activities, this course provides an understanding of and practice in the foundational skills and strategies for success in the Ed.D. program. Four major topics are explored: (a) establishing a comfort level with online learning and interpersonal relations, confirming program expectations, and planning for the successful completion of the program; (b) developing an understanding of the concept of constructivist leadership as represented in professional communities of learning; (c) demonstrating an understanding of critical-thinking and reading skills as evidenced in doctoral-level scholarly writing; and (d) analyzing and synthesizing current research as it leads to further inquiry. Students prepare a Doctoral Development Plan (DDP) and praxis (theory applied to practice) papers based on their individual professional interests and goals.
EDAD 8011 Proseminar: Leading to Promote Learning (6 sem. cr.)
The first Proseminar introduces leadership as a concept or construct rather than a position of authority. Students experience the concept of leadership by investigating the literature and analyzing real-life scenarios with a focus on student achievement. Students then apply the learning model to their own school scenario—by conducting pedagogical observations, interviewing colleagues, collecting data, reviewing the literature, and analyzing and reflecting on classroom/school practices in order to make a decision focused on equity and excellence of student achievement. The first comprehensive paper investigates a topic of personal interest related to professional leadership, theories and research about learners, and/or theories and research about instructional or curriculum practices.
EDAD 8015 Research Approaches (6 sem. cr.)
Educational leaders need to be well-informed about current developments in their fields of expertise. This course addresses the role of research in generating and testing theory, as well as in solving problems and making decisions. It emphasizes the importance of integrity in research and how to study human subjects responsibly and ethically. A variety of research approaches, research methodologies, and research designs are explored. The components of research design are examined, and students evaluate research for quality of design. Construction of questions for inquiry is explored.
EDAD 8021 Proseminar: Leading Communities of Practice (6 sem. cr.)
The second Proseminar expands the role of leadership from the classroom and school to the larger educational community. The course focuses on the development of knowledge, abilities, and dispositions necessary for the effective, participative, and productive leadership needed for sustainable education reform. Topics covered in this course include creating professional partnerships, participating in collegial study teams, facilitating professional development of other educators, and adeptly using collegial and collaborative processes such as coaching and mentoring teachers and other leaders. An additional focus is on the relationship between the school and community stakeholders. The second comprehensive paper probes learning, teaching, and leading as the educator acts to influence the educational community through professional discourse and analytical reflection on investigations into the roles and practices of effective, inquiry-oriented school leadership. Legal, business, and/or political perspectives implications of these educational issues are investigated.
EDAD 8025 Quantitative Research (6 sem. cr.)
This research course is designed to provide an understanding and working knowledge of key quantitative data collection and analysis concepts. It approaches statistics from a problem-solving perspective with emphasis on selecting appropriate statistical techniques for various research designs and on interpreting and reporting findings. The important outcome is that each doctoral student will have an understanding of quantitative data analysis and be competent in reading, discussing, and applying statistical concepts and data results from quantitative studies.
EDAD 8031 Proseminar: Leading for Social Change (6 sem. cr.)
Leaders reach out to a larger community to discourse, question, and learn about issues and forces affecting teaching and learning in national and international schools. The focus of this Proseminar is to expand the educational leader’s capacity for positive social change through reciprocal relationships with professional learning communities and initiatives related to quality education outcomes. Partnerships with community stakeholders, educational institutions, and other advocacy groups are studied in order to develop and refine the educator’s ability to advocate for productive education policy at the local, state, national, and/or international levels. The comprehensive paper focuses on inquiry related to educational issues affecting quality schooling practices for K–12 and adult learners. Legal, business, and/or political perspectives implications of these educational issues are investigated.
EDAD 8035 Qualitative Research (6 sem. cr.)
This course explores the constructs and processes used in qualitative research studies. It provides practice in formulating qualitative questions related to problems encountered by teachers, identifying appropriate qualitative methods, and selecting study participants. Students practice constructing data collection protocols for interviews and observations. Students practice document analysis and apply coding and classification techniques for organizing and interpreting data. Techniques for ensuring the trustworthiness of qualitative findings are also explored. The important outcome is that each doctoral student will have an understanding of qualitative data analysis and will be competent in reading, discussing and applying statistical concepts and data results from qualitative studies.
EDAD 8080 Doctoral Study Companion (non-credit — for 2 terms)
This doctoral study forum is designed to help students make the transition from building doctoral-level knowledge through Proseminars and residencies to developing their own terminal doctoral study projects. Students, assigned their mentors after semester 5, will work in this course space during semesters 6 and 7 with their committee members to formulate the plans that will eventually result in a formal doctoral study proposal and the final doctoral study, which is completed during EDAD 8090 Doctoral Study Intensive.
EDAD 8090 Doctoral Study Intensive (12 sem. cr.— 6 sem. cr. per term for 2 terms)
The doctoral study demonstrates a student’s scholarly talents to examine, critique, and synthesize knowledge so that new ideas can be tested; best practices identified, established, and verified; or theoretical or policy constructs evaluated and advanced. In all cases, the doctoral study is to be a rigorous, original inquiry that results in new knowledge, demonstrating its efficacy in the world of practice. The goal of the doctoral study is for the educational leader to conduct an investigation that focuses on learning, teaching, and leading within a designated community. Note: The final two semesters of the Ed.D. program are dedicated to the doctoral study. If the doctoral study is not approved by the end of the second semester, students stay enrolled in 8090 until formal approval is granted. Additional semesters needed for completion of the doctoral study do not earn credit.
