Walden’s Doctor of Education (Ed.D.) program is designed to improve your scholarship and research skills so you can improve student learning at the classroom and school levels, helping you change your world and the world of others.

Walden’s Doctor of Education (Ed.D.) is the degree of choice for educational professionals who wish to develop their skills as effective leaders and apply current theory and practices in a variety of educational settings. The specialized coursework inherent in the program is designed to prepare practitioners in academic positions including teachers, principals, superintendents, college instructors, and similar roles that call for strong decision-making and leadership skills. Students choose from nine relevant specializations to further define their focus.

The unique learning format offered by Walden combines the flexibility of online courses with a face-to-face residency which is held at a key learning interval during the program. Additionally, students benefit from the highly-collaborative online learning community in which educators from all parts of the world share their experiences.

Prospective students who wish to pursue their doctoral degree in Education but prefer to focus their careers on research-based applications, are encouraged to inquire about Walden’s Ph.D. in Education.

Find information about Walden programs and licensure requirements specific to your state.


Walden is home to more than 100 state teachers of the year.

Hear what they have to say about our Doctorate of Education Program:

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Find out more about our state teachers of the year.


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  • Curriculum

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Walden’s Doctor of Education program offers a variety of specializations to help you meet your personal and professional goals:

Walden University makes no representation or guarantee that successful completion of Walden's programs, or coursework for graduate credit within any graduate program, will permit a graduate to obtain state licensure or endorsement as a P–12 teacher or administrator.

Find out more about the Ed.D. program now.  Request Information

Administrator Leadership for Teaching and Learning

The Administrator Leadership for Teaching and Learning specialization is designed for administrators who want to increase their ability to influence and transform their educational organization.

This program incorporates a series of academic requirements, or milestones, designed to ensure that educators have acquired the necessary competencies and expertise to be more effective. At each milestone, progress within the program will be evaluated using assessments that align with national professional standards. Walden’s faculty will help students master core concepts and principles, while student support services can provide additional academic, advising, and technical assistance. Successful advancement beyond each milestone certifies that students have the knowledge, skills, and professional dispositions to make a positive impact in their classroom, school, and community.

The curriculum has been developed to focus on building a collaborative organization—a new and innovative model in administrator leadership. Graduates from this Ed.D. program will be able to integrate theory and practice to impact both their career and the lives of their students.

Completion Requirements

  • 54 minimum semester credits
    • Foundation course (6 sem. cr.)
    • Applied Research (6 sem. cr.)
    • Core Courses (24 sem. cr.)
    • Research in Practice (6 sem. cr.)
    • Doctoral study intensive (a minimum of 12 sem. cr.)
  • 1 face-to-face residency
  • ePortfolio

Time to completion varies by student, depending on individual progress. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

Curriculum

Adult Education

The Doctor of Education (Ed.D.) with a specialization in Adult Education leverages Walden’s more than 40 years of experience educating adults. Benefit from our experience and prepare to design, develop, and lead effective adult education programs in higher education institutions, corporations, workforce development settings, English for speakers of other languages (ESOL) programs, and other adult learning environments.

Through applied research and practical coursework, this adult education online degree program can help you develop the expertise you need to empower lifelong learners. You’ll examine key concepts in adult education theory, best practices for facilitating adult learning, and quantitative and qualitative methods for creating and assessing effective learning experiences for adults. This curriculum is uniquely designed to teach research skills within content-specific courses, allowing you to immediately apply knowledge to practice. Your final doctoral study project gives you the opportunity to focus on adult education in a particular community and advance your knowledge in this increasingly relevant profession.

Completion Requirements

  • 54 minimum semester credits
    • Foundation course (6 sem. cr.)
    • Applied Research (6 sem. cr.)
    • Core Courses (24 sem. cr.)
    • Research in Practice (6 sem. cr.)
    • Doctoral study intensive (a minimum of 12 sem. cr.)
  • 1 face-to-face residency
  • ePortfolio

Time to completion varies by student, depending on individual progress. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

Curriculum

College Teaching and Learning

The U.S. government is pushing for the graduation of 10 million more college students by 2020.* At the heart of achieving this goal is a demand for passionate and committed instructors. Designed for educators who strive to reach the highest level of scholarship, the new College Teaching and Learning specialization explores the art and science of teaching and learning at the postsecondary level. Learn practical strategies for motivating and engaging learners and how to apply them in a variety of disciplines and learning contexts, including face-to-face instruction and online environments. With a focus on the latest research-based methods, policies, and practices of today’s changing landscape of higher education, this Ed.D. specialization can prepare you for administrative and leadership positions in college settings.

Completion Requirements

  • 54 minimum semester credits
    • Foundation course (6 sem. cr.)
    • Applied Research (6 sem. cr.)
    • Core Courses (24 sem. cr.)
    • Research in Practice (6 sem. cr.)
    • Doctoral study intensive (a minimum of 12 sem. cr.)
  • 1 face-to-face residency
  • ePortfolio

Time to completion varies by student, depending on individual progress. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

Curriculum

*U.S. Department of Education, “Meeting President Obama’s 2020 College Completion Goal,” on the Internet at www.ed.gov/news/speeches/meeting-president-obamas-2020-college-completion-goal (viewed online November 22, 2011). National long-term projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

Career options may require additional experience, training, or other factors beyond the successful completion of this degree program.

Walden’s Ed.D. with a specialization in College Teaching and Learning focuses on the development of scholarly teaching knowledge and skills. It does not necessarily provide individuals with all of the course credits required to teach in a particular academic discipline; therefore, additional subject-specific graduate credits may be needed. Individuals are responsible for ensuring that they meet the credentialing requirements of the institution where they want to teach. Walden makes no representation or guarantee that completion of this coursework will permit an individual to teach at a higher education institution.

Curriculum, Instruction, and Assessment

This Doctor of Education (Ed.D.) specialization is designed for educators who want to drive innovation and change at the systemic level, including the district, regional, state, and federal levels. Through a blend of learning and organizational theory, you can develop expertise in the latest research and best practices in curriculum design, teacher professional development, and program assessment. You can learn the strategies you need to effect measurable change in K–12 schools. You can also acquire the critical-thinking and research skills needed to shape schools and school systems in order to meet the diverse needs of all students.

Completion Requirements

  • 54 minimum semester credits
    • Foundation course (6 sem. cr.)
    • Applied Research (6 sem. cr.)
    • Core Courses (24 sem. cr.)
    • Research in Practice (6 sem. cr.)
    • Doctoral study intensive (a minimum of 12 sem. cr.)
  • 1 face-to-face residency
  • ePortfolio

Time to completion varies by student, depending on individual progress. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

Curriculum

Early Childhood

The early childhood field brings together professionals, families, programs, and agencies that impact every aspect of children’s lives from prenatal development through age 8. The Doctor of Education (Ed.D.) with a specialization in Early Childhood prepares you to lead and advocate effectively within this dynamic landscape, fostering positive outcomes for young children and their families.

In this specialization, you will explore the complex family, cultural, social, and socioeconomic influences that affect child development and learning as well as the history, ethics, and interdisciplinary nature of the field. While examining the trends and issues that affect young children, you will explore in-depth topics including family dynamics, risk factors such as poverty and trauma, and the factors that support resilience. Through case studies, you’ll deepen your understanding of how public programs, funding, and policies impact children’s lives. By studying current national and international research in the field, you can develop a global perspective on child development as well as quality programs, practices, and policies. Through your doctoral study, you can pursue your own original research.

Completion Requirements

  • 54 minimum semester credits
    • Foundation course (6 sem. cr.)
    • Applied Research (6 sem. cr.)
    • Core Courses (24 sem. cr.)
    • Research in Practice (6 sem. cr.)
    • Doctoral study intensive (a minimum of 12 sem. cr.)
  • 1 face-to-face residency
  • ePortfolio

Time to completion varies by student, depending on individual progress. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

Curriculum

Higher Education Leadership

The Higher Education Leadership specialization is designed for administrators and managers at both two- and four-year colleges and universities and for professionals looking to enter or advance their careers in the higher education administration field. Develop the leadership skills and management principles that can prepare you to lead change across your institution. The leadership-focused curriculum, which is centered on student learning, was developed with input from recognized experts in higher education who have high-level experience in such areas as learning college framework, outcomes assessment, and research models for highly engaging and effective institutions.

This program incorporates a series of academic requirements, or milestones, designed to ensure that educators have acquired the necessary competencies and expertise to be more effective. At each milestone, progress within the program will be evaluated using assessments that align with national professional standards or overall learning outcomes established by the college. Walden’s faculty will help you master core concepts and principles, while student support services can provide additional academic, advising, and technical assistance. Successful advancement beyond each milestone helps to ensure that you have the knowledge and skills to make a positive impact in your professional field.

Completion Requirements

  • 54 minimum semester credits
    • Foundation course (6 sem. cr.)
    • Applied Research (6 sem. cr.)
    • Core Courses (24 sem. cr.)
    • Research in Practice (6 sem. cr.)
    • Doctoral study intensive (a minimum of 12 sem. cr.)
  • 1 face-to-face residency
  • ePortfolio

Time to completion varies by student, depending on individual progress. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

Curriculum

Reading and Literacy Leadership (Non-Licensure)

The Reading and Literacy Leadership specialization recognizes literacy as a driving force in effecting positive societal change. You’ll learn to lead literacy initiatives that engage educators within professional development programs and learning communities. You’ll be trained in strategies that can improve outcomes across the educational system—from classroom instruction to program design to policy development. This Ed.D. specialization explores sociopolitical, cultural, and economic influences on literacy; assessment and targeted instruction for diverse learners; changing definitions of literacy; best practices in literacy instruction; and program design and assessment.

Completion Requirements

  • 54 minimum semester credits
    • Foundations course (6 sem. cr.)
    • Applied Research (6 sem. cr.)
    • Core courses (24 sem. cr.)
    • Research in Practice (6 sem. cr.)
    • Doctoral study intensive (a minimum of 12 sem. cr.)
  • One face-to-face residency
  • ePortfolio

Time to completion may vary by student, depending on individual progress. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

Curriculum

Special Education (Non-Licensure)

With nearly 6 million students nationwide in need of special education, there is a strong need and growing demand for qualified educators to work with exceptional students.* The Doctor of Education (Ed.D.) with a specialization in Special Education can position you to advance in this growing field.

This specialization’s curriculum is aligned with the Council for Exceptional Children’s Advanced Role Content Standards and focuses on key issues in the field of special education, such as leadership and policy, program development and assessment, and ethical practice. This program can help you increase your effectiveness in your school or district by supporting the professional growth of educators in special education and can enable you to gain a comprehensive understanding of the critical trends and issues impacting special education today. Your learning experience culminates with a doctoral study project focused on a real-world issue in your school or organization.

This specialization can help you to:

  • Evaluate special education practices to enhance student learning.
  • Leverage the latest in neuroscience research findings and apply it to special education instruction.
  • Improve school- and district-wide assessment and intervention policies and practices.
  • Influence social policy related to students with special needs.
  • Assume a leadership position within an education setting, service agency, or local, state, or federal education department.

Completion Requirements

  • 60 minimum semester credits
    • Foundation course (6 sem. cr.)
    • Applied Research (6 sem. cr.)
    • Core Courses (30 sem. cr.)
    • Research in Practice (6 sem. cr.)
    • Doctoral study intensive (a minimum of 12 sem. cr.)
  • 1 face-to-face residency
  • ePortfolio

Time to completion varies by student, depending on individual progress. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

Curriculum

*The Rehabilitation Research and Training Center on Disability Demographics and Statistics, Annual Disability Statistics Compendium: 2012, on the Internet at http://disabilitycompendium.org/compendium-statistics/special-education (viewed online February 1, 2013).

Teacher Leadership

The Teacher Leadership specialization is designed for educators who want to continue teaching while assuming influential roles in their school and community. It focuses on the “educator as leader” and empowers experienced master educators to effect change and improve student learning.

This program incorporates a series of academic requirements, or milestones, designed to ensure students have acquired the necessary competencies and expertise to be a more effective educator. At each milestone, progress within the program will be evaluated using assessments that align with national professional standards. Walden’s faculty will help students master core concepts and principles, while student support services can provide additional academic, advising, and technical assistance. Successful advancement beyond each milestone certifies that students have the knowledge, skills, and professional dispositions to make a positive impact in their classroom, school, and community.

Completion Requirements

  • 54 minimum semester credits
    • Foundation course (6 sem. cr.)
    • Applied Research (6 sem. cr.)
    • Core Courses (24 sem. cr.)
    • Research in Practice (6 sem. cr.)
    • Doctoral study intensive (a minimum of 12 sem. cr.)
  • 1 face-to-face residency
  • ePortfolio

Time to completion varies by student, depending on individual progress. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

Curriculum

Walden University is approved by Minnesota to offer the Ed.S. in Educational Leadership and Administration program that leads to licensure as a P–12 principal in Minnesota. This is the only program offered by Walden that is state approved as leading to any P–12 administrative/leadership license (e.g., assistant principal, principal, teacher leader, superintendent).

Individuals completing a Walden University M.S. in Education degree with a specialization in Educational Leadership are eligible for principal certification in Texas. The nature of this collaboration offers eligibility for licensure in a limited number of states other than Texas, which currently may include California, Delaware, District of Columbia, Illinois, New Jersey, Nevada, and Virginia. Walden enrollment advisors can provide guidance on licensure issues; however, it remains the individual’s responsibility to understand and comply with all state licensure requirements. Walden makes no representation or guarantee that completion of Walden coursework or programs will permit an individual to obtain state licensure or endorsement. 

Prospective candidates from outside of Minnesota should review their own state’s requirements to ensure that completing a teacher or principal preparation program at Walden will meet eligibility requirements for similar licensure in their state.

Walden University makes no representation or guarantee that successful completion of Walden’s programs, or coursework for graduate credit within any graduate program, will permit a graduate to obtain state licensure or endorsement as a P–12 teacher or administrator.

Doctor of Education

Curriculum Component Requirements  Cost  Total* 
Tuition 54 total semester credit hours  $850 per semester hour $45,900
Books and Materials Estimated costs Included in tuition $0
Residency Fee One 3-day residency $820 (travel, lodging, and other expenses are additional) $820
Technology Fee  Per semester $160 $1,600
    Total $48,320

Doctor of Education (Special Education)

Curriculum Component Requirements  Cost  Total* 
Tuition 60 total semester credit hours  $850 per semester hour $51,000
Books and Materials Estimated costs Included in tuition $0
Residency Fee One 3-day residency $820 (travel, lodging, and other expenses are additional) $820
Technology Fee  Per semester $160 $1,760
    Total $53,580

*Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

*Tuition and fees are subject to change.

Tuition Savings Available

Call 1-866-492-5336 for information about a full range of options for Federal Financial Aid.

Walden’s Ed.D. program offers a number of outstanding attributes:


Walden Ed.D. Faculty Members excel at integrating their expertise into the classroom. Meet a few of our experts:

Steve Canipe

Stephen Canipe

Pamela Harrison

Pamela Harrison

Dr. James Miller

James Miller

Residencies

Face-to-face residencies in convenient locations throughout the year provide an important opportunity to:

  • Meet with faculty members.
  • Enhance your writing, research, and critical-thinking skills.
  • Share experiences and insights with students with similar interests.
  • Work directly with student support staff.

Focus: Preparing you to design and implement a doctoral study by introducing you to skills for success in the doctoral program.

Format: Face-to-face over three days, as part of Walden’s residencies. Series of large group colloquia and critical skills seminars.

Requirement: Students must fulfill one residency requirement. It is highly recommended and strongly encouraged that students fulfill this requirement during their first year in the program, either the first or second semesters. Students are required to complete their mandatory residency by the end of their second year.

See the locations and dates of residencies that are available to current students.

Residency Learning Outcomes

Ed.D. Residency (Required)

  1. Engage faculty and peers in discourse that contributes to the collective advancement of scholarship
  2. Conceptualize and design doctoral project studies that reflect doctoral-level thinking and have the potential to contribute to positive social change
  3. Articulate how to implement the program’s scope and sequence to meet the particular program’s requirements and expectations
  4. Demonstrate skills to communicate effectively and appropriately in a variety of professional and interpersonal contexts

Advanced Ed.D. Residency (Optional)

  1. Collaborate with faculty and peers to advance project study completion
  2. Apply appropriate research design to project study
  3. Critically review the Project Study proposal including results that follow from data collection and analysis
  4. Demonstrate the ability to effectively communicate with others in a variety of settings

For more information about how residencies enhance your academic experience, call 1-866-492-5336.

Ed.D. in Higher Education Leadership Experts

Robert Dickeson, Ph.D.

Dr. Dickeson served as president and CEO of Noel-Levitz Centers, Inc. and was co-founder and senior vice president of the Lumina Foundation for Education. A national leader in higher education, Dr. Dickeson has chaired blue-ribbon commissions and served as an officer for 80 corporate, government, foundation, or public affairs organizations. He also was the Colorado commissioner to the Education Commission of the States. The author of more than 175 publications on higher education leadership and policy and public administration, Dr. Dickeson led the national initiative on college costs, based on his monograph published by the Lumina Foundation, Collision Course: Rising College Costs Threaten America’s Future and Require Shared Solutions. His book Prioritizing Academic Programs and Services is based on his extensive consulting experiences in higher education and the corporate sector. In 2006, he served as senior policy advisor to the Spellings Commission on the Future of Higher Education. Dr. Dickeson received his Ph.D. in Political Science from the University of Missouri.

Terry O’Banion, Ph.D.

Dr. O’Banion served as president of the League for Innovation in the Community College for more than two decades. During his tenure, the league’s membership grew to 650 colleges, and the league became recognized as one of the most dynamic organizations in the community college world. He currently serves as senior fellow and director of The Nature of Innovation in the Community College research project funded by the MetLife Foundation. A respected author, O’Banion has written 12 books and 135 articles on the community college, including A Learning College for the 21st Century, first published in 1997 and now in its fourth printing. He has been a consultant for more than 800 community colleges in the United States and Canada and is one of the nation’s leading experts on the learning college.

Maria Puzziferro, Ph.D.

A widely published author and workshop leader on distance learning, Dr. Puzziferro is the president and provost at Rocky Mountain College of Art + Design. She previously served as the dean of instructional development and student success at Colorado State University-Global Campus and dean of the Virtual College at Florida Community College at Jacksonville. She received her Ph.D. in Administration, Leadership, and Technology from New York University and holds several professional certificates in distance learning technologies.

John Tagg

Tagg is a professor of English at Palomar College in San Marcos, Calif. He is the co-author of a very influential article about higher education, “From Teaching to Learning: A New Paradigm for Undergraduate Education,” which was published in Change magazine in 1995. Most recently, he has conducted workshops and made presentations at colleges and universities on organizational transformation and the learning paradigm, which is the subject of his book The Learning Paradigm College.

Running for Boston

Faye Britt crossing the finish line at the 2013 Boston Marathon

See how one Walden Doctoral student did something positive in
the face of the Boston Marathon tragedies.

 

One Degree. Many Careers.Walden’s Ed.D. programs are designed for educators who want to continue their practice while assuming influential roles in their schools and communities. The programs are built upon five critical components: teaching and lifelong learning, research and reflective analytical thought, leadership and communication, diversity, and collaborative social change. These critical components are the basis for the programs’ learning outcomes, as students develop expertise in various areas, promoting equity and excellence.

To review the learning outcomes for a specific specialization, simply choose and area of interest from the list below:

Administrator Leadership for Teaching and Learning Specialization

Graduates of this program will be prepared to:

  1. Demonstrate knowledge of the current literature and trends in education.
  2. Demonstrate the reflective teaching and learning skills needed by a professional in the field of education.
  3. Evaluate, synthesize, and interpret educational research.
  4. Utilize effective communication skills in presenting academic research so as to elicit social change.
  5. Demonstrate leadership via effective communication and use of technology.
  6. Demonstrate leadership through effective communication about educational issues/topics to popular audiences in written work, speech, and through technology.
  7. Show awareness of global interrelationships and affirm diversity in their own work about teaching and learning.
  8. Be familiar with scholarship in the field of education that is sensitive to global interrelationships and affirms diversity.
  9. Collaborate with a range of stakeholders in education and/or learning organizations in order to effect positive social change.
  10. Demonstrate an active commitment to social change.

Adult Education Specialization

Graduates of this program will be prepared to:

  1. Apply knowledge related to the current research-based literature and trends in adult learning.
  2. Demonstrate the reflective teaching and learning skills needed by a professional in adult learning.
  3. Provide evidence of knowledge and skills necessary to evaluate, synthesize, and interpret educational research.
  4. Independently conduct, evaluate, and apply research in making, implementing, and evaluating educational decisions.
  5. Exhibit the ability to provide leadership via effective communication and use of technology.
  6. Articulate the impact of global interrelationships and affirm diversity in your own work in adult learning.
  7. Apply collaborative skills with a range of stakeholders in adult learning organizations in order to effect positive social change.
  8. Demonstrate the ability to impact social change in adult education.

Ed.D. student Nina Wells has put her knowledge to good use, helping high school dropouts find their way:

College Teaching and Learning Specialization

Graduates of this program will be prepared to:

  1. Create effective learning environments using research-based teaching strategies that engage and support diverse learners.
  2. Design course plans, curricula, and learning activities that enable diverse learners to meet desired learning goals.
  3. Apply the skills needed to assess and provide feedback on learner performance in ways that support learning and development.
  4. Articulate the process for development of a continuous improvement plan to impact teaching through scholarly inquiry and reflection.
  5. Independently conduct, evaluate, and apply research in making, implementing, and evaluating educational decisions.
  6. Demonstrate the ability to use appropriate technologies to support learning in a variety of educational contexts.
  7. Create effective learning environments using research-based teaching strategies that engage and support diverse learners.
  8. Design course plans, curricula, and learning activities that enable diverse learners to meet desired learning goals.
  9. Collaborate within and across departments and institutions to promote individual and societal advancement in a global context.

Curriculum Instruction and Assessment

Graduates of this program will be prepared to:

  1. Facilitate the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community.
  2. Promote a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.
  3. Manage the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.
  4. Collaborate with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
  5. Act with integrity, fairly, and in an ethical manner.
  6. Understand, respond to, and influence the larger political, social, economic, legal, and cultural context.

See how Ed.D. student Mia Ariela Allen put her knowledge to use helping young refugee students:

Early Childhood

Graduates of this program will be prepared to:

  1. Document the use of research-based knowledge and skills in the areas of child development and/or teaching and learning to evaluate current practices and programs.
  2. Assess the role of sociocultural contexts, diversity, and human relationships in influencing the development of young children.
  3. Develop graduate-level scholarly skills (use of resources, scholarly writing, and critical thinking).
  4. Critically evaluate existing research in areas related to the early childhood field such as areas of child development or early childhood education.
  5. Apply self-reflection to evaluate and ensure professional growth as advocates and leaders who promote positive social change in the field of early childhood.
  6. Evaluate existing systems of early care, education, and work to improve outcomes for young children and their families.
  7. Demonstrate abilities as skillful leaders, managers of change, relationship-builders, and collaborators with family members, colleagues, and agencies related to the field of early childhood to promote positive short- and long-term outcomes for young children and families and positive social change.
  8. Demonstrate the appropriate use of research methods through the process of producing a research project.

Higher Education Leadership Specialization

Graduates of this program will be prepared to:

  1. Employ leadership and management strategies that drive and sustain a diverse learning organization.
  2. Independently conduct, evaluate, and apply research in making and implementing strategic decisions.
  3. Create entrepreneurial and innovative solutions that anticipate and address real-world problems.
  4. Proactively collaborate, negotiate, and advocate in ways that honor the needs and interests of all stakeholders.
  5. Find, deploy, allocate, and manage resources to achieve learning-centered priorities in an ethical, legally compliant, and fiscally responsible manner.
  6. Collaborate within and across organizations to promote individual and societal advancement in a global context.

Reading and Literacy Leadership Specialization

Graduates of this program will be prepared to:

  1. Analyze the components of literacy in the 21st century including influences from the socio-political landscape, social media, technological innovations, and influences from Common Core standards.
  2. Develop graduate level scholarly skills (use of resources, scholarly writing, and critical thinking).
  3. Demonstrate the ability to develop a plan to gain stakeholder support for improvement of literacy programming at the systematic level by drawing on professional standards as well as leadership and change theories.
  4. Critically evaluate existing research studies in the area of reading and literacy.
  5. Analyze the challenges diverse learners face and the systems that enable these learners to achieve literacy success.
  6. Demonstrate the ability to make appropriate literacy programming decisions based on information about literacy assessments used at the national, state, and local levels.
  7. Demonstrate the appropriate use of research methods through the process of producing a research project.
  8. Demonstrate the skills necessary to develop a literacy environment that enhances student learning and supports professional development for teachers.
  9. Integrate concepts of positive social change in leadership, assessment, professional development, literacy curriculum, and literacy instruction activities.

Special Education Specialization

Graduates of this program will be prepared to:

  1. Demonstrate mastery of key concepts through scholarly writing and project completion, for legal and ethical policy that supports high quality education for individuals with exceptional learning needs.
  2. Demonstrate mastery of key concepts through scholarly writing and project completion, to serve in a leadership capacity by creating procedures that respect all individuals and positive and productive work environments.
  3. Demonstrate mastery of key concepts through scholarly writing and project completion, for the use of evidence-based practices for instructional programs at the school and system levels.
  4. Demonstrate mastery of key concepts through scholarly writing and project completion, and the use of educational research to improve instructional and intervention techniques and materials.
  5. Demonstrate the importance of an environment that supports instructional improvement by engaging in and developing a scholarly response to a local educational problem in a doctoral project study informed by a critical review of related, relevant research and theoretical frameworks, data collection and analysis, and resulting in a project or product that will ameliorate the problem.
  6. Demonstrate mastery of key concepts through scholarly writing and project completion, of the legal rights of students, families, and personnel.
  7. Plan, present, and evaluate professional development that focuses on effective practice, including expertise to support student access to learning through effective teaching strategies, curriculum standards, and assistive technology.
  8. Demonstrate mastery of key concepts, through scholarly writing and project completion, the importance of collaboration in special education, and the integration of services for individuals with exceptionalities.

Teacher Leadership Specialization

Graduates of this program will be prepared to:

  1. Demonstrate knowledge of the current literature and trends in education.
  2. Demonstrate the reflective teaching and learning skills needed by a professional in the field of education.
  3. Utilize effective communication skills in presenting academic research so as to elicit social change.
  4. Identify and propose a solution to educational problem(s). (designing/developing research)
  5. Demonstrate leadership via effective communication and use of technology.
  6. Demonstrate leadership through effective communication about educational issues/topics to popular audiences in written work, speech, and through using technology.
  7. Utilize effective communication skills in presenting academic research so as to elicit social change.
  8. Show awareness of global interrelationships and affirm diversity in their own work about teaching and learning.
  9. Be familiar with scholarship in the field of education that is sensitive to global interrelationships and affirms diversity.
  10. Collaborate with a range of stakeholders in education and/or learning organizations in order to effect positive social change.
  11. Demonstrate active commitment to social change.

For assistance in deciding which online specialization fits your goals, request information or speak with an enrollment advisor by calling 1-866-492-5336. A list of international toll-free phone numbers is available for students outside the United States.