The future of education presents an unprecedented opportunity to shape systems that better serve individuals, communities, and society at large. To seize these opportunities, leaders must not only imagine the future but also guide others through the complex, adaptive changes required to realize new visions. This course is designed to equip future leaders with tools for self-reflection and growth, enabling them to understand their own reactions during change, manage both personal and adaptive challenges, and develop the self-awareness and resilience necessary to lead transformational efforts. As a core course for all leadership specializations, it introduces foundational intrapersonal theories and models, offering a critical framework for leading change effectively.

In today’s dynamic educational landscape, strategic thinking is a critical competency for leaders who must navigate uncertainty, drive innovation, and guide their schools or organizations toward a future characterized by excellence and equity. This course delves into the foundational principles of strategic thinking, equipping educational and organizational leaders with the skills needed to confront complex challenges and plan for sustainable growth. Through an in-depth analysis of current issues, emerging trends, and future workforce demands, participants will develop the ability to lead innovative, adaptive changes within complex systems and craft key solutions to problems with change. Key skill development will include leveraging data for strategic decision-making, forming impactful partnerships, and fostering a culture of forward-thinking leadership. The course also emphasizes personal leadership development, helping leaders continue to enhance their emotional intelligence. Participants will explore strategies for understanding others during times of change and fostering collaboration.

This course examines the crucial link between current social change issues and their impact on educational practices. Participants will evaluate relevant research, critically assess existing teaching and learning practices for their potential to promote positive social change, and apply research-based strategies to develop inclusive, equitable, and socially just educational practices. The course also explores how current teaching, assessment, and curriculum practices affect learners from diverse backgrounds, equipping educators to create more supportive and equitable learning environments.

This course equips K–12 educators and leaders with the skills to examine technology’s use in education. Doctoral students will learn how to best design and implement technology-enhanced learning experiences. Emphasizing Universal Design for Learning (UDL) principles, students will explore adaptive, assistive, and collaborative technologies to personalize learning and improve student outcomes. Aligned with ISTE Educator Standards, the course focuses on data-driven decision-making, using technology for formative and summative assessment, and fostering digital literacy to address diverse learner needs.

This course focuses on the completion and refinement of the Evidence-Based Practice Capstone Project, encompassing Sections 1-4 with the necessary appendices. The Evidence-Based Practice Capstone Project represents the culminating activity in the degree program demonstrating students’ development as cutting-edge, evidence-based practice scholar-practitioners. Students will ensure the quality of their capstone project document by confirming originality through a Turnitin report, meticulously documenting sources in a reference section, assessing scholarly writing quality using Grammarly, and acknowledging any appropriate use of Generative Artificial Intelligence (GAI). Students will present their capstone project to a peer group for feedback. Finally, students will select and prepare to complete one of the following Project Application Deliverables: A Practice Improvement Plan, a Grant Application Proposal, an Article Manuscript, or a Practitioner Presentation to Stakeholders.