Graduate Program Coordinator:
Dr. Ann Hilliard
The doctoral program is designed to prepare leaders who, as facilitators of learning, become change agents in the cultural, economic, social, and educational environments of society. The mission of the doctoral program in Educational Leadership is to develop leaders who have the vision and skills to move the American educational system to prominence in the establishment of schools for the twenty-first century. Program goals and objectives are accomplished through innovative partnerships that create a consortium of learners that includes the candidate, University faculty, practicing educational administrators, and community leaders.
The doctoral program requires a minimum of 60 semester hours, including 48 hours of coursework, six hours of internship, and a minimum of six hours in dissertation research. As part of the course of study, candidates develop a concentration in an area supportive of the candidate’s research and career interests and goals. Students must successfully pass the Comprehensive Examination as a precondition to Advancement to Candidacy. All candidates must successfully complete and defend a dissertation.
Program Goals and Objectives
Program objectives are consistent with the Interstate School Leaders Licensure Consortium Standards. Thus, the doctoral program in Educational Leadership provides candidates with the skills, knowledge and understanding to:
- Promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community;
- Promote the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth;
- Promote the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment;
- Promote the success of all students by collaborating with families and community members, responding to diverse community interest and needs, and mobilizing community resources;
- Promote the success of all students by acting with integrity, fairness, and in an ethical manner; and,
- Promote the success of all students by understanding, responding to, and influencing the social, economic, legal and cultural context of American schools.
The goals of the doctoral program address the following endeavors:
- Implement efforts to identify and recruit into the doctoral program representatives from groups currently under-represented in school leadership positions;
- Promote the acquisition of knowledge and skills by program candidates necessary to successfully interact with students from diverse populations;
- Ensure program candidates possess the skills to assess and interpret community values, aspirations, and to recognize the social, political, and cultural context of schooling;
- Ensure program candidates are able to articulate a well conceptualized and educationally defensible position on such issues as educational equity, equal opportunity, access, and the moral and ethical dimensions of schools;
- Attract program faculty who understand the importance of maintaining collaborative relationships with practicing school administrators as a means to ensure program objectives, content, and instructional activities are germane and attentive to the highest priority of current and future school leaders;
- Develop and sustain a program curriculum and other instructional activities designed to assure candidates acquire the knowledge and managerial leadership skills required of school leaders of senior status; and,
- Promote efforts among faculty and other educational leaders associated with the program to stay abreast of current research, theory, trends, and issues relevant to school leadership.
Admission to the Doctoral Program
Application to the doctoral program in Educational Leadership requires evidence of the following:
- A master’s degree in school administration or a closely related field;
- At least three years of recent successful administrative experience in an elementary or secondary school setting;
- A satisfactory score on the Millers Analogy Test or the Graduate Record Examination. Scores must be less than five years old;
- At least three professional recommendations from persons who can attest to the applicant’s work experience; and,
- An overall GPA of 3.5 (4.00 scale) on previous graduate studies.
In addition, applicants must:
- Submit a completed doctoral program application form with a nonrefundable application fee;
- Submit one official transcript from each higher education institution attended. Only sealed transcripts received directly from the college or university are considered official;
- Submit a letter of application addressing in detail the applicant’s interest in the doctoral program, prior administrative experience, and aspirations as an educational administrator; and,
- Submit a current vita of career experiences.
Application materials are available from the Department of Educational Studies and Leadership or from the Office of Graduate Admission.