Chairperson: Joseph Engler, Ph.D.
The Department of Educational Leadership and Administration bases its graduate degree programs on the premise that leaders facilitate change first by examining themselves and understanding their context. We believe educational settings are transformed when educators engage in inquiry together, informed by their community and by evidence.
This department offers a Master’s degree program (with or without Principal Certification option), one doctoral program, and a Principal Certification (standalone) program:
- Master of Education in Educational Leadership (with or without Principal Certification option)
- Doctor of Education in Educational Leadership
- Principal Certification (standalone)
Admissions
- Students applying to 91³Ô¹ÏÍø University must submit 91³Ô¹ÏÍø’s Graduate Application, which can be accessed online at
- Along with the application for graduate study, each program at 91³Ô¹ÏÍø has distinct admission requirements. Please refer to the table below to view that detailed information.
|
Program Name |
How To Apply Link |
| Doctor of Educational Leadership (EdD) | /school-of-education/graduate/doctor-of-educational-leadership/how-to-apply |
| M.Ed. in Educational Leadership (Online) | /school-of-education/graduate/m-ed-in-educational-leadership---online/how-to-apply |
| M.Ed in Educational Leadership with Principal Certification (Online) | /school-of-education/graduate/m-ed-in-educational-leadership-principal-cert/how-to-apply |
| Principal Certification | /school-of-education/certifications-endorsements/principal-certification/admissions-requirements |
Prerequisite
A Bachelor’s degree from an accredited college or university is required and a minimum of three (3) years of teaching experience is preferred.
Master of Education in Educational Leadership
The Department of Educational Leadership and Administration offers a 30-credit online program which strives to develop reflective, educational leaders who are committed to a spirit of inquiry and social justice and who guide their communities toward a rich, equitable, and comprehensive education for all students.
The program is designed for practicing educators who aspire to become more effective formal and informal leaders in the K-12 environment. An educational leader’s key task is to foster learning for everyone in that environment.
The 30-credit program consists of 11 courses delivered across four consecutive semesters. The 11 courses in this program are designed to help educators develop the knowledge and skills that will help them create a school environment in which everyone can realize their potential.
This online master’s program is, at heart, a community of learners. To enhance this community of learners, this program is designed as a cohort model. Members of the cohort begin the program with online courses that are mostly asynchronous. The online coursework is enhanced by personal one-to-one support via a learning management system, e-mail, telephone, and teleconferencing throughout the program. During the summer, the cohort will meet together for synchronous sessions for a week.
Master of Education in Educational Leadership
Program Outline: 30 credits
| EDLA 618 Professional Literature Review | 3 credits |
| EDLA 626 Cultural Competence Development | 3 credits |
| EDLA 628 Educational Leadership and Inquiry | 3 credits |
| EDLA 633 Educational Leadership and Organizations | 3 credits |
| EDLA 638 Educational Leadership: Change, Management, and Supervision |
3 credits |
| EDLA 641 Educational Leadership and Community | 3 credits |
| EDLA 653 Educational Leadership: Curriculum, Instruction, and Assessment | 3 credits |
| EDLA 688 Evidence-Informed Decision Making | 3 credits |
| EDLA 689 Professional Seminar | 3 credits |
| EDLA 698 Research and Data Analysis | 3 credits |
| EDLA 699 Comprehensive Oral Exam | 0 credits |
Master of Education in Educational Leadership with Principal or Program Administrative Certification is designed for those individuals that wish to complete their master's degree with certification in the State of Washington.
| EDLA 612 Leadership Role Seminar (fall) | 3 credits |
| EDLA 613 Leadership Role Seminar (spring) | 3 credits |
| EDLA 620 Certification Internship (fall) | 3 credits |
| EDLA 630 Certification Internship (spring) |
3 credits |
Principal Certification (Standalone)
The Department of Educational Leadership and Administration understands that school leaders face many challenges, including legislated learning, under-funded programs, and the demands of a global economy, and increasing pressures for school reform, assessment, and accountability. School leadership programs begin with the assumption that school leaders do more than provide effective supervision. Today’s school leaders also work with peers, administrators, and parents to achieve school, district, and state goals. Research on school leadership indicates that student achievement is heavily influenced by the ethos of the school. An effective school ethos is characterized by faculty collegiality, collaboration, and a sense of community in which leaders demonstrate the courage to address tough issues, the commitment and care to improve conditions for everyone in the community, and the individual, personal and technical competence to be effective.
Prerequisites
A Master’s Degree from an accredited institution, a valid teaching or ESA certificate, currently employed in a K-12 setting in the state of Washington, and a minimum of (three) 3 years of K-12 experience.
The Principal Certification Program consists of 12 credits
Program Outline:
| EDPC 912 Leadership Role Seminar (fall) | 3 credits |
| EDPC 920 Certification Internship (fall) | 3 credits |
| EDPC 913 Leadership Role Seminar (spring) | 3 credits |
| EDPC 930 Certification Internship (spring) | 3 credits |
Doctor of Education in Educational Leadership (EdD)
The Doctor of Education in Educational Leadership is a cohort-based program that consists of 51 credits distributed across 7 semesters: three summer semesters and two academic years. This hybrid program will enable candidates to continue working in their professions as they complete their doctoral studies. Summer courses are delivered in traditional face-to-face instruction in Spokane; courses during the two academic years are delivered online.
Through the program, candidates will develop a five-chapter capstone that will be focused on identifying and dealing with a problem of practice on a scholarly and practical basis. For the capstone projects, candidates will engage in scholarly inquiry to effectively leverage data in order to deal with a self-identified problem of professional practice. The capstone project is an evidence- based contribution to the problem of practice. Our short-hand term for the evidence- based contribution to the problem of practice is what we call “the deliverable.” The purpose of the deliverable is to make a positive system-wide impact on your problem of practice in your professional setting. The evidence-based contribution to the problem of practice can be developed and presented in whatever format you and the EdD faculty agree makes the most sense for your specific purpose and audience. Your work on your 5-chapter capstone, and your deliverable, will be supported by coursework and regular contact with doctoral advisors as well as communication with experts, practitioners, community members, and other stakeholders in the field. The program culminates with a presentation of the capstone project and a synthesis of the candidate’s work throughout the program.
Non-Matriculation
Due to the nature of the cohort model, the EdD program does not accept students on a non-matriculated basis.
The Doctor of Education in Educational Leadership
Prerequisites
A master’s degree from an accredited college or university is required, with a minimum 3.0 GPA on a 4.0 scale.
At least five (5) years of professional experience in the pre-K-12 school (or closely related) environment.
Program Outline: 51 credits
| EDLD 700 Introduction to the Problem of Practice |
3 credits |
| EDLD 701 Framework for Effective Leadership in Education | 3 credits |
| EDLD 702 Culture and Identity | 3 credits |
| EDLD 703 Research for Evidence based Practice | 3 credits |
| EDLD 704 Methods and Instruments for Data Collection | 3 credits |
| EDLD 705A Review of Literature on Problem of Practice | 3 credits |
| EDLD 705B Problem of Practice I | 1 credit |
| EDLD 707A Action Plan for Problem of Practice | 3 credits |
| EDLD 707B Lab: Problem of Practice II | 1 credit |
| EDLD 708 School Improvement: People, Data, Processes | 3 credits |
| EDLD 709 Ethics: A Higher Standard of Leadership | 3 credits |
| EDLD 710 Data Analysis for Problem of Practice | 3 credits |
| EDLD 711 Building Capacity: Continuous Improvement | 3 credits |
| EDLD 712A Evidence-based Contribution for Problem of Practice | 3 credits |
| EDLD 712B Lab: Problem of Practice III | 1 credit |
| EDLD 713 System-wide Curriculum and Assessment | 3 credits |
| EDLD 714 Capstone Completion | 3 credits |
| EDLD 715 Organizational Systems Analysis | 3 credits |
| EDLD 799 Doctoral Conference and Oral Exam | 3 credits |
The internship is planned for candidates contemplating a calling to central office administration. This two semester course field experience places the candidate-administrator in a firsthand work experience in which academic knowledge can be applied in the educational setting. The candidate's experience is aligned to Washington State Program Administrator Certification requirements.
This course is designed for experienced teachers. The course involves both in-class and field-based learning.
Equivalent:
EDLA 501 - OK if taken since Fall 2018
This course is delivered through a series of five seminars during the candidates' internship year. Attendance of each seminar in the specific sequence is mandatory. Seminar topics include budget allocation and distribution, staffing, ASB funds, special education law, personnel, public relations and the job search process.
The internship is planned for candidates contemplating a calling to central office administration. This two semester course field experience places the candidate administrator in a firsthand work experience in which academic knowledge can be applied in the educational setting. The candidate's experience is aligned to Washington State Program Administrator Certification requirements.
This is an individualized study designed by the student in consultation with the professor. It requires self-directed learning in a selected area of interest; the professor serves as resource.
This course is designed to explore the NELPs standards required by Washington State for principal certificate candidates. Topics include budget allocation and distribution, staffing, ASB funds, special education law, personnel, diversity, equity and inclusion, professional standards and ethics, and instructional leadership, Fall.
This course is designed to show compentence in applying the NELP standards through a problem of practice Spring.
This course will guide candidates through the first steps in the process of evidence-informed decision making. Candidates will learn how to articulate a topic that is specific to their problem of professional practice, access research-based literature specific to the problem of practice that guides their action research project, analyze and critique the relevant literature, marshal the relevant literature into a coherent whole, learn and practice skills in graduate level writing, and then write a professional review of the literature according to APA and Departmental guidelines.
The internship a field experience and places the candidate-administrator in a firsthand experience in which academic knowledge can be applied to the educational setting. The candidate's experience is aligned to Washington State principal certification requirements. Fall
This course addresses the interdependency of family, school and community as they impact the school-aged child. Risk factors are addressed, as well as protective factors that can support family, school, and community in fostering resiliency in children.
Equivalent:
EDAC 623 - Successful completion
This course offers teachers the opportunity to learn communication and counseling skills that can be used within the instructional settings. Supportive classroom management techniques that result in logical consequences and assist the child in accepting responsibility for behavior are addressed. This course focuses on a multitude of methods and modalities in order to address various learning styles to reduce non-academic stressors.
Equivalent:
EDAC 625 - Successful completion
Candidates will examine issues concerning accepting, respecting, appreciating, and accommodating all members of society who are entitled to enjoy the benefits of education, regardless of their race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, sexual orientation, religious perspective, or ability level. Candidates will explore diversity, equity and inclusion from a local and global perspective.
Equivalent:
EDAC 626 - Successful completion
This introductory course addresses the metacognitive aspects of the teacher as person and counseling skill development for classroom teacher use. Areas of emphasis will include self-awareness, awareness of impact on others, recognizing and attending to different learning styles and personality types, maintaining healthy relationships with others, and creating a vision for the future. It will focus on personal and academic growth.
Equivalent:
EDAC 627 - Successful completion
This course creates opportunity for personal reflection on one’s role as a leader in the classroom and the broader educational culture. Because schools are centers of inquiry, candidates will develop the capacities to lead a process of evidence-informed decision-making. Candidates will examine leadership theory, practice, and the skills associated with professional inquiry.
Equivalent:
EDLA 525 - OK if taken since Fall 2017
The internship is a field experience and places the candidate-administrator in a firsthand experience in which academic knowledge can be applied to the educational setting. The candidate's experience is aligned to Washington State Principal Certification requirements. Spring
This course is designed to enhance candidates’ understanding of organizations and to build their capacity as leaders with and without authority to help their organization achieve its goals. Candidates will apply leadership theories in an analysis of their problem of practice.
Equivalent:
EDAC 633 - Successful completion
This course explores the role of the building administrator. It examines the nature of school leadership in today’s schools; core values and beliefs; and the relationships of the principal with students, teachers, parents, and the community.
Equivalent:
EDAC 635 - Successful completion
This course is designed to provide an overview of the school leader's role in developing a shared vision, mission, and set of core values for continuous school improvement. Candidates will study fundamental leadership and management principles and skills to explore methods of effective school operations such as financial, human resources, and technology. Candidates will also study and describe the processes and practices of effective school supervision and evaluation methods embedded in trust and professional growth.
The purpose of this course is to advance candidates understanding of school and community relationships by applying and promoting a culture of learning that is respectful of all stakeholders. This course will address the significant aspects of developing school and community partnerships that create supports for the academic, social, and emotional needs of students.
Equivalent:
EDAC 641 - Successful completion
This course provides the professional teacher with an understanding of the concepts of adult learning and development and an awareness of some of the components, processes, and techniques of staff development programs. The focus is on the underlying theme of staff development programs that the professional teacher perceives learning and the acquisition of new competencies as a life-long process.
Equivalent:
EDAC 646 - Successful completion
This course is designed to identify for teachers, principals and curriculum developers a range of teaching models and instructional approaches for creating learning environments. The course provides a systematic exploration of interactions among educational objectives, pedagogical strategies, curricular designs, social and psychological theory. The course emphasizes the wide range of options teachers may adopt and adapt to their unique teaching situation.
The course assists students in developing a basic repertoire of teaching models through analysis of the underlying theoretical structures, principles and procedures of four different groups of approaches to teaching. Students will have the opportunity to participate in the "coaching" process designed to assist with the acquisition of new teaching behaviors.
Equivalent:
EDLA 546 - OK if taken since Fall 2018
This course focuses on the skills of promoting effective cooperation between community and school. It also includes discussion of communication strategies, team building, and meeting patron need. Prerequisite: Postgraduate standing or permission. (Canada only)
Equivalent:
EDAC 648 - Successful completion
This is a field-based experience for practicing teachers. The focus is on the development and documentation of growth standards from research on teaching. Teachers use peer coaching, effective schools research, climate expectations, and goal setting strategies. Some application of specific models, social styles, and positive growth strategies may be involved.
Equivalent:
EDLA 597 - OK if taken since Fall 2018
This course is designed to support the position that the primary purpose of supervision is to provide the means for teachers and supervisors to increase their understanding of the teaching-learning process through collaborative inquiry that can increase classroom effectiveness and student learning. The primary assumption on which this course rests is given a democratic setting; all teachers have the potential for growth and are capable of making appropriate instructional decisions based on relevant classroom data. Teachers are perceived as active constructors of their own knowledge about learning and teaching and supervision is viewed as a collaborative means in creating this knowledge. The emphasis is on multiple methods of collecting objective data during instruction that can be used to make inferences and interpretations regarding the effectiveness of the teaching process.
Equivalent:
EDAC 651 - Successful completion
This course addresses how formal and informal leaders can promote alignment between curricular design, pedagogical decision, and assessment methods while attending to historical, ideological, and political contexts. Emphasis will be placed on promoting equity and access to learning through classroom-based diagnosis of student needs and student involvement, and through school-based tiers of support.
This course presents a thorough overview of the economics and financing of education. This course also presents, and prepares participants for using, standard budgeting procedures for managing schools and school systems.
Equivalent:
EDAC 662 - Successful completion
The course is designed for graduate students in education without prior formal training in school law, but who have experience working in schools. Through multiple activities students are expected to be able to identify legal issues which may arise in their jobs in school, be familiar with the legal rules which govern these issues, and be able to make an educated guess about how a court might apply these legal standards to their situation.
This course is designed to help candidates extend their expertise in applied educational measurement at the classroom, building, district, state, provincial, and national levels. The philosophical, cultural, ethical, and political issues surrounding assessment and evaluation will be examined from the perspectives of classroom practitioners and school leaders. Candidates will also focus on involving students in a variety of rigorous assessment methods to promote a fair, supportive, and reciprocal learning environment.
Equivalent:
EDLA 565 - OK if taken since Fall 2018
This course consists of one module that can be taken in either the fall or spring semesters. The module topic addresses planning for school change. The course is designed for those candidates that already hold a master's degree in the field of education and is primarily developed for those individuals that have a Principal or Program Administrator Certification.
This course consists of one module that can be taken in either the fall or spring semesters. The module topic addresses Leadership and Building Capacity in others. The course is designed for those candidates that already hold a master's degree in the field of education and is primarily developed for those individuals that have a Principal or Program Administrator Certification.
Topic to be determined by instructor.
In this course, candidates will create an action plan specific to their problem of professional practice. This action plan will apply leadership practices to promote school growth by addressing systems change. Strategies that enhance educators' collaborative school improvement processes will be explored.
In this course, candidates will demonstrate the integration of the knowledge and skills gained throughout the program. They will also articulate their translation of theory into continuous improvement of professional practice.
Equivalent:
EDAC 689 - Successful completion
This is an individualized study based on readings approved by professor. Student develops a selected bibliography.
Equivalent:
EDAC 690 - Successful completion
This is an individualized study designed by the student in consultation with the professor. It requires self-directed learning in a selected area of interest; the professor serves as resource.
Equivalent:
EDAC 692 - Successful completion
This is an individualized and project-based study, which results in a practical application of educational theory. The project or written report of project is submitted to the professor for evaluation.
Equivalent:
EDAC 694 - Successful completion
This is a planned series of field experiences in settings related to education, junior colleges, court services, social agencies, etc.
Equivalent:
EDAC 695 - Successful completion
This course will address research processes and systemic-wide data collection. Emphasis will be placed on critically evaluating educational research and on analyzing data as a way to mobilize action steps towards improved student learning or school environments. Data from a variety of sources will be summarized in graphs, tables, and oral or written narrative.
Equivalent:
EDAC 698 - Successful completion
This is a research project for a master's degree.
An analysis of basic elements of research proposal design.
The Oral Exam is the opportunity to demonstrate your knowledge acquisition, your ability to use knowledge to solve problems, and a chance to focus on yourself as a leader: how you believe you have grown—in response to each program outcome or goal. Review your work from the program that you think provides evidence of meeting the program outcomes and come prepared to discuss what you have done to meet these outcomes. You may bring notes or evidence that support your self-assessment. Bring a hard copy of the Oral Exam Reflection and email a copy to your advisor in advance of the Oral Exam. (Note: One project/assignment/experience may provide evidence for several of the outcomes or goals).
Equivalent:
EDAC 699 - Successful completion
This course consists of one module that can be taken in either the Fall or Spring semesters. The module topic addresses planning for school change. The course is designed for those candidates that already hold a Master's Degree in the field of education and is primarily developed for those individuals that have a principal or program administrator certification.
This course consists of one module that can be taken in either the Fall or Spring semesters. The module topic addresses Leadership and Building Capacity in others. The course is designed for those candidates that already hold a Master's Degree in the field of education and is primarily developed for those individuals that have a principal or program administrator certification.
This professional development course is required for all principal and program administrator certification candidates that have not completed the certification program on time. This course is repeatable each semester until the program is complete. All candidates that have not finished the program and want to continue working towards their principal or program administrator certificate must register for this course until they have finished all requirements for certification.
This online course delivery consists of six modules. The on-line module topics include vision for learning, instructional leadership, organizational management, school/community relations, ethical leadership, and political issues and awareness. Post-masters Administrative Certification Candidates are required to sign up for the course two consecutive semester as directed by the program director and/or internship supervisor. The first three modules of the seminar are completed in the fall and the final three modules completed in the spring.
This online course delivery consists of six modules. The on-line module topics include vision for learning, instructional leadership, organizational management, school/community relations, ethical leadership, and political issues and awareness. Post-masters Administrative Certification Candidates are required to sign up for the course two consecutive semester as directed by the program director and/or internship supervisor. The first three modules of the seminar are completed in the fall and the final three modules completed in the spring.
The internship is a two-semester field experience that places the student-administrator in a first-hand experience in which academic knowledge can be applied to the education setting.
The internship is a two-semester field experience that places the student-administrator in a first-hand experience in which academic knowledge can be applied to the education setting.
The on-line professional development course consists of one module that can be taken in either the Fall or Spring semesters. The module topic addresses planning for school change. The course is designed for those candidates that already hold Master's Degree in the field of education and is primarily developed for those individuals that have a principal for program administrator certificate.
The on-line professional development course consists of three modules that can be taken in either the Fall or Spring semesters. The module topics address Leadership and Building Capacity in others. The course is designed for those candidates that hold a Master’s Degree in the field of education and is primarily developed for those candidates that have a principal or program administrator certificate.
This course introduces scholarly reading and writing processes required to develop a capstone. Candidates will examine a variety of sources specific to their problem of practice. The course will culminate with a presentation of a problem of practice for department approval and then prepare a written APA-formatted Introduction to the Problem of Practice.
This course presents the framework of the Doctorate in Educational Leadership program. Candidates will develop an Understanding of the change process grounded in leadership theories. Through discernment, candidates will identify their leadership competencies to explore a problem of practice
that influences educational settings.
This course defines culture and identity from local and global perspectives. It involves understanding one’s culture, the culture of groups one belongs to, and the culture of others. Candidates will explore various life/world views with practical application for educators, as they develop knowledge, skills, and attitudes that promote self-understanding and student success.
In this course, candidates will analyze research articles from different research paradigms and evaluate the articles in terms of epistemology, design, methodology, and analysis. The goal is to identify research findings to apply within candidates' professional contexts.
In this course, candidates will identify various forms of data and organizational evidence to use for educational improvement. Methods, instruments, and data analysis will be presented for formal research, action research, and improvement science.
Integrated with EDLD 705B lab: Problem of Practice I (13-week Field-based Lab)
In this course, candidates will marshal literature specific to their problem of practice to create a conceptual and theoretical framework and to prepare an APA-formatted Literature Review.
(Integrated with EDLD 705A: Review of Literature on Problem of Practice)
This course accompanies the scholarly work found in EDLD 705A. Candidates will document their work on their Problem of Practice with experts, practitioners, community members, and other stakeholders in the field.
Integrated with EDLD 7078 lab: Problem of Practice I (13-week Field-based Lab)
In this course, candidates will build upon the work they did in the EDLA 705a Review of t he Literature on Problem of Professional Practice course. The candidates will analyze the findings from t he review of the literature, identify what new data or evidence is required, and make a plan to collect that new evidence. This course contributes to the development of the capstone project and will help candidates develop the skills necessary to lead a process of evidence-based decision-making.
(Integrated with EDLD 707A: Action Plan for Problem of Practice)
This course accompanies the scholarly work found in EDLD 707A. Candidates will document their work on their Problem of Practice with
experts, practitioners, community members, and other stakeholders in the field.
The purpose of this course is to provide candidates a foundation in the systems approach for change based upon evidence that promotes a culture for learning. Candidates will learn about an integrated approach in creating school structures that are grounded in achievement and the social, emotional, and behavioral needs of students. Candidates will analyze information and create a plan, based upon the processes learned, that is informed through data and promotes action in supporting teaching and learning.
This course provides an understanding of, and an appreciation for, the function of philosophical inquiry and ethical analysis in the field of educational leadership. This course also provides a practical orientation to the understanding of forces that affect the ethical decision-making of school leaders. Candidates will analyze the ethical frameworks that bound their professional practice. Through critique of philosophy, theory, and personal practice, as well as classroom situation and analysis, candidates will broaden their understanding of a variety of divergent frameworks of ethical decision-making and relate what they have learned to their professional practice. Particularly in an era of increasing regulatory mandates and decreasing availability of both human and institutional resources, an understanding of the function of ethical analysis is of critical importance in the identification, elucidation, and resolution of controversies in school systems.
This course builds upon the other courses. Candidates will analyze the evidence they have gathered to improve student learning or the professional environment. This course contributes to, and will be documented in, the candidate's capstone project.
This on-line course is designed to help candidates align the strengths, interests, and needs of the people they serve with the mission of the organization. Candidates will develop and articulate their mission in a way that strengthens the competence and commitment of the people they serve. Candidates will also learn how to develop and put systems in place that enhance others in a way that builds their competence and commitment in promoting learning for all stakeholders.
Integrated with EDLD 712B lab: Problem of Practice I (13-week Field-based Lab)
This course builds upon the other courses and contributes to the development of the capstone project. This substantive project should make a significant, evidenced-based contribution to existing knowledge in the field of educational leadership. The doctoral project may take on many forms, and it will be specific to the candidate's area of specialization or professional interest.
(Integrated with EDLD 712A: Review of Literature on Problem of Practice) This course accompanies
the scholarly work found in EDLD 712a. -Candidates will document their work on their Problem of
Practice with experts, practitioners, community members, and other stakeholders in the field.
.
This online course is designed to help school leaders develop a practical knowledge of the professional, political, and organizational issues surrounding the design, implementation, and evaluation of curriculum, and to increase their ability to lead, direct, and support the learning process and continuing education for everyone in the school system. This course will help doctoral candidates develop an understanding of the various contexts in which curriculum improvement efforts occur, an understanding of the roles of various individuals and groups in curriculum improvement, and the skills necessary to lead the curriculum improvement process. This course is also designed to help school leaders develop the skills to lead the curriculum improvement cycle and the process of curricular evaluation.
The EdD program culminates in the successful completion of a scholarly project that demonstrates a
synthesis of the doctoral candidate's work specific to a significant problem of professional
practice. The EdD doctoral capstone is a tangible, academic, and professional product that reflects
the candidate's ability to engage in scholarly and organizational inquiry to analyze a problem of
professional practice, read and evaluate the relevant literature, collect the relevant data and
evidence, and solve that problem of professional practice or transform a relevant aspect of
professional practice.
In this course, candidates will explore organizational structures through the frames of power,
culture, and intrapersonal and interpersonal perspectives. Candidates will propose a plan to remove
systemic barriers in their context.
The EdD program culminates in the successful completion of a scholarly project that demonstrates a synthesis of the doctoral candidate’s work specific to a significant problem of professional practice. The EdD doctoral capstone is a tangible, academic, and professional product, such as an action plan, a publication in a professional journal, a book, or a result that can be developed from professional practice.
Prerequisite:
EDLD 720
In this course, candidates will demonstrate the integration of the knowledge and skills gained throughout the program. They will also articulate their translation of theory into continuous improvement of professional practice. The Oral Exam is the final, formal interaction among the doctoral candidate and faculty of the Department of Educational Leadership and Administration. The Oral Exam is an opportunity for the candidate to share reflections and to articulate the level of integration of the knowledge, skills, and dispositions gained as a participant in the doctoral program.