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Doctor of Education in Educational Leadership

A 36-month program for educators to develop skills and strategies to become an effective educational leader.

Based on 21,501+ reviews | 650,000+ learners

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36 month

Duration

US $10000

Guaranteed Loan Available

Our Alumni Work At:

Our learners occupy top positions in companies across industries and some of the world’s best-known firms

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98.2%

Completion Rate

91.2%

Course Pass Rate

95%

Submission Rate

88%

Student Satisfaction

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    Program Overview

    The Doctor of Education in Educational Leadership is a 60-credit program designed for graduate level educators who are presently teachers or administrators in a school setting or have regular weekly access to a school and classrooms. The Doctor of Education in Educational Leadership program will provide opportunities for educators to learn and develop skills and strategies in the areas of school management, education law, education finance, and instructional supervision to be an effective leader.

    The goal of the program is to develop scholars-practitioners who will learn and practice advanced skills in designing, implementing, and analysing effective research-based strategies in school/district leadership so they can provide active, positive, and effective leadership in the school environment. All students enrolled in the Doctor of Education in Educational Leadership degree program will demonstrate and apply knowledge and skills related to PSEL and NELP organisation standards.

    Course Structure

    Code
    Course
    EDA509D
    Essential Instructional Skills for Administrators
    EDA519D
    Understanding Child and Adolescent Development
    EDA529D
    Curriculum Design and Assessment Development
    EDA539D
    Introduction to Special Needs
    EDA589D
    Human Resources Issues in Education
    EDA599D
    Principles of Continuous Improvement
    EDA549D
    Principles of School Leadership and Management
    EDA559D
    Legal Issues in Education
    EDA569D
    Understanding Education Finance
    EDA600D
    International Virtual Leadership Residency
    EDA605D
    Comprehensive Exam
    EDA649D
    Advanced Leadership and Effective Decision-Making
    EDA679D
    Foundations of American Education
    EDA709D
    Online Internship for Educational Leaders
    EDA710D
    Onsite Internship for Educational Leaders
    EDA718D
    Advanced Research Methods
    EDA719D
    Action Research Proposal
    EDA720D
    Action Research Dissertation

    Learning Outcomes

    Live & interactive lectures by expert faculties

    Recorded session for offline viewing

    World-class curriculum by eminent faculty

    Regular webinars by industry leaders

    Assignments for module assessments

    Easy-to-use LMS accessible anywhere

    Online library to further enhance your knowledge

    Dissertation on your area of research work

    Program Details

    EDA509D: Essential Instructional Skills for Administrators

    This course emphasizes methods of teaching and learning proven to be effective in all class-rooms. Emphasizing visual representations, engaging students, assessing learning, and teaching comprehension, these strategies build skills that are essential for learning any content, expressing ideas, and for the transference of knowledge. Strategy examples are provided for students in various grade levels and content areas. The strategies are effective for all students (pre-K to 12th grade), including special education students and English language learners. Many classroom examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing these strategies in the classroom.

    This course focuses on effective implementation of developmentally appropriate strategies in the classroom and school. Participants explore domains and stages of development within ranges from birth to age 18. The role of culture in the learning process is explored in relation-ship of impacting development. Stages related to cognitive, emotional, physical, and social development are addressed with strategies to facilitate student growth in each area. Many examples are provided for all grade levels and for special populations to assist the teacher and administrator in understanding and providing developmentally appropriate environments.

    This is a seminar course in curriculum content focusing on readings, research, discussions, and classroom/school observations that acquaint doctoral students with some of the current issues in curriculum development. Independently and with a seminar group each student will engage in a seminar process to share, analyze, and gain an understanding of current issues and research in Universal Design for Learning principles and how they are implemented at different levels of education. This seminar will enrich professional experiences, through collaboration with other professionals, administrators, and peers. The experiences gained will give students a perspective on a range of services provided by schools in the area of content development that aligns to state and national standards.

    This course focuses on special populations of students with special needs, including English language learners, gifted, and various handicapping disabilities. An overview of assessing needs, methods of teaching, and meeting needs of diverse students is presented. Many examples are provided for all grade levels and for special populations to assist the administrator and teacher in planning and implementing effective programs in the classroom and school.

    This course is a survey of personnel management, coupled with a detailed study of supervision of faculty and staff in school settings. Staffing options are explored in the context of school goals and student needs. The provision of professional development, supervision, and teacher evaluation are presented with applied projects provided to build understanding of personnel administration. This graduate-level course introduces leadership standards, theories, critical success factors, and practices that educational leaders need to be effective supervisors. The course addresses the components of effective school and teaching theories that lead to school improvement. Students will develop leadership and supervisory platforms and professional development plans for individuals and schools. Various supervisory styles studied will include clinical supervision, the Charlotte Danielson model, and differentiated supervision. Special issues include hiring, mentoring, tenure, dismissal, and remediation plans. By the end of this course, students will be able to distinguish between supervision, evaluation, and professional development.

    This course addresses the knowledge and skills needed to provide systematic and systemic planning and implementation of strategic initiatives. Principles of school improvement, strategic planning, organizing for effectiveness, and ongoing involvement of stakeholders related to the educational institution are explored through individual and collaborative projects. The course focuses on the process of continuous review and evaluation of activities, which lead to improved results. The goal of this course is to learn action research methods and practice the process of continuous school improvement. Students will experience designing, conducting, analyzing, and presenting an action research project that demonstrates aspects of the school improvement process.

    This course presents a survey of research in leadership, management, and strategic planning. It also focuses on an in-depth study of knowledge and skills required to be an effective educational leader. The roles of the principal, district leaders, and school administrators are explored. This course highlights the role of the school principal as an instructional leader, with an emphasis on leadership skills and management abilities necessary to create a vibrant and successful school and educational community. Students will develop a knowledge base on the principal’s role and responsibility in the areas of school and community relations, supervision of instruction, curriculum assessment and evaluation, administration of special services, human resource management, school facilities and fiscal management, and ethical and legal issues. Students will also learn how to apply strategies toward building positive school culture through stakeholder collaboration, working with diverse populations, and drawing from evidence-based strategic planning. Learning activities include reflective practice, activities and exercises, and analysis of case studies.

    This is a seminar course in legal issues focusing on readings, research, discussions, and class-room/school observations that acquaint doctoral students with some of the current issues in the principles of school law. Independently and with a seminar group each student will engage in a seminar process to share, analyze, and gain an understanding of current issues and research in the legal foundations of public and nonpublic schools. This seminar will enrich professional experiences, through collaboration with other professionals, administrators, and peers. The experiences gained will give students a perspective on a range of services provided by schools in the areas of general education law, public laws influencing the administration of schools, and current issues in law related to classrooms, schools, districts, and individuals. Students will learn how to interpret the U.S. judicial and legislative systems and the formation of laws relating to public education. Students will also analyze current school practices from the stand-point of potential legal controversies. By the end of the course, students will be able to analyze school legal problems by considering legal and ethical implications.

    In this course, education funding, financial management, and the economics of education are addressed. Sources of revenue and the administering of a school budget are explored and compared among a variety of educational institutions. Students will develop an understanding of the fundamental issues of education finance by examining sources of revenue on federal, state, and local levels, and weigh the economic, social, and legal considerations necessary for allocating and managing funding. Students will also learn about approaches and procedures for budgeting, forecasting budgets, managing business operations, reporting and auditing of funds, and issues specific to funding special education and school choice.

    The International Virtual Leadership Residency will occur online for one week. This residency will allow students to meet with faculty members; enhance writing, research, and critical-thinking skills; share experiences and insights with students with similar interests; and work directly with cohort members.

    his course is designed to provide an in-depth study of leadership theories and research beginning with a historical overview of traditional approaches and showing how they have evolved over time, not only in education but also surveying the science of administration and management as a profession in other fields, such as business, political and military and volunteer organizations. Candidates will learn about the philosophical and historical foundations of various approaches. Particular attention will be given to current leadership and administrative practices in educational settings, such as visionary leadership, servant leadership, inclusive and collaborative leadership, empowerment, and leadership in an increasingly diverse environment both within, and external to, educational organizations.

    This course explores the influences on education within the larger social, political, economic, legal and cultural environment – from the local community to the global settings. A brief over-

    view is included of the historical, philosophical, and social foundations of education and the

    role of schooling in a democratic society. Most candidates will have familiarity with such foundational theories from prior degree programs. Familiarity with school structures and governance at various levels provides understanding of the context in which education takes place. This includes school site and local communities; the role of elected school boards, superintendents, and other administrators; the functions of intermediary agencies, such as county or regional offices of education; education as a constitutional state responsibility, including development of laws and policies; the evolving role of the federal government; and a perspective oneducation in our world, our global community.

    The Online Internship class involves learning and implementing mentoring skills online to

    students in educational administration classes. This online internship is arranged by the course professor with other instructors/professors in the master’s or doctoral administration courses. The Doctoral Program Advisor oversees the Online Internship and oversees the supervision of the Doctoral Intern. The internship encompasses classroom and/or online observations and mentoring, demonstrations, modeling, feedback, and practice applying prior learned skills and knowledge in educational leadership. Application of the PSEL and NELP standards is required. The experience also includes research, analysis, surveys, interviews, discussions with others, and the maintenance of an e-folio. Regularly scheduled online meetings with the professor are scheduled at mutually agreed upon times. Experience gained in the Online Internship, as recorded in the e-folio, will be summarized and presented in a final report.

    The Onsite Internship involves an administrative Internship of 21 weeks. The Internship is

    arranged by Acacia University in cooperation with a school administrator where the internship will occur. The internship focuses on an individualized applied project determined by the Graduate Intern, the cooperating school principal and/or district administrator, and the Doctoral Program Advisor. The Onsite Internship requires 270 clock hours of experience under the supervision of a certified school or district administrator. The internship encompasses classroom observations and mentoring, demonstrations, modeling, feedback, and practice applying prior learned skills. Application of the PSEL and NELP standards is required. The experience also includes research, analysis, surveys, interviews, discussions with others, and the maintenance of an e-folio. The onsite experience will involve school or district-related administrative projects planned cooperatively with the principal/administrator and the online professors. Regularly scheduled online meetings with the professor and with the onsite administrator will be scheduled at mutually agreed upon times. Experience gained in the Onsite Internship will be summarized and presented in a final Internship report.

    Required Textbook: Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research, 6e This course will include foundational elements for conducting independent, original research. Candidates will learn about methods of formative and summative evaluation for continuous improvement of practices in the educational environment. Candidates will also apply concepts and practice skills in research design, data collection, data analysis, and presentation of results. Students will also be presented with topics in Evaluation Research, Data Analysis and Interpretation, Qualitative and Quantitative Research Methods, Approaches to Research Design and Data Analysis, and Statistical treatment of data.

    The purpose of this seminar is to provide information and support for students as they develop dissertation proposals for the Ed.D. in Educational Leadership program. Students will also apply concepts and practice skills in research design. Students will develop and refine their action research topics and ideas, write drafts of their proposals, and establish a doctoral committee of four committee members. This course refreshes doctoral candidates on the basic concepts of action research, focusing on conducting literature reviews, understanding theory, defining research problems and methods, collecting and analyzing data, communicating findings, and applying research to solving educational problems. In addition, students should be able to understand the purposes, assumptions, and logic inherent in research methodologies.

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