Educational Leadership Ed.D.

Kathryn Bell McKenzie, Ph.D., Program Director

Office: Demergasso-Bava Hall — DBH 354
Phone: (209) 664-6564

The College of Education offers a unique, cohort driven program in educational leadership which leads to the Doctorate of Education (Ed.D.) degree.  Students interested in the Ed.D. degree program may obtain general information from the program office at (209) 664-6564 (DBH 347) or the Graduate School (209) 667-3129 (MSR 120).

The Doctorate of Education (Ed.D.) in Educational Leadership has specializations in PreK-12 leadership and community college leadership which focus specifically on the educational needs in the six-county region service area of the University including the northern San Joaquin Valley and the Central Sierra Foothills.  Preparing outstanding leaders to improve teaching and learning in schools and colleges, the program is committed to developing tomorrow’s change agents for complex educational organizations in multicultural settings.  Emphasizing models of instruction, research, and practice, the doctoral program provides an opportunity for candidates to work in learning communities as educators, leaders, policy makers, and policy advocates.

The Doctorate of Education (Ed.D.) in Educational Leadership is fully accredited by the Western Association of Schools and Colleges (WASC).

Specializations within the Ed.D. Program

1.  PreK-12 Leadership (PreK-12)

2.  Community College Leadership (CC)

Career Opportunities

PreK-12

• mentor and professional development teachers
• principals
• coordinators
• directors
• assistant superintendents
• associate superintendents
• deputy superintendents
• superintendents

Community College

• instructors
• professors
• coordinators
• directors
• assistant deans
• associate deans
• deans
• assistant vice presidents
• associate vice presidents
• presidents
• assistant chancellors
• associate chancellors
• chancellors
  

Doctoral Program

The philosophy of the program is based on principles that reflect efforts to enlighten educators on skills, concepts, and ideas that are informed by research and designed to improve academic achievement of children, adolescents, and adult learners.  The course design and pedagogical methods emphasize an equal distribution of scholarship, theory, and practice in leadership and pedagogy.  Applied practice underscores the benefit of gaining experience in the work environment by applying theory to practice through research or policy, project, and/or product development.  Also, students are allowed to apply doctoral units for the purpose of professional certification requirements.

Admission Requirements

The doctoral program requires the following of all applicants for admission to the doctoral program:

1. The applicant holds an earned baccalaureate degree and earned master’s degree from accredited institution(s) of higher education.

2. The applicant has attained a cumulative grade point average of at least 3.0 in graduate courses completed.

3. The applicant was in good standing at the last institution of higher education attended.

4. The applicant has demonstrated sufficient preparation for, experiences in, and potential for educational leadership to benefit from the program including:

• successful experience in school, postsecondary, community, and/or policy leadership;
• academic excellence, problem-solving ability, technology proficiency;
• interest in critically assessing and in improving current educational policies and practices.

Evidence considered in the admission process shall include but is not be limited to:

1. Satisfactory Graduate Record Examination (GRE) scores on the three sections of the GRE General Test as judged by the Admissions Committee; scores from the previous 5 years are acceptable as judged by the Admissions Committee.
2. Three confidential letters of recommendation attesting to the leadership ability and scholarship of the candidate;
3. A written statement of purpose attesting to the motives for applying to the program, short-term and long-term professional and academic objectives, and a summary of personal background and qualifications that provided adequate preparations for doctoral studies.  The statement of purpose should also include evidence of understanding the challenges facing the public schools or community colleges in California.
4. A statement of support from the applicant’s employer, indicating support for the candidate’s doctoral studies.
5. A personal interview (required of those applicants who have been identified as semi-finalists).
    

Program Requirements

Students in the program move through three phases of study comprising 60 units.  Phase one comprises nine core courses followed by a qualifying examination to advance to candidacy.  This qualifying examination will demonstrate the student’s command of knowledge relevant to instructional leadership that has developed throughout the core courses.  Phase two comprises specialization courses and phase three comprises the dissertation.  Students may choose to specialize in PreK-12 leadership or community college leadership.