Summer End 2

Doctor of Education in Educational Leadership The Doctor of Education in Educational Leadership program in the college of education prepares graduates to become effective administrators and visionary leaders. Students learn the skills required to lead organizations, manage change, and apply research and theory to real-world problems.

Executive Educational Leadership EdD program courses are taught by faculty with both academic credentials and experience as practitioners. Coursework combines the theoretical and methodological foundations of academic research with an applied focus, allowing students to develop the professional and interpersonal wisdom needed to successfully manage change in complex organizations. Graduates are well prepared to lead schools, school districts and organizations and possess the skills required to conduct, interpret and evaluate research and data, diagnose and resolve organizational challenges, and create programs and policies that affect learning success.

This cohort-based executive graduate program consists of a fixed set of courses offered in a specific sequence, and all students in each cohort take the same courses in the same sequence. Courses are offered one weekend per month to accommodate the schedules of working professionals.

All courses within the Executive Educational Leadership EdD program are offered at Temple University Center City. The program is designed to be completed on a part-time basis; students may complete the program in three years. Related Graduate Degrees

ion and Human Development.

Supporting Materials 1. Transcripts: Submit official undergraduate and graduate transcripts from all

accredited institutions you have attended and/or from which you earned credit. Official

transcripts can be emailed to or sent to the Office of Enrollment Management address listed above.

2. Goals Statement: Include an autobiographical personal statement that explains your reasons for pursuing a doctoral degree in education. The statement should address these questions.

How have your personal, academic, and professional experiences shaped your research interests, and how might a doctoral program in Education help you explore those interests?

What academic/professional goals would the program help you to achieve following graduation?

How does the doctoral program at Temple fit your individual interests, needs, and future goals (including the faculty member whose research best matches your own interests)?

3. Academic Writing Sample: This should be a paper written for a course within the past five years. If applicants do not have a recent paper written for a course, they should compose an op-ed piece on the educational issue of their choosing. The op-ed should be between 400 and 1,200 words and should be the kind of piece that might appear in The New York Times

4. Recommendations: Submit two letters of reference that provide insight into your academic competence. References from college or university faculty members are recommended. You may request recommendations through yourRésumé: A current professional résumé is required.

School & Community Partnerships As part of its mission to give back to the surrounding community and provide substantive fieldwork experiences for its students,

Project 2 Program Evaluation Proposal: Project 2 involves designing a program evaluation for student’s respective programs (i.e., Advocacy and Organizational Development; Educational Psychology, Applied Research and Evaluation). The proposal should address the impacts of the program, its implementation or both. The proposal should clearly delineate a feasible evaluation plan that draws on course readings, lectures, exercises and presentations. The proposal is worth 25% of your total grade and should address all elements described below.

Deliverable: Proposals should address elements detailed below. Proposals should be type-written, doubled spaced in 12pt font. Submit proposals by End of Day 30 July 2022 via CANVAS.

ELEMENTS OF THE PROPOSAL

The proposal shall include: (a) an introduction, (b) method, (c) proposed analysis, (d) discussion, and (e) a reference page. Consult Mertens and Wilson (2019), and the APA Manual (2010) to address all elements of the proposal. Brief descriptions for each section are provided below.

a. Introduction – Provide relevant background and focus for the evaluation proposal. What does the program seek to accomplish? Why is it important? What are the goals, objectives, and purposes of the program? What is the

program’s “theory of cause and effect” (i.e., why and how will the program accomplish its goals, objectives and purposes?). What question(s) does the evaluation seek to answer? Why are these questions selected? Is there any literature that can inform the evaluation (reference it appropriately)? See Mertens and Wilson (2019) Chapter 7-8.

This should help you understand the dynamics of the program I am currently in.. below are my thoughts/experiences

The program seeks to develop well-rounded educational leaders who are ethical and prepared to run and make big decisions for school systems, school networks, and school districts. The program is run cohort style where you experience all classes with a set group of classmates that become your network, your resources and your group presentation buddies. The program theory of cause and effect .. the program will accomplish its goals by providing students with exposure to real world education and school based problems and projects that will have to be solved and presented in groups, by exposing students to courses that require you to develop your understanding as a researcher and get in tune with education research and education “wicked problems”. The evaluator seeks to answer the question of is the edd program being responsive to the drastic change in needs by schools in America during a post pandemic world where education is in crisis. Is the program being flexible scheduling wise by not providing a fully remote model and still requiring students to come in person? Is it providing enough practical experience with the courses offered? Is the program creating critical and analytical thinkers? How is the program providing consistency for students considering faculty leaving and students needing new advisors? Is the program reasonable considering it costs about 30k a year, requires summers in person and does not offer financial aid? Is the EDD worth it since it is considered lesser than the PHd and is not a requirement to be a leader in education in america?

Required Courses we take are listed below

Year 1

Summer II Credit Hours

EDAD 8461 Ethical Leadership 3

EPSY 8627 Introduction to Research Design and Methods

3

Term Credit Hours 6

Fall

EDAD 8635 Education Policy Analysis 3

EDUC 5325 Introduction to Statistics and Research

3

Term Credit Hours 6

Spring

EDAD 8653 Civic Leadership 3

EDUC 5262 Introduction to Qualitative Research

3

Term Credit Hours 6

Year 2

Summer II

EDAD 8636 Research for Change 3

EDAD 8755 Organizational Dynamics 3

Term Credit Hours 6

Fall

EDAD 8093 Administration Research Seminar

3

EDAD 8553 Democratic, Equitable, and Ethical Leadership

3

Term Credit Hours 6

Spring

EDUC 5010 Special Topics in Education

3

EDUC 9998 Dissertation Proposal Design

3

Term Credit Hours 6

Year 3

Summer II

AOD 5534 Group Facilitation and Consultation

3

Term Credit Hours 3

Fall

EDUC 9999 Doctor of Education Dissertation

3

Term Credit Hours 3

Spring

EDUC 9999 Doctor of Education Dissertation

3

Term Credit Hours 3

Total Credit Hours: