The Ed. D. is conceptualized as a terminal degree program for scholar-practitioners in P-16 school settings who understand and address school problems and needs from a holistic perspective. The practitioner's degree is a solid, rigorous academic program of coursework, practical experiences and research pursuits designed primarily for school personnel dedicated to improvement in learning of children and youth. Graduates from this program will possess the knowledge, skills, attitudes, and other competencies necessary to fill leadership gaps in
P-16 school settings as explicated in the expected outcomes for each program component. Graduates will be prepared to fill newly created and emerging positions as curriculum development specialists, staff development specialists, consultants, lead teachers, mentor teachers, curriculum coordinators, clinical professors, adjunct professors, instructional supervisors, division chairpersons, principals, superintendents, and other leadership roles at school and school district levels.
The program design for the Ed. D. in Curriculum and Instruction and in Educational Leadership is presented in Figure 1. The program components are designed to provide theoretical and practical knowledge and applied field work designed to produce educational leaders and practitioner-scholars who are:
· independent problem solvers
· effective change agents and managers
· effective decision makers
· critical thinkers
· learning facilitators
· effective communicators
The program components were designed so that each group of courses within the component will guide the Scholar practitioner in the development and demonstration of expected outcomes. These expected outcomes are described as follows:
EXPECTED OUTCOMES — The scholar- practitioner who has skills, knowledge, and dispositions to:
I.1 Design, conduct, and interpret qualitative and quantitative research.
I.2 Design, conduct, and evaluate research and evaluation studies.
I.3 Design and implement student assessment programs utilizing a variety of techniques.
I.4 Analyze influence structures, at local, national and global levels (cultural, social, economic, political), devise plans to understand and shape school values, and form collaborative relationships with appropriate stake-holders in support of student welfare including students with special needs.
I.5 Know, understand, and comply with legal and ethical codes under which P- 12 systems operate.
I.6 Know and utilize effective verbal, non-verbal and media communication techniques.
Programs: Curriculum and Instruction and Educational Leadership
II. Curriculum and Instruction
EXPECTED OUTCOMES — The scholar- practitioner who has knowledge, skills, and dispositions to:
II.1 Employ alternative approaches to decision-making based on (1) ethical and moral parameters and (2) understanding of physical, social, emotional, moral and cognitive influences on learning and development.
II.2 Employ appropriate conflict management techniques.
II.3 Plan and implement effective curriculum and instruction appropriate for varied teaching and learning styles and student needs related to gender, ethnicity, culture, social class, and other exceptionalities.
II.4 Design curriculum and instructional strategies based on research and theory about cognitive development, constructionist theories, information processing, and learning styles.
II.5 Apply curriculum concepts (scope, sequence, balance, integration) in curriculum development and instructional design.
II.6 Align curricula with state standards and national guidelines.
II.7 Utilize technology to support curricula aims and professional productivity.
II.8 Design and deliver staff development activities with professional colleagues (workshops, presentations, classroom demonstrations, etc.) based upon need assessment and other research.
II.9 Analyze, interpret, and evaluate major trends in curriculum and instruction.
III. Educational Leadership
EXPECTED OUTCOMES — The scholar-practitioner who has knowledge, skills, and dispositions to:
III.1 Employ appropriate conflict management techniques.
III.2 Utilize principles of human relations theory in interactions with others.
III.3 Facilitate group processes.
III.4 Analyze, interpret, and disseminate educational information to stake holders.
III.5 Utilize leadership research to improve teaching and learning.
III.6 Utilize a variety of decision-making strategies.
III.7 Develop climate which supports improvement in curriculum and instruction.
III.8 Plan, implement, and manage change in logical states (Ex. needs assessment, goal-setting, team building, planning, innovative thinking).
III.9 Apply organizational theory and utilize research findings to facilitate organizational change.
III.10 Utilize human resources to recognize and support unique contributions.
III.11 Analyze and evaluate policy issues affecting curriculum, instruction, personnel, and student development.
III.12 Utilize a variety of supervisory models (clinical, development, cognitive coaching, peer coaching), observation, and conferencing skills to improve teaching and learning.
III.13 Utilizes technology to support curricular aims, professional productivity.
IV. Internship and Seminar
EXPECTED OUTCOMES – Scholar-practitioners who can:
IV.1 Demonstrate and apply the knowledge bases acquired in other program components in practical settings which reflect changing demographics of schools and promote comparisons of school experiences.
IV.2 Seek opportunities for and actively participate in personal and professional improvement plans.
IV.3 Seek opportunities and participate effectively in the professional community.
IV.4 Create caring, inclusive, and challenging learning communities.
IV.5 Recognize, accept, and complete professional obligations in a timely manner.
IV.6 Adapt appropriately to the rapid changes in educational contexts at local, state, and national level.
IV.7 Foster ethical relationships with parents, colleagues, and institutions to promote student personal and academic growth.
IV.8 Maintain standards of professional attire, grooming, demeanor and communication.
IV.9 Demonstrate ethical behavior.
V. Cognate (9 semester hours; Curriculum and Instruction only)
EXPECTED OUTCOMES - The scholar-practitioner with enhanced knowledge base in discipline areas complementary to the program pursued and career goals.
VI. Electives (9 semester hours; Educational Leadership only)
EXPECTED OUTCOMES - The with scholar-practitioner extended knowledge base in content consistent with career goals
VII. Design and Dissertations (9 semester hours)
EXPECTED OUTCOMES - The scholar-practitioner who has skills and abilities to:
1. Select and utilize appropriate qualitative or quantitative research designs to address school problems and needs in a holistic manner.
2. Conduct appropriate research and prepare a scholarly written document.