Doctorate of Education: Instructional Leadership

Department of Education and Educational Psychology

Contact
Graduate Studies Office: Dr. Ellen Durnin (203.837.8244)
Department of Education and Educational Psychology, Chair: Dr. Kathryn Campbell
Program Coordinator: Dr. Marcy Delcourt

Accreditation
All university and associated programs are approved through the New England Association of Schools and Colleges (NEASC). Additionally, this Doctorate of Education Degree program is approved by the Connecticut Department of Higher Education.

Purpose of the Program
This program is for educators who are interested in exploring issues related to leadership in schools, curriculum and instruction, reflective practice, and methods of inquiry related to school settings. Graduates of this program will be able to apply advanced curricular systems and strategies in classrooms and schools. The program will prepare teachers to be instructional leaders within their districts, able to assist with many decisions related to academics and assessment.

Department of Education and Educational Psychology Mission Statement
The mission of the Education and Educational Psychology (E&EP) Department is to prepare students for successful careers in teaching and counseling professions.

Goals
Students must:
  1. demonstrate competence in their chosen fields,
  2. complete a broad program of studies (in education) in addition to a recommended content area major other than education (applicable to undergraduates and individuals seeking their initial certification),
  3. know the historical, social, economic, political, comparative, and philosophical foundations of education or school counseling.
  4. understand the variety of patterns of human growth and development.
  5. value and implement cultural diversity.
  6. demonstrate a proficiency in working knowledge of the Connecticut Teaching competencies, the Connecticut Competency Instrument, and effective practices in the profession,
  7. demonstrate a spirit of inquiry and use of critical thinking skills, and
  8. demonstrate the ability to incorporate the use of technology in instructional practices.
Objectives of the Doctoral Program in Instructional Leadership
The objectives of WestConn's proposed Ed.D. in Instructional Leadership are varied and vital to the professional development of classroom educators and for the improvement of student achievement. The program is designed to prepare K-12 educators to:
  1. assume roles of leadership in the conceptualization, initiation, assessment and redesign of instructional strategies.
  2. conduct meaningful site-based inquiry pertaining to student achievement, program assessment and other measures of educational success.
  3. develop and implement innovative curricula that focus on excellence and equity in education.
  4. implement school-wide professional development activities utilizing applied research, instructional technology, and best practices in K-12 schools.
  5. implement school-wide professional development activities consistent with emerging national standards as articulated by relevant professional specialty associations.
WestConn's Ed.D. in Instructional Leadership is founded on the belief that instructional leaders should be a major human resource in every educational system. The effectiveness of K-12 schools and other educational settings is determined in great part by the quality of teaching as evidenced by outstanding teachers.

The infusion of technology, curricula restructuring, school management and assessment only succeed if they are supported, embraced, internalized and owned by teachers. The vast reservoir of talent, energy and experience of teachers can be released and realized through this program.

Applications for Admission
Please contact the Office of Graduate Studies to obtain specific admissions requirements. All applications will be reviewed for overall quality.

Admissions Policies
Graduate students in the Doctorate of Education Program must complete the requirements for the degree within the 6-year period immediately preceding the awarding of the degree. An appeal process through WestConn's Graduate Council is available if a student needs to apply for an extension beyond this period of time.

Transfer of Credits
Doctoral students can transfer up to 9 credit hours of doctoral level coursework provided the credits represent equivalent courses described in the program of study and pending approval by the program coordinator.

Academic Planning
Each candidate must meet with the Doctorate of Education's Program Coordinator to discuss the academic program and the doctoral advisement process. Course sequencing is predetermined and all students participate in a cohort model in order to complete the program.

A minimum of 60 semester hours (SH) is required for the Doctorate of Education Degree, including the requirements for a dissertation.

Core Courses in Theory and Foundations Area of Specialization Inquiry Strategies and Dissertation Sequence
ED800: Foundations of Instructional Leadership ED820: Topics in Curriculum and Instruction ED860: Quantitative Methods Applied to Educational Research
ED801: Group Leadership, Group Processes, and Team Building in Education ED821: Leadership Assessment and Development ED861: Qualitative Methods Applied to Educational Research
ED802: Emerging Instructional Technologies ED822: Talent Development Across the Curriculum ED865: Introduction to Educational Research Designs
ED803: National Standards Current Practices, and Policies in Education (Summer Institute) ED823: Models of Creative Thinking ED881: Dissertation Seminar 1
ED804: Learning, Cognition, and Teaching ED824: Diversity Issues in Schools ED882: Dissertation Seminar 2
ED805: Program Administration and Assessment ED825: Curriculum Development Using Community Resources ED883: Dissertation Seminar 3
    ED884: Dissertation Seminar 4
    ED885: Dissertation Seminar 5
18 SH 18 SH 24 SH

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