Ed.D . Program in Educational Leadership

1. Ed.D. Program inEducational Leadership

2. Doctorate of Education Senate Bill 724 Section 1(b) states: ″The Doctor of Education degree… shall be focused on preparing administrative leaders for CA public elementary and secondary schools & community colleges….”

3. Program Mission • Prepare informed and reflective educational leaders • Who ethically apply critical skills of evaluation, analysis, synthesis, and action • To ensure excellence and equity in educational practices, and • Serve as stewards to the education community

4. The Ed.D. • Intended for practitioner • Dissertations address: • local issues that focus on solving current problems of practice , and • influence the wider education community

5. Objectives of the CSUF Program to Develop Professionals • Critical thinkers • Able researchers and change agents • Professionals who value diversity • Experts in instructional leadership

6. University and Partners Develop Degree Program Ed.D. Faculty Group CSU Campus Faculty in Academic Unit Administering Program and in Other Academic Units • • • PreK-12 Educational Leaders • • • Community College Educational Leaders Ed.D. Program Advisory Board ½ Partners ½ Faculty CSUF Members: Dean of the College of Education Associate VP Academic Affairs Chair of the Graduate Education Committee Chair of the Faculty Group Chair of Department of Educational Leadership Ed.D. Program Director Faculty member in the program from an academic unit different from the Ed.D. Program Director Executive Board ½ Partners ½ Faculty Includes program Director Admission Committee ½ Partners ½ Faculty Includes program Director

7. Demanding Nature of Program • “Fast-track” 3-year completion time • 60 units • Cohort program---difficult to “stop-out.” • Year-round program---fall, spring & summer terms • Courses--first two years • Dissertation—third year

8. Structure of the Program • Designed in collaboration with district and community college partners • Designed with supportive structures to enable completion in 3 years • Classes typically meet one night a week plus just one additional day per month

9. Mentors Each student selects a professional mentor who is/was a leader with a doctoral degree: • Mentors are volunteers • Mentors support mid-career professionals as they face many stress points and manage academic, professional, family and personal demands

10. Time to Degree

11. Content of the Program 12 units 4 types of courses

12. Content of the Program • Leadership Foundations courses address the theory and practical applications of scholarship in the various topics addressed, including: • organizational theory • epistemology • history of education • structure of modern education

13. Content of the Program 12 units 21units

14. Content of the Program • Research Methodology courses address the processes for gathering and analyzing data, including: • quantitative and qualitative analysis • mixed methods of inquiry

15. Content of the Program 12 units 21 units 15 units

16. Content of the Program • Specialization courses are courses in the two specializations. They have separate syllabi which focus on the particular needs of leaders for PreK-12 or Community College • Topics include: • Assessment/evaluation • Curricular and Instructional Practices • Social Contexts and Educational Politics • Human Dimensions of Change and Reform • Resource Management & Development

17. Content of the Program 12 units 21 units 15 units 12 units

18. Content of the Program • Research Support Seminars are small group seminars • Embed the development of a research proposal for the • dissertation throughout the academic terms • The instructors meet with the same group of students each • semester (where possible), providing a stable advisor • relationship • Students assigned to groups based on their early research • plans.

19. Typical Semester

20. Year 1 First Fall Leadership EDD 627 Epistemology, History, and Structure of Education Specialization EDD 605 Collection and Analysis of Assessment DataOR EDD 621B Overview of Higher Education\Community College: Systems, Organizational Development and Structure, and Campus Cultures. Research Support EDD 670A Linking Research to Problems of Practice First Spring LeadershipEDD 600 Org. Theory & Challenges for Leadership Research EDD 601 Methods of Research: Quantitatively-Based Tools Research Support EDD 670B Connecting Research Questions to Scholarship in the Discipline First Summer Specialization EDD 621A Leadership of Curricular & Instructional Practices OR EDD 630 Leadership for Change and Collaboration ResearchEDD 602 Methods of Research: Qualitatively-Based Tools Research Support EDD 670C Written Qualifying Examination

21. Qualifying Exam Administered after the first three terms of the program. Passing the exam advances the student to candidacy. The exam will assess students’ ability to: • Analyze and synthesize course content • Apply theory to practice • Critically analyze scholarly research • Communicate clearly through writing

22. Year 2 Second Fall Specialization EDD 624A Social Contexts of Ed. Politics, Policy, Governance OR624B Student Learning and Development Research EDD 603/606 Specialization in Qual- or Quant-based Tools Research Support EDD 670D Refining Research Questions Second Spring Specialization EDD 622A Human Dimensions of Ed’l Ch OR622B Resource Management and Development Leadership EDD 620 Ethical & Legal Dimensions of Leadership Research Support EDD 670E Scholarly Defense of a Proposition Second Summer Leadership EDD 604 Forecasting & Planning Specialization EDD 626A Transforming through Resource Optimization OR EDD 626B Professional Seminars in Higher Education\Community College Studies and Leadership Development Research Support EDD 670F IRB Approval and Proposal Defense

23. Year 3 Third Fall Research EDD 698 Dissertation Third Spring Research EDD 698 Dissertation Third Summer Research EDD699 Independent Study

24. Faculty • Experts in educational leadership • All earned Ed.D/Ph.D. • Full-time tenure track faculty provide instruction for courses • All were practitioners in education in K-12 or community college/higher ed. • All are researchers engaged in local education problems effecting schools and colleges.

25. The People Make the Program • Dr. L. Adler politics of education • Dr. D. Choi teacher study, equity, & resources • Dr. K. Cox assessment and survey design • Dr. E. Fujimoto higher education/community college • Dr. J. Hoffman leadership & college impact • Dr. J. Hunter leadership/org management Faculty are: • Experts and practitioners • Researchers engaged in local education problems • Experienced and Dedicated

26. The People Make the Program • Dr. J. Lee adult learning & technology • Dr. R. Oliver administrator roles & responsibilities • Dr. K. Stichter district/school climate • Dr. D. Person climate and social justice

27. The People Make the Program Students are: • Interested in change • Educational leaders • Professionals who are committed to and value diversity • Invested in the learning process and the cohort concept • Diverse working professionals • Vice Presidents, Deans Assistant Principals, and Principals • Faculty\Administrative leaders and counselors • Invested in CA. Community Colleges or Prek-12

28. Center for Research on Educational Access and Leadership (C-REAL) • Involves a partnership between local educational agencies, schools, and colleges along with csuf doctoral faculty and graduate students. • Outcomes include dissemination of findings through publications and presentations. • Research on local educational problems in PreK-12 and Community Colleges that is systemic and solution focused • Research includes program intervention effectiveness, assessment and evaluation

29. Transfer Credit Applicants can request transfer credit for units that meet these conditions: • Usually no more than 12 units • Doctoral credit level • Taken in the last two years • Has similar catalog description • Appear on an official transcript from an accredited institution of higher education • Grade of B or better.

30. ADMISSION DEADLINES The Application Deadline For Fall 2010 Feb. 1st Community College March 30th PreK-12 Leadership For Information On The Application Process, Visit www.http://ed.fullerton.edu/edd/ OR Call 657-278-4023 OR crbarnett@fullerton.edu

31. Admission Requirements • earned baccalaureate degree and master's degree from accredited institutions of higher education with a GPA in upper division and graduate study of 3.0 or above • sufficient preparation and experience pertinent to educational leadership to benefit from the program c. submission of Graduate Record Examination (GRE) scores on the three GRE tests, taken within the last five years d. demonstrated educational leadership potential and skills including successful experience in school, postsecondary, community, and/or policy leadership

32. demonstrated academic excellence, problem-solving ability, and an interest in critically assessing and bringing about improvements within current educational policies and practices • three confidential recommendation forms attesting to the leadership ability and scholarship of the candidate • written statement of purpose reflecting understanding of the challenges facing the public schools or community colleges/institutions of higher education in California

33. professional resume (including whether the application has proficiency in a second language--not required for admission or to complete the program) • examples of professional writing • Employer/District Support Agreement, in the cases where this is not provided, an indication of the candidate’s plan for meeting the demands of the program and his/her professional responsibilities • response to a writing prompt administered on-campus prior to the interview • interview with the Admissions Committee

34. Elements of the Application • Application fee-$55 • CSU Grad Application www.csumentor.edu • 10a Program objective = PreK-12 Leadership 08271 Community College 08273 • 10b Degree Objective = 8—Doctoral • 11Credential Objective = K-12 Professional Administrative Code = 502 • Supplemental Ed.D. Application • Statement of purpose • Professional Resume • Writing sample • Three Recommendation Forms • Employer/District Support Agreement • GRE Score Report CSUF Code 4589 Department Code 3001 • Transcripts from all universities and community colleges

35. Part II of Supplemental Application Please submit each of these parts on separate pages. • What preparation and experience make you well-qualified to benefit from an Ed.D. program? • What two or three accomplishments demonstrate your educational leadership potential and skills? You may consider successful achievements in school, in postsecondary institutions, in your community, and/or more generally in policy leadership.

36. Please provide evidence that demonstrates your ability to succeed in a rigorous doctoral program. Include the following: • your problem-solving ability, • your interest in critically assessing and • improving educational policies and practices, • your proficiency with technology, and • your ability to devote significant time and • attention to doctoral program study.

37. GRE? • A GRE score considerably below the 50th percentile, especially in the Verbal Subset or the writing portion, oftenis predictive that the individual will struggle with thewriting entailed in the doctoral program. • Prepare for the GRE by reviewing one of the test preparation books or by logging on to the GRE Web site (www.gre.org) and using its on-line preparation.

38. A. Application will be evaluated in its entirety. B. Review of graduate and undergraduate GPA, and supplemental application materials (your statement of purpose, and the quality and significance of your writing sample). C. Reviewed by faculty and partners who are practitioners in PreK-12 or Community College settings. Review of Application

39. Critical Issues in Admissions Decisions • Leadership potential • Potential for significant professional contributions • Analytical ability • Writing skills • Interest in research • Commitment to academic success of students from all backgrounds • Commitment to support historically disenfranchised community partnerships • Desire to support change processes in educational institutions

40. How much will the program cost? • The fees are based on a year-round program and includes the cost of summer session. • We expect fees to be collected prior to the beginning of each session in three equal amounts (fall, spring, and summer). • The CSU’s fee is never greater than that set by the UC System. 2011-12 $15,750.00

41. Student Aid • The Financial Aid Office has a designated counselor for doctoral students • Traditional student loans are available for Ed.D. students through the Financial Aid Office • A portion of the fees students pay will be used to support students in a variety of ways such as: • Need-based assistance with tuition and books • Purchase of items to support research such as laptop computers, software, office supplies, etc. • Support for travel to academic conferences and for research • Journal subscriptions • Career placement costs • Other student support expenses

42. Everyone Completes FAFSA LINK TO FINANCIAL AID WEBSITE AT CSU FULLERTON • Free Application for Federal Student Aid—FAFSA • Most graduate students are eligible for some form of financial aid.  You should complete a FAFSA form when you are considering applying for graduate school programs.  You can list multiple campuses and programs on the application.  This form is required in order to receive grants, loans, and scholarships. • WHAT IS FAFSA?  http://en.wikipedia.org/wiki/FAFSA • HOW TO COMPLET A FAFSA? http://www.fafsa.ed.gov/ • Must be renewed each year!!

43. EDD WEB SITE For more information about the program, and requirements, please visit. http://ed.fullerton.edu/edd/