Educational Leadership, Administration, and Policy (Ed.D.)
50 credits
NYSED 06067/14372
The Division of Educational Leadership, Administration, and Policy offers a Doctor of Education (Ed.D.) degree designed for Pre-K–12 administrators. This degree is designed to prepare transformative leaders who are equity-minded problem solvers and designers of innovative solutions, using scholarly inquiry to improve schools, districts, and communities for all children. The program is based on the recognition that leadership must be an intellectual, creative, and moral practice.
The goals of the doctoral program in Educational Leadership, Administration, and Policy (Ed.D.) are to prepare educational leaders who are:
- committed to social justice, who model and are champions of the highest educational standards for all children, and of essential moral and ethical values;
- scholar-practitioners and effective users of research and improvement science to support their leadership efforts and the success of those that they serve;
- problem solvers capable of addressing significant educational challenges and pursuing opportunities to improve schools and student learning;
- solution designers who can respond effectively to changes in the people and communities their schools serve by developing innovative solutions;
- change agents who engage with and support the transformation of schools, districts, and communities on behalf of student learning; and
- policy advocates capable of understanding, responding to, and influencing policy to better serve all children.
The program emphasizes improvement science as a primary approach to inquiry, problem-solving, and innovation for school improvement.
CIP Code
13.0401 - Educational Leadership and Administration, General.
You can use the CIP code to learn more about career paths associated with this field of study and, for international students, possible post-graduation visa extensions. Learn more about CIP codes and other information resources.
Applicants seeking admission to the Doctor of Education degree program must meet the general requirements for admission to graduate study in the Graduate School of Education, and specific requirements for the Division of Educational Leadership, Administration, and Policy:
- Have completed at least three years of appropriate leadership experience in a PK-12 educational setting
- Possess a master’s degree from an accredited college or university, with fundamental and intermediate courses equivalent to those required by the division
- Have earned a minimum graduate grade point average of approximately 3.5 on a 4.0 scale (B+ or better) and a 3.0 or better on the undergraduate level
- Provide two reference reports, including one from a supervisor
- Show evidence of academic ability, effective communication skills, leadership potential, and seriousness of purpose
- Demonstrate commitment to social justice, inquiry, and solutions-oriented leadership
Graduate Record Exam (GRE) or Miller Analogies Test (MAT) test scores are optional. Scores may not be older than five years.
If the admissions committee determines that a deficiency exists in one or more areas of prior graduate study or in the applicant’s background, the committee will specify prerequisites that must be fulfilled by the student for admission to the doctoral program. Prerequisites must be completed prior to permanent matriculation.
Program of Study
| Course | Title | Credits |
|---|---|---|
| Foundation Courses | ||
| ASGE 7449 | Introduction to Inquiry and Improvement Science | 3 |
| ASGE 7448 | Seminar in Ethics and Social Justice | 3 |
| ASGE 7721 | Applied Quantitative Research Methods | 3 |
| ASGE 7731 | Applied Qualitative Research Methods II | 3 |
| Core Courses | ||
| ASGE 7445 | Leading Instructional Improvement | 3 |
| ASGE 7444 | Leading a Learning Organization | 3 |
| ASGE 7428 | Seminar in Leadership | 3 |
| ASGE 7446 | Seminar in Organizational Culture, Learning, and Change | 3 |
| ASGE 7430 | Leadership in Educational Policy and Reform | 3 |
| ASGE 7322 | Economics and Finance of Education | 3 |
| UEGE 6241 | Urban Education: Problems and Perspectives | 3 |
| ASGE 7436 | Transforming Schools, Districts, and Communities | 3 |
| ASGE 7460 | Community of Inquiry 1: Framing Problems of Practice | 1 |
| ASGE 7461 | Community of Inquiry 2: Innovative Solutions | 1 |
| Dissertation | ||
| ASGE 7333 | Data Inquiry and Analysis | 3 |
| ASGE 7470 | Design-Based Methods and Improvement Science in Education | 3 |
| ASGE 7471 | Implementation Research and Program Evaluation | 3 |
| ASGE 8750 | Dissertation in Practice Seminar | 3 |
| Degree Milestones | ||
| ASGE 0901 | Comprehensive Assessment | 0 |
| ASGE 0900 | Permanent Matriculation | 0 |
| ASGE 0999 | ELAP Proposal Acceptance | 0 |
| EDGE 0999 | Dissertation Format Review | 0 |
| EDGE 0990 | Dissertation Oral Defense | 0 |
| Total Credits | 50 | |
Completion Requirements
To complete the program, students must meet the general degree completion requirements and meet these specific requirements:
- complete the prescribed program of study
- maintain a minimum overall graduate grade point average of 3.5 (B+ or better)
- complete the first Laboratory of Practice ASGE 0901) as a qualifying assessment and academic review for permanent matriculation (ASGE 0900)
- complete all four Laboratories of Practice
- complete ASGE 8750 Dissertation in Practice Seminar, the three-credit dissertation seminar offered by the Division of Educational Leadership, Administration, and Policy for Ed.D. candidates, which facilitates student/faculty interaction in the development of a dissertation proposal for the Ed.D. (No more than three credits of dissertation seminar may be applied toward the program total credit requirement.)
- develop and successfully defend on oral examination an original dissertation related to the application of research to the solution of field-specific problems in educational leadership
- complete all requirements for the doctorate within eight years of initial registration for the program
| Year 1 | ||
|---|---|---|
| Fall | Credits | |
| ASGE 7449 | Introduction to Inquiry and Improvement Science | 3 |
| ASGE 7448 | Seminar in Ethics and Social Justice | 3 |
| Credits | 6 | |
| Spring | ||
| ASGE 7444 | Leading a Learning Organization | 3 |
| ASGE 7445 | Leading Instructional Improvement | 3 |
| Credits | 6 | |
| Summer | ||
| ASGE 7731 | Applied Qualitative Research Methods II | 3 |
| ASGE 7428 | Seminar in Leadership | 3 |
| ASGE 7460 | Community of Inquiry 1: Framing Problems of Practice | 1 |
| Credits | 7 | |
| Year 2 | ||
| Fall | ||
| ASGE 7721 | Applied Quantitative Research Methods | 3 |
| ASGE 7430 | Leadership in Educational Policy and Reform | 3 |
| Credits | 6 | |
| Spring | ||
| ASGE 7446 | Seminar in Organizational Culture, Learning, and Change | 3 |
| UEGE 6241 | Urban Education: Problems and Perspectives | 3 |
| Credits | 6 | |
| Summer | ||
| ASGE 7322 | Economics and Finance of Education | 3 |
| ASGE 7461 | Community of Inquiry 2: Innovative Solutions | 1 |
| ASGE 7470 | Design-Based Methods and Improvement Science in Education | 3 |
| Credits | 7 | |
| Year 3 | ||
| Fall | ||
| ASGE 7333 | Data Inquiry and Analysis | 3 |
| ASGE 7436 | Transforming Schools, Districts, and Communities | 3 |
| Credits | 6 | |
| Spring | ||
| ASGE 7471 | Implementation Research and Program Evaluation | 3 |
| ASGE 8750 | Dissertation in Practice Seminar | 3 |
| Credits | 6 | |
| Total Credits | 50 | |
Please refer to the program requirements for degree milestones courses.