Ed.D. Program: Educational Leadership

Program Overview

The Ed.D. concentration in Educational Leadership helps school leaders develop the knowledge, skills, and dispositions to act as change agents in their communities, with the ability to use rigorous research to address a wide range of problems related to practice and policy. The program covers issues of organizational and leadership theory common amongst K-12, pre-school, and higher education institutions, but with specific applications most frequently contextualized in K-12 settings. Notably, the GSE’s inquiry-oriented curriculum will focus specifically on the individual challenges and issues our students face as educational leaders. Students will read and critique research, analyze and discuss case studies, participate in simulations, practice communication skills, and conduct their own investigations of meaningful issues and problems. Students in this concentration will be challenged to understand and use research and data effectively in meeting the problems of practice, particularly those related to equity and social justice. Both current and inspiring school and district P-12 administrators are encouraged to apply for admission into the program however students who intended to work in New Jersey public schools are expected to be certified as principals. 

The Rutgers Ed.D. program is intended for working professionals and is designed to be summer intensive (9 credits per summer) and lighter in the fall and spring semesters (6 credits per semester). Students begin their doctoral education as part of a cohort and are encouraged to follow the recommended curriculum sequence to complete the program with their cohort in a little more than three years. Alternative sequences can be followed as needed and a 5-year schedule is also available. However, the cohort pathway is recommended to optimize the learning experience in this program.

Program Goals as of 2022-2023
(Last updated: 7/18/2022)

LEARNING GOALS 

Students will learn how to be change agents in educational settings by: 

1. recognizing and valuing multiple perspectives on the social process of education, learners and learning, research inquiry and assessment, and leading for diversity, equity and inclusion; 
2. using theory and research to frame, diagnose, and respond to problems of practice; 
3. developing a professional knowledge base that integrates practical and research knowledge; 
4. conducting research to inform and guide improvement of policy, programs, and practice; 
5. identifying instances and patterns of discrimination and inequality and advocating for social justice; and 
6. communicating and collaborating to build partnerships within and across communities. 

Knowledge/Understanding 

Students will develop deep understanding of and expertise in the following: 

1. Core: Four core or focus areas designed to be essential framing lenses for understanding problems of practice in education: a) Leadership, Organizations and Change (at the organizational, systems, and classroom levels); b) Social Contexts of Education (historical, economic, political, sociological, historical, and epistemological); c) Learners and Learning (K-12 and adult learning theory and practice); and d) Inquiry (research design and program evaluation). 
2. Concentration: One of the five specialty areas of study/discipline to acquire content-specific and context-specific knowledge, skills, and dispositions: 1) Design of Learning Environments; 2) Educational Leadership; 3) Education, Culture, and Society; 4) Special Education; and 5) Teacher Leadership.
3. Dissertation Research: Designing principles and inquiry focused on identifying and investigating a problem of practice using current literature and inquiry methodology.

Communication/Community Building 

Students will actively and purposefully:  

1. participate in professional and scholarly communities through communication and collaboration (research, publications/presentations, professional development, and program evaluations and interventions); and 
2. communicate and collaborate across various educational contexts to build partnerships within and across communities. 

Diversity, Equity, and Inclusion (DEI) 

Students will understand the importance of the role of social justice in educational settings and promote educational equity by:  

1. recognizing and valuing multiple perspectives (educational, cultural, personal, social, economic); 
2. identifying instances and patterns of discrimination and inequality and advocating for social justice;  
3. communicating and collaborating to build partnerships within and across communities; and  
4. engaging in research that will positively influence the lives of students, families and communities. 

Research/Professional Practice 

Students will conduct original empirical research to inform their professional practice and address problems of practice that may guide improvement of and facilitate change in policy, programs, and practice. 

Assessment 

Students will identify, evaluate, and use models and approaches that will be effective in the successful design and implementation of assessment within their educational contexts. 

Professional Development/Self-Reflection 

Students will capitalize on opportunities for continuous professional learning and development, including reflective self-inquiry, in order to become change leaders that can guide improvement of and make significant contributions to the chosen area of study/discipline. 

CONCENTRATION GOALS 

Students will: 

1. lead organizational learning and change so that there is a collective sense of ownership and improvements can be sustained over time; 
2. serve as learning-focused leaders who create the conditions and engage in the practices necessary for educators to experience effective professional learning; and  
3. serve as equity-focused leaders who confront and alter institutional biases that contribute to student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status. 

 For more information about this program:

• Download the program guide (includes course list and application requirements)
• Review the Ed.D. Student Handbook
• Review the Ed.D. FAQ page
• Contact the Ed.D. director, Dr. Tanja Sargent
  

Program Details