Ed.D. Program: Teacher Leadership

Program Overview

Students enrolled in the Teacher Leadership concentration of the Ed.D. program will learn how to design research-informed professional development and teacher learning opportunities and gain experience in their focus area — whether that be science, literacy, early childhood or elementary education, language education, social studies education, mathematics education, special education, or another specialized area. The intended audience for this program is individuals who are currently or will be working as teacher educators in a college or university setting, or who are responsible for professional development of educators in some kind of educational setting, such as a teacher leader, curriculum coach, coordinator of curriculum and instruction, or a subject area coordinator. Principals or other leaders of organizations interested in learning more about professional development and practitioner educational opportunities that lead to sustained change and improvement are also encouraged to apply.

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. However, the cohort is a key element of 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. utilize research on teaching, learning, and leadership to support effective instructional practices; 
2. identify problems of practice to facilitate instructional change efforts guided by appropriate theoretical lenses; 
3. know how to advocate for, design, implement, and evaluate sustainable learning environments for pre- and in-service teachers; and  
4. understand and be able to navigate the complexity of acting as a teacher leader in order to effectively fulfill roles such as mentor, co-teacher, coach, team leader, committee chair, professional learning community (PLC) facilitator.  

 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