Ed.D. Concentration in Teacher Leadership

Teacher Leadership (TL) Concentration Learning Goals

In addition to the Ed.D. program learning goals, graduates of the Teacher Leadership concentration will develop and apply deep knowledge in an area of specialization and:

  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
  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, be a team leader, chair committees, facilitate PLCs

 

Description

Students in the concentration in Teacher Leadership within the Ed.D. in Education learn how to design research-informed professional development and teacher learning opportunities and gain specific experiences in their focus area, whether that be science, literacy, early childhood/elementary education, language education, social studies education, mathematics education, special education, or another area.

The intended audience for this concentration is:

  • people who are or will be working as a teacher educator in a college or university setting;
  • people who are responsible for professional development of educators, such as curriculum coaches, coordinators of curriculum and instruction, or subject-area coordinators; and
  • principals and leaders of organizations who want to know more about professional development and practitioner educational opportunities that lead to improvement.

 

To view additional academic information about the Ed.D. concentration in Teacher Leadership, please click here

 

Courses 

Leadership I Learners & Learning I
Inquiry I Social Contexts I
Leadership II Learners & Learning II
Inquiry II Social Contexts II
Models of Professional Development and Change Sustaining Practitioner Change
Teacher leadership Inquiry Educating Teachers
Other courses under advisement  

 

Faculty

Dan Battey Alisa Belzer
Erica Boling Joseph R. Boyle
Mary Elizabeth Curran Ravit Golan Duncan
Eugenia Etkina Nydia Flores (Ferrán)
Gerald A. Goldin Nora E. Hyland
Benjamin Justice Carrie Lobman
Carolyn A. Maher Matthew J. Mayer
Cheryl A. McLean Lesley M. Morrow
Marjory Palius Helane S. Rosenberg
Beth C. Rubin Sharon K. Ryan
Keith Weber  

 

Alumnus Reflections 

"My coursework gave me the opportunity to consider my research interests and to begin to articulate observed 'problems of practice' occurring in my work situation. What’s special about the design of the course sequence is that it enables each candidate to move beyond focusing on the problem and more toward research ­based solutions." 
Kenneth Kunz: Alumnus (Ed.D. '15)
Assistant Professor at Bloomfield College.  
 

 

"I learned early in the program that becoming an expert in my research area is crucial because it helps guide my research questions, data collection, and overall methodology in a clear way. My dissertation defense was an intellectual conversation and addressed next steps for my study. For me this meant learning how to publish. The final defense was the culmination of the Ed.D. program where I officially earned the title of Doctor. I recalled feeling that this was not the end of the program, but a new beginning." 
Carmen GordilloAlumnus (Ed.D. '15)
7th & 8th Grade Language Arts Teacher
 
 

Frequently Asked Questions

Q: Can I start as a non­matriculated student? 

A: students can take up to 12 credits and start the Ed.D. program as a nonmatriculated student. This does not mean that they will be accepted into the program. It is recommended if one does start in a non­matriculated status that you take an elective. It is also recommended that you apply as soon as possible so you can become a matriculated student if accepted.

 

Q: What do I do if I can’t keep up with the cohort?

A: There are many students who cannot keep up with the cohort model. It simply means that you get advisor advice as to what courses you take when.

 

Q: What does elective/specialization courses mean?

A: The elective/specialization courses should be carefully chosen. It is suggested that you utilize these for whatever your area of specialization is prior to the Ed.D. program. For example if you teach math or literacy take your electives in this area and you would then be able to teach it in college. If you want to create a new area of expertise take your electives in that area. Mainly make electives count for your future. Don't just take anything to finish the program.

 

Q: Can I take elective/ specialization courses outside of Rutgers Graduate School of Education?

A: Yes you can take courses outside of Rutgers Graduate School of Education with advisor permission

Visit the general Ed.D. FAQ page here.

 

To view additional academic information about the Ed.D. concentration in Teacher Leadership, please click here