The Doctor of Education in Educational Leadership program at Southern New Hampshire University is designed for pre-K-12 leaders, higher education administrators, curriculum specialists and executive directors seeking to lead in a variety of system-level organizations such as school districts, state departments of education, policy organizations, nonprofits, foundations or institutions of higher education. All candidates will be prepared to shape education policy, build public-private partnerships and understand the steps necessary to lead 21st century schools, colleges, universities or community organizations. The program seeks to produce a new generation of transformational leaders, focused on student learning and able to engage with and lead others in large-scale systemic change. The dissertation will support this focus and contribute important research to the scholarship on organizational behavior, leadership and school reform.
To support candidates in their development as educational leaders, the Doctorate in Educational Leadership program is built upon the national standards found in the Educational Leadership Policy Standards: Interstate School Leaders Licensure Consortium Standards (ISLLC).
Experienced candidates from various fields in education are encouraged to apply. SNHU is committed to enrolling talented individuals who reflect the full spectrum of society, with respect to race, ethnicity, gender identity, religion, political beliefs and other personal characteristics. Most importantly, all candidates must show evidence of having the moral, emotional and ethical dispositions necessary to become effective leaders.
Interested in applying to the Ed.D. in Educational Leadership Program? Please contact the Assistant to the Associate Dean of the School of Education by phone or email. Please call 603-626-9100 X 2835 or email at email@example.com
Not available for international students.
Southern New Hampshire University's Doctorate in Educational Leadership program focuses on carefully planned cohort instruction. Because we're guided by the importance of professional learning communities, SNHU doctoral candidates will be expected to interact online, in face-to-face discussions and in regular classroom meetings planned for each term.
Student learning is our focus. Candidates are assigned to smaller Learning Groups within the cohort. They meet weekly to address the readings, issues and assignments in each course. Each group has a dedicated faculty advisor in the first two years leading up to the dissertation. A dissertation committee replaces the advisor in the third year, but the learning groups remain intact as a strong support in completing the program.
The program is rigorous. It will ground the candidates in a thorough understanding of the history, patterns, trends and movements of education reform in the last century; examine how federal policy has substantially changed the direction of pre-K-12 and higher education in the past decade; and bring together the best thinking and research on such areas as common standards, accountability, data-driven decision making, and differentiated learning environments for all students. A major objective of the program is to build a new generation of leaders who are as familiar with the latest research on school and district reform as they are with the nature of organizational change and the role technology is playing to transform college and university instruction.
What makes SNHU an ideal choice for Doctorate in Educational Leadership candidates? Simply stated, it's this: We use innovative teaching practices led by excellent teachers and provide access to exceptional resources for learning what must be done to bring about systemic reform to schools, districts, universities, colleges and other organizations.
The cohort model is a vital part of the Doctorate in Educational Leadership program. Its core pedagogical strategy will bring together doctoral candidates with diverse career experiences and backgrounds. The cohort model will employ action-based frameworks, innovative strategies, scholarly readings and collaborative conversations to engage all candidates in the analysis of and reflection on contemporary educational issues. Cohort members will become a source of support and encouragement to one another. Each candidate's program and dissertation will be based on his or her scholarly interests, coupled with review and analysis of the candidate's mastery of the program competencies targeted for the three-year course of study.
Admission into the EdD in Educational Leadership program will be based on a yearly cohort size of 10 to 15 candidates. All candidates will hold a minimum master's degree, and some may hold advanced degrees.
The application process will include the following:
The application review team will consist of full-time faculty members and the program director. The review team will evaluate each application, looking for evidence of professional and academic success and for the candidate's potential contributions to the cohort and the program as a whole. The review team will seek individuals with demonstrated abilities to think critically, work effectively in groups, conduct research and engage thoughtfully in discussions, seminars and activities surrounding the transformational issues explored in class and online.
The EdD Education Leadership program is built upon the national standards found in the Educational Leadership Policy Standards: Interstate School Leaders Licensure Consortium Standards (ISLLC).
This course is the first summer intensive/summer residency experience at the beginning of the Ed.D. program. Students meet for eight days for self-assessment, introduction to the program and to SNHU's educational and technological expectations, and to develop their personal educational plan for the following three years.
This course aims to fuse the practice of twenty-first century education with scholarship which is thought-provoking, relevant, and practical. Candidates will investigate both current educational scholarship and the ways in which that scholarship is disseminated and put into practice.
This course investigates the social and cultural factors that influence academic achievement and the teaching practices that promote diversity and inclusion. Candidates will examine the approaches to addressing the many challenges of social justice.
This course engages candidates in assessing their reflection and evaluation skills and competencies in a number of areas, such as: data analysis, teaching and learning practice, and approaches to both change and social justice.
This course introduces techniques and approaches of applied research. Topics addressed include: Qualitative and quantitative methods, ethical and legal responsibilities of the researcher, development of problem statements relevant to candidates own teaching/employment circumstances.
This course builds upon EDU916. Candidates will use qualitative, quantitative or mixed methods to investigate a research question.
This course investigates multiple approaches to decision-making in various educational contexts. Decision-making models are introduced and applied to a variety of case studies.
This course follows the first year of the Ed.D. program and allows students to meet as a group to discuss their progress, to meet with faculty to choose a dissertation chair, to develop their literature review, and to identify their qualifying exam questions.
This course focuses on reflection and the development of collaborative learning organizations which support creativity and innovation.
This course builds upon EDU-919. Candidates apply the techniques introduced in Decision Making I to their own educational contexts.
This course will explore the various case study methodologies and perspectives used in educational research. Candidates will develop an understanding of the various components of case study research and its application to educational settings.
This course builds on EDU-924. Candidates will use case study methodology to investigate a research question related to their research interests.
This course provides the opportunity for candidates to develop their research questions and frame their research ideas into research plans. Candidates will complete a draft of their dissertation proposal, including a well-developed literature review.
This course provides the opportunity for candidates to develop the research design and methodology that will be employed in their dissertation research. Candidates will complete a well-developed dissertation proposal.
This course follows the second year of the Ed.D. program. Students defend their qualifying exam questions, present their dissertation proposals, and complete the IRB process.
This course provides the opportunity for candidates to discuss their dissertation research and to help monitor timely progress toward completion of the dissertation. After completing the final draft of the dissertation and receiving approval of the chairperson, the candidate will make an oral presentation defending his/her dissertation for the doctoral committee and other interested individuals. Candidates generally register for a minimum of three terms of dissertation.
Total Credits: 57 - 60
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