The Doctor of Education in Educational Leadership program at Southern New Hampshire University is designed 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. SNHU offers multiple pathways to complete this degree: a low-residency program based on the university's Manchester, NH campus and a cohort-based program available throughout Vermont.
This low-residency, New Hampshire-based program 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.
To support candidates in their development as educational leaders, the 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.
To apply to the program, contact the Assistant to the Associate Dean of the School of Education by phone or email. Please call 603.629.4675 or email firstname.lastname@example.org.
This cohort-based program is designed to develop participants as scholar-practitioners, advancing students' knowledge of leadership theory and practice, understanding of approaches to organizational development, and ability to effectively implement research methodologies and disseminate findings.
This program supports those who wish to work beyond the confines of conventional leadership as they develop innovative ways of contributing to the organizations to which they are a part. While maintaining the highest academic standards, the program adopts a pragmatic approach rooted in the lived experience of professional practice, providing a progressive pathway that combines an increased depth of understanding about the construction and use of knowledge as well as its application within the field of education. Program content is immediately applicable in the workplace and participants are encouraged to develop their leadership practice with others within a cohort learning environment.
The Vermont EdD program is offered within a regional cohort model, with hybrid courses occurring in a condensed weekend format during the spring and fall and during a weeklong residency each summer. Ideal candidates are in a position to influence the ideas and actions of others through positional or non-positional leadership opportunities. School leaders, community leaders, leaders within nonprofit and government organizations, and local entrepreneurs are welcome to apply for program admission.
Please note that cohorts are not open enrollment, and interested parties should contact their school administrators to express interest in joining or starting a regional cohort.
Not available for international students.
A major objective of the EdD 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? 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. Both the New Hampshire-based program and the Vermont-based program offer a creative, hands-on approach to achieving educational goals.
Both the New Hampshire and Vermont programs feature a cohort-based educational model (though the Vermont program is primarily field-based, as opposed to the New Hampshire program’s low-residency approach). The model brings together doctoral candidates with diverse career experiences and backgrounds.
The cohort model employs 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.
Graduates from both the New Hampshire-based program and the Vermont-based program will be able to demonstrate a wide range of core competencies. Graduates will demonstrate doctoral-level reading and writing skills, as well as an ability to analyze and synthesize both theory and research to address issues and problems common to educational settings. They will use research and research methodologies to identify and understand these issues, using appropriate skills to gather, analyze, and draw defensible conclusions from data.
Graduates will also demonstrate sociocultural responsiveness by working toward the goal of equitable learning for all students and building the habits of mind necessary to engage in ethical, moral, and socially just practices.
Reflection and evaluation are important parts of the program, and students will engage in leadership-level critical reflection throughout. They will use deductive and inductive reasoning to identify theories and assumptions in matters of professional practice and use reasoning, collaboration, and research to evaluate them. Graduates are expected to demonstrate strong decision-making skills by applying research findings and sound judgment to their educational settings.
Employment prospects are very good within educational leadership positions; for example, the U.S. Bureau of Labor Statistics (BLS) estimates that employment of elementary, middle, and high school principals will grow by 8% between 2016 and 2026. Similarly, postsecondary education administrators should see employment prospects grow by 10% over the same time period. The BLS notes that those with advanced degrees and significant field experience should have an advantage. The EdD program through SNHU puts graduates in a position to earn both.
The EdD Education Leadership program is a 48-credit program built upon the national standards found in the Educational Leadership Policy Standards: Interstate School Leaders Licensure Consortium Standards (ISLLC).
For specific curriculum and course information, visit the SNHU on campus Academic Catalog. Within the Educational Leadership (EdD) entry you can find a course breakdown for both the New Hampshire and Vermont programs.
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.
Total Credits: 57 - 60
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