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Administration and Supervision (EdD)

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**Note new program title: Doctorate in Educational Leadership, Administration and Policy (ELAP) (name change pending)

Degree: Doctor of Education (EdD)

Credits: 50

Career Path: Advancement in K-12 careers. An EdD is often required for assistant superintendent and superintendent positions in K-12.

Application Deadline: April 15

Start Semester: Fall

Campus: Lincoln Center, Westchester, or Online

Full-time/Part-time: Part-time

The Doctorate in Educational Leadership, Administration and Policy (ELAP) Program is designed to prepare transformative leaders who are equity-minded problem solvers and designers of innovative solutions, using scholarly inquiry to improve schools, districts and communities for all children. The program is based on the recognition that leadership must be an intellectual, creative and moral practice. The program is designed around four core areas: educational leadership and organizational change; leading teaching and learning; engaging and transforming schools, districts and communities; and policy and advocacy. Three signature pedagogies are foundational to our coursework and guide the dissertation in practice: social justice and ethics, scholarly inquiry and research, and problem-solving and design. The program emphasizes improvement science as a primary approach to inquiry, problem solving and innovation for school improvement.

The goals of the Doctoral Program In Educational Leadership, Administration And Policy (EdD) are to prepare educational leaders:

  • who are committed to social justice, models and champions of the highest educational standards for all children, and of moral and ethical values essential to effective leadership in the modern world,
  • who are scholarly-practitioners, effective users of research and improvement science to support their leadership efforts and the success of the organizations, communities, families, and children that they serve, particularly those who experience the most challenges,
  • who are problem solvers, capable of identifying, investigating and addressing significant educational challenges and pursue opportunities to improve schools and student learning,
  • who are solution designers, who recognize, understand, and can respond effectively to changes in the people and communities their schools serve by developing and supporting innovative solutions,
  • who are change agents, who engage with and support the transformation of schools, districts and communities on behalf of student learning, and
  • who are policy advocates, capable of understanding, responding to, and influencing policy to better serve all children.

Admissions Requirements

Applicants seeking admission to the Doctor of Education degree program in Administration and Supervision must meet the general requirements for admission to graduate study at the Graduate School of Education, and specific requirements for the Division of Educational Leadership, Administration, and Policy: 

  • Have completed at least three years of appropriate leadership experience in a PK-12 educational institution 
  • Possess a master’s degree, including fundamental and intermediate courses equivalent to those required by the division 
  • Have earned a minimum graduate grade point average of approximately 3.5 on a 4.0 scale (B+ or better) and a 3.0 or better on the undergraduate level 
  • Have earned satisfactory scores on the Graduate Record Exam (GRE) or the Miller Analogies Test (MAT); test scores must be less than five years old 
  • Provide two reference reports 
  • Show evidence of academic ability, effective communication skills, leadership potential, and seriousness of purpose 
  • Demonstrate commitment to social justice, inquiry, and solutions-oriented leadership
  • Participate in an interview with faculty

Application Deadline: April 15

Please contact the Admissions Office with questions at gse_admiss@fordham.edu.

If the admissions committee determines that a deficiency exists in one or more areas of prior graduate study or in the applicant’s background, the committee will specify prerequisites that must be fulfilled by the student for admission to the doctoral program. Prerequisites must be completed prior to permanent matriculation.

Laboratories of Practice

During the first two years of the program, students must complete four Laboratories of Practice (LoP), which are practicum experiences that are to be incorporated into four core content courses, one from each domain. Each LoP provides an opportunity for candidates to apply their understanding of research and theory to understand and address authentic problems of practice in the field. These four LoPs are as follows:

  1. Practicum in Professional Learning
    Candidates complete an inquiry project on professional learning that includes data collection about a school or district professional learning need, analysis of key research and literature on professional learning, proposing strategies for promoting professional learning in their school or district context, and soliciting feedback from key stakeholders in their context.
     
  2. Practicum in Policies for Improvement
    Candidates complete an inquiry project on the role of policy in school improvement by collecting data on a policy need or gap, analyzing the gap from key research and literature on policy and advocacy, developing a policy brief or advocacy strategy, soliciting feedback from key stakeholders on the feasibility and use of their proposed strategy.
     
  3. Practicum in Transforming Schools, Districts and Communities
    Candidates complete an inquiry project on engaging and transforming schools, districts or communities by collecting data on a student need or gap, analyzing the gap from key research and literature how to engage families and communities to address this need, developing a plan and set of strategies, soliciting feedback from stakeholders on the feasibility and use of their proposed plan.
     
  4. Practicum in Leadership and Organizational Learning and Change
    Candidates complete an inquiry project on leadership and organizational change to support school improvement that includes data collection about a school or district school improvement need and priority, analysis of key research and literature on leadership and organizational change for school improvement effectiveness, proposing strategies for promoting organizational change in their school or district context, and soliciting feedback from key stakeholders in their context.

Dissertation of Practice

As a culminating experience, students will complete an inquiry-grounded, solutions-oriented Dissertation of Practice. Following the principles improvement science, students will be prepared to  address relevant problems of practice in their school or district setting. In doing so, candidates will make a significant contribution to practice through their work and learn an inquiry-grounded and solutions-oriented approach to improvement that can guide their work as leaders in the future. 

Throughout the program’s Year 3, students will complete four courses, during which they will design and complete a dissertation of practice that addresses a problem of practice using improvement science and relevant applied research methods.

Program of Study

Courses are three-credits unless otherwise noted. Browse course schedules and descriptions.

Students must take 33 credits (11 courses) from among the following courses:

Proposed structure and sequence

Foundation (12 credits)

  • Seminar in Ethics and Social Justice (ASGE 7448)
  • Introduction to Inquiry and improvement science
  • Applied Quantitative Research Methods* (ASGE 7721)
  • Applied Qualitative Research Methods* (ASGE 7731)

Core (24 credits)

  • Seminar in Leadership (ASGE 7428)
  • Seminar in Organizational Culture, Change and Learning* (ASGE 7746)
  • Leading a Learning Organization (ASGE 7444)
  • Leading Instructional Improvement
  • Economics and Finance of Education (ASGE 7322)
  • Leadership in Educational Policy and Reform* (ASGE 7430)
  • Urban Education Problems and Perspectives (UEGE 6241)
  • Transforming Schools, Districts and Communities

Dissertation of Practice (14 credits)

  • Community of Inquiry 1 (one credit)
  • Community of Inquiry 2 (one credit)
  • Data Inquiry and Analysis* (ASGE 7333)
  • Designed-based Methods and Improvement Science in Education
  • Implementation Research and Program Evaluation
  • Dissertation in Practice Seminar (ASGE 8999)