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Educational Leadership, EdD

Doctor of Education in Educational Leadership blends together the scholarship and practice.  This transformative Doctoral program prepares you for leadership roles in P-12 Education, Higher Education, or other Educational and/or Research organizations.  You will be envisioning the future of great educational institutions, interacting with global minds, using 21st century cutting age research and practice approaches, and developing a new vision for the education of the diverse society.

program objectives

In collaboration with the State of Delaware, the purpose of Delaware State University’s Doctor of Education (Ed. D.) in Educational Leadership program is to prepare educational leaders for prominent leadership and service positions in School Districts and Higher Education sectors. Through a rigorous educational formation and directed field experience, students emerge as viable candidates for leadership positions throughout the country. At Delaware State University, you will find a unique balance between rigorous research, serious academic studies, partnership, collegiality, and personal development. You will be prepared to make data-driven decisions to serve authentically, and lead with integrity. You will hone your personal leadership style, create a new career path and learn to meet the challenges in any situation. Most states require Doctor of Education in K-12 to gain licensure to become a superintendent or assistant superintendent in a school district. Our program does not provide a licensure or a certification and will not certify you as a superintendent or assistant superintendent in a school district or as a Certified Central Office personnel. More information about the requirements for superintendent or assistant superintendent certification in the state of Delaware website.  

To serve the professional needs of the students and to meet the growing demands of the job market, our doctoral program offers two concentrations to the students to choose from:

  1.  Doctor of Education (Ed. D.) in Educational Leadership in K-12 (3 year program; 51 credit hours)
    • 2016 Cohort
    • 2017 Cohort
      (Note: The curriculum of this program is under revision to align it with the upcoming NELP Standards and the revised program will be of three and a half year duration with 55 credit hours)
  2. Doctor of Education (Ed. D.) in Educational Leadership in Higher Education (three and a half year; 55 credit hours)

Courses are conducted in an accelerated weekend format. Courses span six weeks and the classes are normally held the first, third and sixth weekends of a six-week session. Normally a two week break is provided between courses so that students can prepare for the next course.  Sessions are held Friday nights from 5:00-9:00 p.m., Saturdays from 9:00 a.m. to 4:00 p.m. and Sundays from 10:00 a.m. to 3:00 p.m.

Our program prepares leaders who will be equipped with a repertoire of knowledge, skills, and dispositions to meet the challenges of educational leadership and will emerge as:

  • Skilled educational leaders who can connect and apply educational research to policy and practice to serve the institution and the community.
  • Critical thinkers who strive to become successful, effective, efficient and socially responsive administrators.
  • Change agents and reflective practitioners who stimulate interest in using national databases to address educational issues.
  • Professionals who can effectively utilize education software tools for data collection and data analysis, and adopt other information technology to broaden their vision of learning.
  • Self-aware and ethical professionals who demonstrate ethical and professional competence in their chosen disciplines.
  • Professionals who value diversity and demonstrate a deep commitment to diversity issues and are role models for the community.
  • Informed leaders who demonstrate the understanding of the importance of lifelong learning and personal flexibility to sustain personal and professional development.

PROGRAM GOALS

  • Provide a high quality educational program that prepares candidates for successful careers as administrative leaders
  • Provide a program of study that promotes effective organizational and individual performance
  • Maintain a professional environment that promotes an understanding of and appreciation for diversity
  • Provide a rigorous multidisciplinary advanced program of study for working professionals that fosters continuous refinement of leadership knowledge and skills.

Specific goal of K - 12 Concentration:

  • To help the students articulate a vision for public schools at the district level as well as other educational institutions and involve all the stakeholders in strategic planning, implementing, and evaluating processes which benefit the academic growth and development of all students.

Specific goal of Higher Education Concentration:

  • To provide the students with grounding in the conceptual underpinnings of the practice of Higher Education. It will prepare them with a broad appreciation and understanding of educational systems in social, historical, and normative perspectives as related to theory and research on educational leadership in higher education

STUDENT LEARNING OUTCOMES

Education department at Delaware State University has established the following Learning Outcomes for its doctoral program:  

Student Learning Domains & Learning Outcomes for Ed. D. in K-12 Concentration:

  • Learning Domain: Vision

Students will be able to facilitate the development, articulation, implementation, and stewardship of a district-wide vision of learning supported by the school community.

  • Learning Domain: Culture

Students will be able to promote a positive district culture, provide an effective instructional program, apply best practices to student learning, and design comprehensive professional growth plans for staff.

  • Learning Domain: Management

Students will be able to manage district organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.

  • Learning Domain: Collaboration

Students will be able to collaborate with the families and other community members, respond to diverse community interests and needs, and mobilize community resources.

  • Learning Domain: Ethics/Integrity

Students will be able to act with integrity, fairly, and in an ethical manner.

  • Learning Domain: Context/Influence

Students will be able to influence the larger political, social, economic, legal, and cultural context.

  • Learning Domain: Research and Real-Work Applications

Students will be able to synthesize and apply the above outcomes through substantial, sustained, standards-based work in real settings.

Student Learning Domain & Learning Outcomes for Ed. D. in Higher Education Concentration:

  • Learning Domain: Knowledge acquisition, integration, construction, and application

Students will be able to understand knowledge from a range of disciplines; connect knowledge to other knowledge, ideas, and experiences; construct knowledge; and relate knowledge to daily life.

  • Learning Domain: Cognitive complexity

Students will be able to demonstrate critical thinking, reflective thinking, effective reasoning, and creativity.

  • Learning Domain: Intrapersonal development

Students will be able to develop realistic self-appraisal, self-understanding, and self-respect; identity development; commitment to ethics and integrity; and spiritual awareness.

  • Learning Domain: Interpersonal competence

Students will be able to develop meaningful relationships, interdependence, collaboration, and effective leadership.

  • Learning Domain: Humanitarianism and civic engagement

Students will be able to develop an understanding and appreciation of cultural and human differences, social responsibility, global perspective, and sense of civic responsibility.

  • Learning Domain: Practical competence

Students will be able to pursue goals, communicate effectively, develop technical competence, manage personal affairs, manage career development, demonstrate professionalism, maintain health and wellness, and live a purposeful and satisfying life.

ADMISSION DEADLINES & ADMISSION REQUIREMENTS

Application Deadlines:

  • Fall enrollment - June 30
  • International Admission Deadlines: Fall enrollment – May 1

All applicants are required to submit the following for the consideration of unconditional admission:

  • An earned master’s degree with a minimum cumulative grade point average of 3.00.
  • An on-line application for admission.
  • Application fee of $50.00 made payable to Delaware State University
  • Official transcript(s) of all academic work completed.
  • Graduate Record Exam (GRE) or Miller Analogies Test (MAT) scores. Testing must be within 5 years of the application. Scores must be submitted prior to being admitted into the program. The acceptable cut-off scores: (i) GRE: 40 percentile (+ - 1) and a score of 3.0 or better on the Analytical Writing component; and (ii) MAT: 40 percentile (+ - 1). An applicant seeking the GRE/MAT waiver must have a minimum GPA of 3.50 with a demonstrated ability of writing a five chapter master’s thesis.
  • A current professional resume.
  • Three (3) letters of recommendation (two academic/ professional recommendations and one character recommendation) - via the online application process.
  • An “essay” is required. The candidate must specifically explain why he or she wants to be admitted in the Ed. D. in Educational Leadership program. The essay needs to be focused on concentration specific educational leadership. Specifications: 2-5 pages, APA style, grammatical error free.
  • Applicant must be working in or toward a leadership role in his or her current position, or must have similar experience (e.g., administrator, coordinator, or teacher at a district/school, higher education, or education department in other organization). For admission in Ed. D. (K-12 Concentration), the applicant must hold a valid Delaware Initial, Continuing, or Advanced Licensure; or a Limited Standard, Standard or Professional Status Certificate issued by the Department prior to August 31, 2003, or must hold such or similar certification from any other state.
  • Copies of earned teaching and/or administrative certificates (optional) 
  • Sample of scholarly work: It is optional for an applicant who has conducted some research or has some research publications that he or she wants to highlight.

The Director of Education Graduate Programs and the Education Graduate Admission Ad hoc Committee will review students’ application materials and make recommendation for acceptance into the program to the Dean, School of Graduate Studies and Research who will extend an offer of admission to the applicant.

Requirements for International Applicants

Please review application procedures for international students. In addition to the requirements noted above, international applicants must submit WES or ECE evaluation of all academic work completed as well and results from the TOEFL or IELTS examination if the earned baccalaureate degree is from a non-English speaking country.

All international students must also meet the visa requirements of the Office of International Student Services (OISS) before a Certificate of Eligibility for Non-immigrant (F-1) Student Visa (I-20 A-B form) can be issued.

DEGREE REQUIREMENTS

QUALIFYING EXAMINATION

The students are required to pass the Qualifying Examination. It is an exhaustive exam designed to provide students an opportunity to demonstrate their analytical writing ability by conceptualizing and synthesizing their knowledge in an organized and cogent manner. Schedule of this Exam is included in the cohort plan of the program provided to the students at the time of New Student Orientation.

INTERNSHIP EXPERIENCE

As a part of the degree requirements, the students of K-12 concentration will be required to complete 240 hours of internship in K-12 setting, and the students of Higher Education concentration will be required to complete 120 hours of field experience in higher education setting.

CAPSTONE

Ed. D. program offers three capstone options for the final capstone experience i.e. the Case Study Analysis, the Project Study, and the Dissertation. Doctoral candidates must complete, orally present and defend a doctoral research capstone as one of their course requirements.

Professional Portfolio: In consultation with their academic advisor, the candidates will also be required to submit a professional portfolio in the office of Education Graduate Programs after successfully defending their final capstone. The candidates from K-12 concentration will submit a professional portfolio reflecting their experiences and skills related to District level ELCC/NELP standards. Candidates of Higher Education concentration will submit a professional portfolio reflecting activities/projects completed during their field experience and the major course assignments related with CAS standards.

TRANSFER OF CREDITS

Applicants who have earned a grade of “B” or higher in graduate courses taken at an accredited institution and related to their proposed program of study can request consideration for transfer of credit. These courses will be evaluated on an individual basis by the respective Graduate Program.

Applicants admitted to doctoral programs with an earned master’s degree from an accredited institution must provide supporting documentation (as requested by the Program) at the time of admission. The program Director will review all documentation and note the allowable course waivers in the program’s recommendation to the School of Graduate Studies and Research. The Dean of Graduate Studies and Research will note approval of hours in the admissions offer.

PROGRAM FACULTY

Education department’s distinguished faculty members include nationally and internationally known authors, researchers and academicians. The faculty members have achieved notable distinction in their respective fields. The faculty combines academic expertise with direct experiences in the field of education. Their knowledge, skills and experience enables them to offer practical guidance and mentorship, helping students adapt to the professional world and make wise career choices.

Dr. Bob Martin, Associate Professor
Dr. Joseph Falodun, Associate Professor
Dr. Chandra Aleong, Associate Professor
Dr. Richard Phillips, Associate Professor
Dr. Nirmaljit K. Rathee, Associate Professor
Dr. Sae Yeol Yoon, Assistant Professor
Dr. Chetanath Gautam, Assistant Professor

Required Courses

View the K-12 course curriculum (for 2016 cohort)

View the K-12 Course Curriculum (for 2017 Cohort)

View the higher ed course curriculum (FOR 2016 cohort)  View the Higher Ed Course Curriculum (for 2017 Cohort)

View the Course Descriptions