Educational Leadership, EdD

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

  • Doctor of Education (Ed. D.) in Educational Leadership in K-12, and
  • Doctor of Education (Ed. D.) in Educational Leadership in Higher Education.

The Doctor of Education (Ed. D.) in Educational Leadership is a 51 credit hour, three year program, including a 6 credit hour Applied Educational Internship.

Courses are conducted in an accelerated weekend format. Courses span six weeks. Class sections 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.

This 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:

  • Experts in Educational Leadership 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 & 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.

Specifically, the concentration in K-12 will:

  • Help 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.

Specifically, the concentration in Higher Education will:

  • Provide 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.


  • 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.


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

Learning Outcomes for Ed. D. in K-12 concentration:

  • 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.
  • Culture: Students will be able to promote a positive district culture, provide an effective instructional program, apply best practice to student learning, and design comprehensive professional growth plans for staff.
  • Management: Students will be able to manage district organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.
  • Collaboration: Students will be able to collaborate with families and other community members, respond to diverse community interests and needs, and mobilize community resources.
  • Ethics/Integrity: Students will be able to act with integrity, fairly, and in an ethical manner.
  • Context/Influence: Students will be able to influence the larger political, social, economic, legal, and cultural context.
  • 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.

Learning Outcomes for Ed. D. in Higher Education concentration:

  • 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
  • Cognitive complexity: Students will be able to demonstrate critical thinking, reflective thinking, effective reasoning, and creativity.
  • 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.
  • Interpersonal competence: Students will be able to develop meaningful relationships, interdependence, collaboration, and effective leadership.
  • 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.
  • 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.

Required Courses

View the K-12 course curriculumView the higher ed course curriculumView the course descriptions