In our Ed.D. in K-12 Administration program, you’ll prepare for the wonderfully complex and challenging role of leadership in K-12 settings. Students can earn a principal, superintendent, and special education director license. Non-license-seeking students complete an individualized directed study.

Total Credits

61

Finish in as Few as

3 years (plus dissertation)

Courses

• Historical, Cultural, and Philosophical Issues Impacting School Administration (EDUC800)

  Examination of the roles school leaders play as they pertain to ethics and influencing the school community. Analysis of how the field of education changes and the factors that influence change. Analysis of the historical, philosophical and cultural aspects of educational reform. Exploration of the balance between personal faith and/or values and professional leadership in an environment characterized by separation of church and state

  3 credits

• Principles of Organizational Leadership (EDUC805)

  Application of theory and practice of leadership to educational settings. Implementation of organizational leadership theories and change theory while incorporating a values-informed worldview. Synthesis of philosophical and values anchors, shared priorities and commitments, and vision through policy and program development.

  3 credits

• Curriculum and Instructional Management and Student Development (EDUC810)

  Application of issues and trends in curriculum and instruction. Development of an effective curricular and instructional plan for your organization. Analysis of district-wide literacy initiatives and the leading of school-wide literacy efforts. Understanding of the importance of professional development in the areas of curriculum and instruction. Identification of research and best practices on integrating curriculum, technology, and relevant resources. Development of knowledge and skills needed to be an effective curriculum and instructional leader.

  4 credits

• Meeting the Needs of All Stakeholders (EDUC819)

  Exploration of the role of educational leaders in developing and growing relationships with students, families, and community members to meet the needs of all stakeholders. Examination of the changing needs of school communities as sociocultural environments. Embedding of relevant resources that support social and emotional learning, culturally and linguistically diverse learners (English learners), mental health, and trauma. Addressing individual and institutional biases and fostering educational equity through the lens of culturally responsive leadership.

  3 credits

• Doctoral Research I (EDUC820)

  Introduction to the philosophical foundations of empirical research with an emphasis on qualitative research design and methodology. Assessment of the overall role of research in educational administration. Critique and analysis of qualitative research in the literature. Application of sound research principles in the design of a basic qualitative study.

  3 credits

• Leadership for Inclusive Learning Environments (EDUC825)

  Exploration of the dynamics of engaging differences, including cultural, ethnic, religious, gender, ability, age differences, and others. Focus on providing effective leadership in pluralistic systems, including creating a hospitable organizational environment and maintaining relationships with diverse partners and stakeholders. Analysis of one's assumptions, beliefs, behaviors, and capacities with regard to differences.

  4 credits

• Administration of Essential Educational Programs (EDUC830)

  Analysis of school policies and procedures to ensure that essential programs are in place. Awareness of how personal belief systems affect decision-making. Examination of school relationships, communication, culture and environment, teachers and student engagement, school supervision, safety, instructional supervision, and personalization.

  4 credits

• Measurement and Assessment (EDUC835)

  Engagement in contextual learning experiences that apply principles and practices involved in educational institution’s assessment processes including their uses, misuses, and limitations. Exploration of concepts and skills involved in employing descriptive statistics. Investigation and discussion of ethical issues in assessment, factors that influence test performance, and issues found in current scholarly research.

  3 credits

• Operations and Personnel Administration (EDUC840)

  Application of personal and organizational management skills. Synthesis of school/district mission and vision in systemic planning. Development of communication to foster public relations and address organizational politics. Synthesis of the relationship between leadership and conflict management. Analysis of the factors of school cultures. Integration of faith/worldview and core values with leadership strategies.

  4 credits

• Doctoral Research II (EDUC845)

  Development of empirical research with an emphasis on quantitative research. Examination of basic principles and philosophy of post-positivist worldview. Exploration of research design, analysis, ethics and interpretation of quantitative method. Critique and analysis of quantitative research in the literature is a primary learning activity.

  3 credits

• Doctoral Research III (EDUC850)

  Exploration and examination of both qualitative and quantitative research, including sampling, measurement, data collection, and analysis. Training in the use of both qualitative and quantitative data analysis software. Integration of faith and/or ethical values in research. Application of research design and theories to the dissertation prospectus. GE: The course will be graded on an A/F basis.

  3 credits

• Administrators as Agents of Change (EDUC855)

  Development of visionary leadership capacity and skill for designing and sustaining meaningful educational change. Analysis of current trends in our world while considering their impact on education. Identification of a complex change initiative in context/setting and development of strategies for implementing significant change.

  3 credits

• Legal Issues in School Administration (EDUC860)

  Examination of educational laws and policies, the process by which they are created, and their impact on schools. Analysis of leadership and communication around legal issues and policies, with emphasis on accuracy, clarity, and correct implementation. Evaluation of laws and policy, along with their application and outcomes, to recommend change.

  4 credits

• Resource Management in K-12 Education (EDUC865)

  Examination of constitutional authority for using public funds to support public schools and the tax structure used to generate revenue for schools. Evaluation of the budget process and publications implemented against recognized best practices. Application of emerging practices and essential facets of human resource management. Analysis of the resource allocation pattern of a school aimed toward improved student learning. Exploration of the relationship between personal values/ethical guidelines and resource management practices in schools.

  4 credits

• Doctoral Research IV (EDUC870)

  Application of research design principles including selection of participants, instruments/protocols, data collection approaches, data analyses, field tests. Analysis of limitations/delimitations and ethical issues in research. Evaluation and development of data collection tools and protocols. Analysis of data using appropriate methods and tools.

  3 credits

• Comprehensive Examination and Portfolio Review (EDUC881)

  Comprehensive examination after completion of the student's final leadership course.

  1 credits

• Dissertation Phase One (EDUC890)

  Development of the major research for one's academic doctoral degree. The four previous research courses provide the foundation for students to develop their dissertation proposals. Guidance is provided by the students' dissertation advisors.

  6 credits

• Dissertation Phase Two (EDUC891)

  A continuation of EDUC890. Following the Dissertation Procedures Guide, students work with their dissertation advisor and committee toward dissertation completion.

  5 credits

• Dissertation Phase Three (EDUC892)

  A continuation of EDUC891. Upon a successful final dissertation defense, a course grade is posted. Students not meeting requirements will be shifted to extension status.

  1 credits

Select one from:

• Directed Study (EDUC882)

  Individual educational objectives in a specific area of study. Independent reading and/or research, or travel with related study. Designed in cooperation with program director and cohort advisor. Can also be taken by Ed.D. students completing not seeking a license.

  1-6 credits

• Scholarly Advancement in K-12 Leadership (EDUC883)

  Advance scholarship through professional development engagement. Synthesize faith, personal beliefs, coursework, and personal experience with new learnings. Articulate leadership formation relevant to course experience.

  3 credits

• Principal Internship (EDUC886)

  School-based experience of at least 320 hours in one year. 240 hours at one setting and 40 hours at each of the other two levels. Joint supervision of Bethel faculty member and onsite licensed and practicing principal. May be paid or unpaid. Direct experience in administrative duties and synthesis of learning between academic program and administrative needs of host district.

  3 credits

• Superintendent Internship (EDUC887)

  School-based experience of at least 320 hours in one year, up to 280 hours in the primary setting, at least 40 hours in a second setting. Joint supervision of Bethel faculty member and onsite licensed and practicing principal. May be paid or unpaid. Direct experience in administrative duties and synthesis of learning between academic program and administrative needs of host district.

  3 credits

• Director of Special Education Internship (EDUC889)

  School-based experience of at least 320 hours in 1 year; at least 40 hours at a special education administrative unit other than student’s primary experience. Jointly supervised by Bethel faculty member and onsite licensed and practicing director of special education. Direct experience in administrative duties; synthesis of learning between academic program and administrative needs of host district.

  3 credits