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K-12 Administration

Doctor of Education

Our Doctor of Education in Leadership in K-12 Administration prepares students 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.

Online

Online with Intensives

You'll complete coursework online, with 1 week of on-campus intensives each year.

Location: St. Paul

Start Dates: Courses start every 8 weeks. Contact your enrollment counselor for details.

Total Credits

61

Approximate Program Length

3 years (plus dissertation)

Courses

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

    Historical, cultural, and philosophical roots and trends that have contributed to educational practices today. Current and emerging roles of educational leaders in the establishment of policy and practice, both in the school and the community at large. Current prevailing cultural and philosophical "drivers" in students' educational settings.

    3 credits

  • Principles of Organizational Leadership (EDUC805)

    Theory and practice of leadership applied to educational settings. Organizational leadership theories and change theory with emphasis on their implementation in practical educational settings while incorporating a faith-informed worldview. 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)

    Fundamentals of curriculum design, planning and implementation; trends, issues, forces, and ideas affecting curriculum. Synthesis of knowledge gained from curriculum and from professional experience. Cognitive and behavioral issues and theories of learning affecting student performance. Techniques for working with culturally and academically diverse student populations and for managing varied types of student behavior. Implications for staff development.

    3 credits

  • Technology in K-12 Education (EDUC815)

    Importance of technology in administrative and academic affairs. Computing competence for administrative functions and educational leadership. Administrative and academic computing applications and systems, district-wide networking, budgeting, and legal/moral issues to guide district policy. Hands-on experience, visiting prototype programs, and viewing students' work environments. Designing and conducting system-wide technology audits.

    3 credits

  • Doctoral Research I (EDUC820)

    Introduction to the philosophical foundations of empirical research with an emphasis on qualitative research design and methodology. Basic principles and philosophy of naturalistic (field) inquiry methods are introduced. Research design, analysis, and interpretation of qualitative methods are explored. Critique and analysis of qualitative research in the literature is a primary learning activity.

    3 credits

  • Leading in a Complex and Pluralistic Society (EDUC825)

    Identification and analysis of cultural identities and the role of culture in the formation of worldview. Cultural distinctions of subgroups and adapting educational programming to diverse stakeholders. Assessment and planning for a positive environment for students and staff members.

    3 credits

  • Administration of Essential Educational Programs (EDUC830)

    Audit of schools essential programs. Examination of valuable educational practices that successfully address the needs of students and staff. Development of specific plans for school environment that consists of student engagement, attention to safety, relationships, and creating a learning atmosphere where students and staff thrive. Application of a personal belief system and exploration of best practices.

    3 credits

  • Measurement and Assessment (EDUC835)

    Concepts and skills involved in employing descriptive statistics. Exploration of principles and practices involved in educational institutions assessment processes including their uses, misuses, and limitations. Investigation and discussion of ethical issues in assessment, factors that influence test performance, and issues found in current scholarly research.

    3 credits

  • Administrative Operations and Personnel Administration (EDUC840)

    Major categories and practical actions required to lead the operations of a modern school or district by building on the philosophical and contextual ideas from earlier courses or learners' experiences. Development of skills of organizational supervision and management, delegation of authority and accountability, internal and external administrative communications, politics in education, and public and media relations.

    3 credits

  • Doctoral Research II (EDUC845)

    Development of empirical research with an emphasis on quantitative research. Basic principles and philosophy of post-positivist worldview are examined. Research design, analysis, and interpretation of quantitative methods are explored. Critique and analysis of quantitative research in the literature is a primary learning activity. CITI ethics training modules are completed.

    3 credits

  • Doctoral Research III (EDUC850)

    Exploration and examination of qualitative and quantitative research; particularly sampling, measurement, data collection and data analysis. Training in the use of both qualitative and quantitative data analysis software. Development of the dissertation prospectus is the key learning activity.

    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 signicant change.

    3 credits

  • Legal Issues in School Administration (EDUC860)

    Legal foundations of educational policy, statutory themes, and case law as they affect the needs of school administrators in daily responsibilities and practices. Legal basis for relationships among school districts and federal, state, and local government. Processes of dealing with legal issues and risks faced by academic institutions and administrators, including current issues in students work environments.

    3 credits

  • Resource Management in K-12 Education (EDUC865)

    Sources and expenditure of fiscal and other resources in education. Development of competencies include school board/administration resource planning and prioritizing, budgeting, and resource allocation and management. Analysis and critique of the structure and implementation of a district's budget.

    3 credits

  • Doctoral Research IV (EDUC870)

    Development of data collection, data analysis and presenting results in research. Design a data collection tool or protocol, collect data with the tool (field test) and analyze collected data. Complete the dissertation prospectus.

    3 credits

  • Comprehensive Examination and Portfolio Review (EDUC881)

    Comprehensive examination and the portfolio review after completion of the student's final didactic course.

    1 credits

  • Dissertation Phase One (EDUC890)

    Major research project developed over the duration of the program. Standard doctoral-level academic measurement, statistical, analytical, interpretive, documenting, and writing techniques are required. The courses in qualitative research, quantitative research, and measurement and assessment provide philosophy, theory, and skills support for this component. Topics developed with dissertation advisor, who will advise during development dissertation and will chair dissertation committee.

    6 credits

  • Dissertation Phase Two (EDUC891)

    A continuation of EDUC890. Students are automatically registered for this course during the term following EDUC890. Successful defense of the dissertation is required prior to graduation. This course must be completed within seven consecutive years (21 consecutive academic terms) from the beginning of the course.

    6 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 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 students 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

Partnerships

Explore Our Partnership and Certificate Programs

We have partnered with colleges and universities to expand program options in our Ed.D. in Leadership in Higher Education program and to offer a University Partnership Scholarship. Learn more about these opportunities and our Private College Leadership Certificate offered by the University of Minnesota and made available through our participation in the Private College Leadership Network.

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