1、California State University, Los Angeles,Ed.D. in Educational Leadership PreK-12 Specialization,Overview of Session,Background of the program Core values and program goals Program structure and content Schedule of classes Admission requirements Program costs,2,Doctorate of Education,In 2005, Senate
2、Bill 724, establishes the Doctor of Education degree to be awarded independently by the California State University addressing the critical need for public school and community college leadership. The legislation focuses specifically on doctoral level training in educational leadership that provides
3、 the knowledge and skills needed by public school and community college educators to lead reform efforts and improve student achievement.,3,CSULA Doctorate of Education Implemented in Fall 2009,Inaugural cohort of 20 students Students range in age from early 30s to late 50s and is exceptionally dive
4、rse 18 of the 20 students have a previous degree from CSULA,4,Inaugural Cohort,The inaugural cohorts professional jobs include teachers, counselors, coordinators, school psychologist, principals, athletic directors, parent activist, and an interim assistant superintendent. Students are working with
5、mentors in 12 different school district or community-based settings, including CSULAs Gear-Up program, childrens legal advocacy centers, and in LAUSD Local District Offices.,The Inaugural Cohort,Ed.D. Program,The cohort-based, 60 semester unit program is designed to prepare doctoral students to lead
6、 reform efforts in Californias Pre-Kindergarten through 12th grade schools. The Ed.D. in Educational Leadership at CSULA is built around four program goals.,7,Four Core Values and Program Goals,Justice. Educational Leadership in the Service of Justice, Access and Social Change Knowledge. Leadership
7、Grounded in Knowledge and Expertise in Teaching, Learning and Organizational Change Critical Reflection. Critical Reflection and Inquiry Embedded in Leadership Practice Engagement. Leadership that Engages with the Broader Community,Core Values: Justice,We believe that leadership for equity fosters a
8、dvocacy for social, political, and economic justice in dynamic, inclusive institutions and communities that value all students. Thus we value leaders who engage with members of communities particularly situated in urban areas where historically and more recently excluded groups live and raise their
9、families. Such leaders interrogate how the policies and practices of governance and legal institutions can sustain asymmetrical power relations, and how, as educational policy-makers, they can actively promote access, equality, and full democratic participation.,Core Values: Knowledge,We believe tha
10、t leaders who actualize transformational processes embody commitment, courage, moral judgment, principled action, creativity and vision. They have both a practical and political knowledge base to understand the intricacies of bureaucratic organizations and how to effectively communicate within them.
11、 They confront the challenges in complex educational systems with multidisciplinary, theoretical, and methodological expertise, and engage in comprehensive empirical research and critical analysis of schooling contexts in order to facilitate systemic change and equity-minded reform.,Core Values: Cri
12、tical Reflection,We believe that leaders have a responsibility to critically reflect on the purposes, practices, and outcomes of schooling. Fueled by the pursuit of social, political and economic justice, leaders use an understanding of power and their own and others social positions to examine the
13、dynamics of place and context as they create opportunities for access and inclusion in early childhood to post-secondary educational settings. As leaders, they model for others the ongoing reflection, data-informed analysis and action needed to bring about substantive changes in instructional and ot
14、her educational practices and ensure that all learners experience academic excellence and accomplish their education goals.,Core Values: Engagement,We believe leaders understand the role of knowledge and power in building democratic, productive and reciprocal relationships. They include rather than
15、exclude, and listen to and value the voices of all stakeholders. They bring to educational partnerships a unique capacity to identify, analyze, and conduct original, rigorous, and relevant research and evaluation studies. As community leaders, they foster collaborative inquiry on issues critical to
16、the school community and use collaboration as a process to enable the transformation of social, political and cultural practices in ways that maximize the learning of each and everyone who is engaged in education.,Intersection of Core Values with Instructional Constructs and Themes = Student Learnin
17、g Outcomes,Examples of Student Learning Outcomes,CSULA Ed.D. Curriculum,Guided by the core values Focuses on the challenges facing urban educational organizations and on the issues of social justice, equity, achievement, and the needs of diverse learners Includes collaboration with community partner
18、s from a variety of disciplines Integrates research methodology courses with content courses to contextualize inquiry practices,15,CSULA Ed.D. Curriculum,Taught by a multidisciplinary faculty Provides learning support in Laboratories of Practice (Labs) from beginning of program to completion of degr
19、ee Offers students a choice of three emphases: System and School Redesign (SSR) Urban Teaching and Learning (UTL) Students Special Needs, Supports, and Services (SSNSS),16,Conceptual Map of the Ed.D. Program,Time to Degree,18,Mid Program Review Essay,Dissertation Proposal and Defense,Dissertation an
20、d Defense,Content of the Program,19,Core Content Courses,4 types of courses,Core Courses,20,Content of the Program,21,Core Content Courses,4 types of courses,Research Courses,Research Courses,22,Content of the Program,23,Core Content Courses,4 types of courses,Research Courses,Emphasis andElective C
21、ourses,Emphasis Courses (Two per Emphasis),24,Elective Courses (Chose One),25,Content of the Program,26,Core Content Courses,4 types of courses,Research Courses,Emphasis andElective Courses,Laboratories ofPractice,Laboratories of Practice (Labs),27,Year One Schedule,28,MId-Program Review Essay,The M
22、id-Program Review Essay will assess students ability to: Analyze and synthesize year one course content Critically analyze scholarly research pertaining to professional problems in educational leadership Ability to use the professional literature to define a critical issue for study Ability to commu
23、nicate clearly through writing,29,30,Year Two Schedule,31,Year Three Schedule: Dissertation,ADMISSION REQUIREMENTS,For admission to the program, applicants must: Have an earned BA and MA or MS from accredited institution of higher education with a GPA of 3.0 in upper division courses and 3.25 or abo
24、ve in graduate study. Official transcripts are required. Submit a professional resume. Submit GRE scores from within the previous 5 years on the 3 sections of the General Test.,32,ADMISSION REQUIREMENTS COND,Submit three confidential letters of recommendation attesting to the leadership and scholars
25、hip potential of the applicant. One from a university faculty member who is familiar with the applicants work; One from a person who has supervised the applicant in an employment setting; and The final letter must address the applicants fit for the selected emphasis area.,33,ADMISSION REQUIREMENTS C
26、OND,Candidate must possess excellent writing skills as demonstrated by a writing sample authored solely by you, such as a portion of a thesis or project, course paper, academic report or journal article. Candidate must provide a written statement of professional purpose that reflects an understandin
27、g of the future challenges facing schools and the community they serve.,34,Required Application Elements,You are required to submit online to CSU Mentor: qCompleted CSU Graduate/Post-baccalaureate Application for Admission You are required to submit to the Ed.D. Program Office on the campus to which
28、 you are applying: 2 sets of official transcripts for each college or university attended 3 letters of recommendation Official Graduate Record Examination (GRE) General Test scores no more than five years old (Note: scores from all three sections of the GRE General Test are required) The completed C
29、SU Supplemental Ed.D. Application Form accompanied by: A professional statement A professional resume; and A writing sample.,35,Review of Applications,Application will be evaluated in its entirety. B. A faculty admissions committee will review all submitted materials (e.g., your transcripts, stateme
30、nt of purpose, the quality and significance of your writing samples) C. Other considerations include: potential for making significant professional contributions in your field evidence of leadership skills/potential personal and professional achievements recommendations Impressions from the admissio
31、n interview of your potential for doctoral level study and your ability to commit the necessary time to complete the program,36,Estimated Program Costs,Program fees are based on a year-round program and includes the cost of summer session. Students pay the same base fees charged for University of Ca
32、lifornia doctoral programs (some UC programs add extra fees, we dont). 2010-2011 $14,185.00. Fees are collected prior to the fall and spring semesters and prior to the summer session in three equal amounts. Projection only - assumes a fee increase of 9% over 2010-2011: 2011-2012 estimate: $15,500.00
33、,37,Financial Aid,The traditional student loans are available for Ed.D. students through the CSULA Financial Aid Office Financial Aid set aside funds are available as additional need-based support for students Travel money is available for conference attendance Other student support for research expenses becomes available at the dissertation stage,38,CSULA Ed.D. Program Website,Program Link http:/www.calstatela.edu/edd,39,
