Department of Education Educational Leadership Program. Ed.D. Program Student Handbook

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1 Department of Education Educational Leadership Program Ed.D. Program Student Handbook 2012

2 TABLE OF CONTENTS Introduction Introduction to the Ed.D. Program...1 Purpose... 2 Expected Outcomes... 2 A Word about Doctoral Education...3 Commitment to Doctoral Work... 3 Expectations... 3 Evaluation Criteria... 3 The Program Scope and Sequence of Program...4 Timeline...6 Coursework...9 Readings Teams Advisors/Readers Ed.D. Student Products and Performances References Attachments Overview Projects Rationale...13 Process...13 Frameworks for Three Project Approaches...15 IRB Approval...24 Reports General Information...25 Team Project Report...25 Individual Analysis Report...32 Style Manual Requirements...36 Report Assessment Process...36 Examinations Written Comprehensive Examination...37 Oral Examination...37 Graduation Requirements ii

3 INTRODUCTION This handbook focuses on Saint Louis University s Educational Leadership Program in the Department of Education. It focuses on the Ed.D. Program specifically. Important information about the Department s graduate programs generally, including descriptions of faculty members, is provided in the Department s Graduate Handbook, available on the Department webpage. Introduction to the Ed.D. Program SLUs Ed.D. program in Educational Leadership is characterized by a practical, problemoriented curriculum with a culminating project focused on professional issues in educational leadership. Students are grouped into teams to work on their project which promotes team learning, decision making, and problem solving. The goal of the Ed.D. Program is to prepare students to be effective leaders in school districts. Leadership development is based in four domains: complex educational problems, teamwork, project management, and school improvement and educational change. The program includes practical, problem-oriented instructional strategies that require students to work collaboratively in partnership with others, a curriculum grounded in the literature of effective practice, and a culminating project focused on major issues in educational leadership. Key features of the program are: During their second semester, students are grouped into teams of three or four to work on their projects. An approved faculty advisor and one reader are assigned to each team of students. The advisor meets with each team during the semesters in which they complete their coursework. The reader will join some of these meetings. Ed.D. students complete a project and a project report instead of a dissertation. Each project begins with the process of problem-based learning. After students clarify their educational issue and prepare a problem statement, they use one of the following three protocols to complete their 1

4 Each student must pass an oral examination that addresses the team s project work and the individual s analysis of the work. project: Policy Analysis, Problem-Based Learning, or Product Development. The written comprehensive examination is based in the program s curriculum. The oral examination focuses on the report of project work, a set of required readings, and general knowledge of the field of educational leadership. Each student must pass an oral examination that addresses the team's project work (a team report is submitted) and the individual's analysis of the work (an individual report is submitted by each team member). Program Purpose The purpose of the program is to prepare students to be effective executive-level leaders in school districts. Program Outcomes Graduates of the Saint Louis University Ed.D. program should exhibit the characteristics described in the department s objectives. They should: Be reflective practitioners committed to excellence in service to others. Demonstrate the habits of service, inquiry and research, selfexamination and reflection, and leadership within a community of scholars. Prepared for professional practice with a sound background in the liberal tradition of education. Committed to service to community. 2

5 A Word about Doctoral Education Doctoral-level graduate work requires a significant commitment of time and discipline. Commitment to Doctoral Work Most of the students in SLU s Ed.D. Program are practicing educators. The median age of students in the program is 35. Students have fulltime jobs, families, and all of the commitments and time constraints that come with those responsibilities. Consequently, each student s decision to pursue a doctoral degree needs to be considered carefully. Recognize that doctoral-level graduate work is rigorous and challenging. It requires a significant commitment of time and discipline. Expectations Doctoral work is qualitatively different than undergraduate or Master s degree work. The successful doctoral student demonstrates the ability for in-depth analysis, familiarity with the knowledge in the field, and the capacity to connect knowledge to action. Evaluation Criteria Assessment of the student s work is based on the expectations that are associated with doctoral-level achievements. The evaluation criteria, used in the Saint Louis University Ed.D. Program, are based on the work of Ernest Boyer (1995) at the Carnegie Foundation. Boyer identified six assessment areas (specific indicators for each area will be included in the feedback to students): 1. Clear Goals 2. Adequate Preparation 3. Appropriate Methods 4. Significant Results 5. Effective Presentation 6. Reflective Critique 3

6 THE PROGRAM Scope and Sequence On average, the reading phase lasts from four to six months. The Ed.D. program is comprised of six phases during which the students initiate, implement, and complete their Ed.D. projects: Phase I: Foundation Building The purpose of this phase is to provide the foundational knowledge and skills that students will need to plan, implement, and complete their projects successfully. The Ed.D. Topics course, which the students take in the first year of the program, focuses on building the foundation. Three main areas are addressed. They are: project management, working in teams, and the organizational context in which projects exist. Additionally, the course format is designed to give students some experience with requirements that exist in the Ed.D. program. Phase II: Topic Selection and Problem-based Learning The purpose of this phase is to introduce the concept of problem identification using a problem-based learning approach. The students identify an educational topic in which they are interested and they are organized into project teams of three or four. The first step for the team members is to establish team agreements and to prepare a preliminary plan for work. Then, the team members read the literature related to the topic they have selected. On average, this reading phase lasts for four to six months. An advisor is assigned to each team during this phase. 4

7 Phase III: Issue Identification and Model Selection The purpose of this phase is to clarify the complex problem that will be the focus of a team s project by developing a problem statement. The team members also identify the approach that they will use to complete their work. These decisions are guided by the reading that has been completed (Phase II). The project approach is aligned with the problem statement. Each team will select one of three approaches: 1.) problem-based learning; 2.) policy analysis; or 3.) product development. A second faculty member is asked to be the reader and to join the advisor and team in this phase. Phase IV: Project Planning The purpose of this phase is to develop a comprehensive project management plan (Lewis, 2002) that will guide the project work until it is completed. The project management plan will be revised as needed throughout the project. Phase V: Project Implementation The purpose of this phase is to implement the project plan. Throughout this phase team members will monitor the effectiveness of their team work in order to analyze the team s progress and report on their findings in the final reports. Phase VI: Project Analysis and Report The purpose of this phase is for each team to complete the project and produce a substantive team project report, and for each student to complete a comprehensive individual analysis report. These reports must be completed and approved by the advisor and one faculty reader before a student may participate in the oral examination and graduation. 5

8 Timeline Extending the milestones will extend the length of the program beyond three years. The timeline on the following page illustrates the process that would be followed to complete the Ed.D. degree in three-years. In order for a student to complete the program in three years, as shown on the timeline, he or she must meet all milestones at the times indicated on the timeline. Many students need to take more time to meet the milestones. Extending the milestones will extend the length of the program. For example, completing the management plan at the end of the second year will extend the program because of the time it will take to implement and complete the project. Students graduate when they complete all the requirements of the program and satisfy the graduate school review of those requirements. 6

9 Timeline for Three Year Ed.D. Degree* For Cohorts Starting in September Year 1 Year 2 Year 3 Fall Spring Summer Fall Spring Summer Fall Spring August - December Research Topics Course, where students prepare for the Ed.D. Program and the management of their Ed.D. project January March Coursework continues April Teams are formed and advisors are assigned to teams May Teams develop guidelines January May The teams continue to implement the plans to complete the project The teams finish the project work and then develop first drafts of team project reports Teams read about the topic of their projects. This reading is used to develop an in-depth problem statement, using Attachment E to do so. The Problem Statement is reviewed by the advisor. Develop guiding questions if needed. September After approval of the problem statement, teams select a project approach with their advisor (PBL, policy analysis, or product development) Early October Teams draft their project management plans and apply for IRB approval if needed October December Teams Implement the plans and the readers join the advisors to work with each teams,, if a reader has not been identified earlier August September Teams submit drafts of the team project reports to their advisor and reader September - December Individual team members work on their individual analysis reports October Students take the written comprehensive examination November Team members revise and continue work to finish all reports Early January Students submit the finished team project reports and the individual reports (due date announced annually) February Individual reports are ready for oral examinations Teams submit their team report to for format review and approval for graduation (due date announced annually) March-April Oral exams occur Graduate! The Hooding Ceremony occurs in May. * In order to complete the program in three years, students need to meet these milestones by the times indicated here. Extending the milestones will extend the program, i.e. to push back milestones one semester will push back remaining milestones and graduation. 7

10 Timeline for Three Year Ed.D. Degree* For Cohorts Starting in January Year 1 Year 2 Year 3 Spring Summer Fall Spring Summer Fall Spring Summer/Fall January -May Teams develop Teams continue January The teams The teams finish Teams submit Students Research Topics Course, where students prepare for the Ed.D. Program and the management of their Ed.D. project May Teams are formed and advisors are assigned to teams guidelines or norms. Teams begin to read about the topic of their projects. to read about the topic of their projects. This reading is used to develop a problem statement, using Attachment E to do so. The Problem Statement is reviewed by the advisor. Develop guiding questions if needed. Teams draft their project management plans and apply for IRB approval if needed Teams implement the plans and the readers join the advisors to work with each team, if a reader has not been identified earlier continue to implement the plans to complete the project the project work and then develop first drafts of the team project reports drafts of the team project reports to their advisor and reader Individual team members begin work on their individual analysis reports February Students take the written comprehensive examination continue to revise the team reports and the individual reports September Reports are finished for oral exams. November Oral exams occur After approval of the problem statement, teams select a project approach with their advisor (PBL, policy analysis, or product development) Teams submit their team report for format review and approval for graduation (due date announced annually) Graduate! The Hooding Ceremony occurs the following May. * In order to complete the program in three years, students need to meet these milestones by the times indicated here. Extending the milestones will extend the program, i.e. to push back milestones one semester will push back remaining milestones, and graduation. 8

11 Coursework Every course focuses on executive leadership, either at the district or higher education level. Throughout Phases 1- IV, students, with their cohorts, take six credit hours per semester, although the sequence of courses differs for each cohort. Every course focuses on executive leadership at the district level. The Ed.D. Program courses include: Prerequisites Introduction to Inferential Statistics General Research Methods Qualitative Research Advanced Qualitative Research Coursework EDL-520 EDL-573 EDL-584 EDL-601 EDL-611 EDL-614 EDL-620 EDL-630 EDL-639 EDL-640 EDL-647 EDL-669 EDL-645 EDL-696 EDL-697 School Community Relations Staff Development and Evaluation Internship: Superintendent Doctoral Residency School District Administration Politics of Education Ethics of School Leadership Advanced School Law Gateway Leadership Conference Personnel Planning School Facilities School Business Management Curriculum Management Project Guidance Research: Topics in Educational Adm. 9

12 Readings Ed.D. Students are expected to demonstrate their knowledge of these readings during their oral examinations. In addition to coursework, the following books are required reading for SLU s Ed.D. students. This list was developed by the faculty to represent seminal works in leadership, education, and social justice. Ed.D. students are expected to demonstrate their knowledge of these readings during their oral examinations. Bennis, W. (2003). On becoming a leader: The leadership classic. Boulder, CO: Perseus Publishing. Burns, J. (1982). Leadership. New York: Perennial. Collins, J. (2001). Good to great: Why some companies make the leap and others don t. New York: HarperCollins. Dewey, J. (1997). Experience and education (Reprint ed.). New York: Free Press. Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass. Gardner, J. (1993). On leadership. New York: Free Press. Kozol, J. (1992). Savage inequalities: Children in America s schools (Reprinted.). New York: Perennial. Rawls, J. (1999). A theory of justice (Revised ed.). Cambridge, MA: Belknap Press. Rousseau, J. (1968). The social contract (M. Cranston, Trans.). New York: Penguin Classics. (Original work published 1762) Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency. 10

13 Teams The faculty forms teams and assigns an advisor to each team. Early in the program, the Ed.D. students are assigned to teams of three or four in order to begin work on their Ed.D. projects. The Ed.D. Program, which is designed to prepare leaders for school districts is grounded in four domains: complex educational problems, teamwork, project management, and school improvement. The teamwork domain is a particular challenge for leaders; therefore, the SLU faculty takes seriously the team assignments for Ed.D. projects. Team assignments are based on many factors, which may include, topics of interest, diversity of team members (gender, race), geography, and current roles. In addition, each student submits a list of topics that he or she is interested in pursuing as well as a list of other students with whom he or she would like to work. The goal of team assignments is to mirror the reality of educational settings where there are diverse perspectives, interests, abilities, and commitments. Addressing these differences presents the Ed.D. project team members with the experience to manage issues related to working effectively in teams. Team Formation Issues: The ideal team member relationship should be characterized by equality, independence, and interdependence among all members of the team. To avoid conflicts of interest, the faculty identified circumstances in which students may not work together on the same team; this resulted in a department policy. This policy s intention is to avoid placing students who have direct personal or professional relationships on the same team. The following team relationships will not be approved: A superordinate-subordinate relationship in the same district (e.g., superintendent to assistant superintendent, principal or teacher) A familial relationship (husband/wife/siblings/etc.) 11

14 Advisors and Readers Once a team is formed, a faculty member is assigned as the advisor for the team members. Soon thereafter, a second faculty member is selected by the team and the advisor to work with the team as a reader. The advisor and the reader work together to guide and assess the Ed.D. project work. 12

15 Ed.D. STUDENT PRODUCTS AND PERFORMANCES Overview The list below describes the four primary processes and products that are required of all Saint Louis University Ed.D. students to demonstrate their cumulative learning in the program: 1. All Ed.D. students will work on team projects; 2. To document learning in those projects, all Ed.D. students will produce two reports: a project report submitted by all members of a team and an individual report submitted by each team member; 3. All Ed.D. students must take a comprehensive written examination; and 4. All Ed.D. students must take an oral examination. This section of the handbook describes the requirements that all Saint Louis University Ed.D. graduate students must meet in order to graduate. Projects Rationale The project requirement is designed to enhance students problemsolving skills, communication skills, and content knowledge so they, as educational leaders, can improve educational practices. Process Team Work. One of the first tasks that teams complete is the development of team guidelines for working together. One essential characteristic of effective work teams is that members agree about how they will work together. The guidelines include, but are not limited to: Participation Confidentiality Communication Decision-making Management/Facilitation 13

16 Problem and Conflict Management When the team members have completed these guidelines, they sign and date them and send a copy to their advisor. Project Management....a project is a multitask job that has performance, time, cost, and scope requirements and that is done only one time (Lewis, 2003, p. 2). Project management is facilitating the planning, scheduling, and controlling of all activities that must be done to achieve project objectives (Lewis, 2003, p. 4). Team members develop a project management plan to guide their work until it is completed. Once the teams are formed and the problem-based learning process begins, the team members develop a preliminary project management plan to guide their work until they define the project problem on which they will work. Problem Identification and Clarification The identification and clarification of the project s problem require the team members to read the literature associated with the topic they have selected. On average, the teams read for four to six months before they are able to write their problem statement, as described in Attachment E. Based on the approved Problem Statement, the teams revise their preliminary plans to become comprehensive project management plans that guide their work. The use of project management plans to guide the work is essential in that the plan focuses the tasks, guides decisions, indicates schedules and timelines, and supports the team in completing the project. Lewis (2002) project management book, used in the Topics Course, provides information that students use to develop the plan. Project Management Plan Ingredients (Lewis, 2003, pp ) Problem statement (Attachment E) Project mission statement Project Objectives 14

17 Project work requirements (including deliverables, e.g., interim level products) Exit criteria (each milestone should have criteria that will determine whether it signals that the phase it represents is complete) Specifications to be met (e.g., project requirements) Work breakdown structure (tasks, scope, etc) Schedules (both milestones and work schedules) Required resources Control system Major contributors (responsibility chart) Risk areas (with contingencies when possible) Frameworks for Three Project Approaches Once a project team has been formed, the team agreements have been written and signed, and the preliminary plan is completed, the problembased learning process is initiated. The students develop an in-depth understanding of their topic and identify the problem that will be the focus of their project. Identification of the problem allows the teams to select the approach they will use to address the problem and complete its Ed.D. Project. Students select one of three approaches: Problembased Learning, Product Development, or Policy Analysis. Faculty members have examples of some completed Ed.D. Project Reports that students can review to see examples of each approach. Also, published Ed.D. Project Reports are available at Pius Library. Descriptions of the three approaches are: Problem-Based Learning Approach. Overview: Problem Based Learning is a self-directed group activity that primarily uses constructivist learning strategies. Students work in teams as collaborators, problem solvers, 15

18 designers and information gatherers to create a product(s) that is representative of their learning. Essentially the students are the workers and the professor/advisor serves as a facilitator/coach. The work consists of responding to continuous cycles of three questions: What do we know now? What do we need to know more about? And what are some possible actions/solutions that can be identified at this time? Definition: The teams identify the complex problem they address as a result of their reading. The problem introduces situations for which students are likely to be unprepared to respond. Generally PBL problems are structured loosely, based on real situations, and have more than one right solution. PBL is a constructivist learning activity. Key Concepts/Requirements: Students work in teams to define the nature of the problem, to identify resource needs, and to develop viable solutions. Team members take responsibility for their learning and seek agreement on how the problem should be defined, examine the literature from various disciplines to inform their work, and then they apply new knowledge to resolving the problem they identified. Faculty members act as facilitators/coaches and resource guides. PBL activities are highly complex and ambiguous. Project Goals/Objectives: The objectives are to increase students : Need to know Problem definition ability Problem solving ability Decision making ability 16

19 Knowledge base and ability to apply it Self-directed learning ability Ability to work on a team, and Insight into the emotional aspects of leadership. Site/Issues/Situation Requirements/Scope of Work: They should: Be realistic (real context) Pose a swampy set of problems/issues Require complex problem solving strategies Require extensive research and review of the related literature, and Have a substantive impact on an organization and/or clients. Project Activities/Methods: They include: Team work Independent research Applications of technology Documentation of team information/learning Decision making Communication, and Application of a research cycle What do we know? What do we need to know? What have we learned? And, Can we come to any conclusions? Project Evaluation (Standards, Normative Criteria): They include: Rubrics for evaluating team products and individual products. Reflection logs Other evaluation procedures for team and individual performance (including student designed strategies). Product/Outcome Expectations: A Team Project Report 17

20 18

21 References: Barrows, H. (1985). How to design a problem-based curriculum for the pre-clinical years. New York: Springer. Barrows, H., & Tamblyn, R. (1980). Problem-based learning. New York: Springer. Boud, D., & Feletti, G. (Eds.) (. 1991). The challenge of problem-based learning. New York: St. Martin s Press. Bridges, E., with Hallinger, P. (1992). Problem based learning for administrators. Eugene, OR: ERIC Clearinghouse on Educational Management. Bridges, E., & Hallinger, P. (1995). Implementing problem based learning in leadership development. Eugene, OR: ERIC Clearinghouse on Educational Management. Bridges, E. & Hallinger, P. (1999). Problem-based learning, resources for urban school leadership training. Oak Brook, IL: NCREL. Cunningham, W. & Cordeiro, P. (2003). Educational Leadership: A Problem-Based Approach. 2 nd. Edition, Boston, MA: Allyn and Bacon. Hall, M. (1994). Constructivist educational theory in practice: An analysis of problem- based learning in the classroom. Unpublished paper. Peabody College of Education, Vanderbilt University, Nashville, Tennessee. Prawat, R. (1989). Promoting access to knowledge, strategies, and disposition in students: A research synthesis. Review of Educational Research, 59(1), 141. Sage, S. & Torp, L. ((1997). What does it take to become a teacher of problem-based Learning? Journal of Staff Development, 18(4),

22 Policy Analysis Approach. Definition: Policy analysis is a process through which people investigate the cultural, economic, historical, legal, political, and/or social dimensions of a policy affecting the quality of practices in elementary and secondary education. Key Concepts/Requirements: The students work in teams, in a systematic, step-by-step process to analyze the nature, rationale, impact, effectiveness, and/or implications of existing or alternative policies. In all such work the analysis is based on evidence-based standards or normative criteria. Project Goals/Objectives: The goal of policy analysis is to develop models, recommendations, and or strategies of change for the improvement of education. Site/Issues/Situation Requirements/Scope of Work: The analysis by the team members must be extensive, providing evidence to support recommendations for policy models and/or recommendations that will be set forth in a formal team report. The policy analysis must: address a policy or policies that are substantive and broad enough to influence educational practices. relate to current, complex educational problems. Project Activities/Methods: Policy Analysis can be approached in two ways, or a combination of both. Approach 1 focuses on an analysis of a current educational policy for the purpose of recommending policy changes that could improve education. The steps include: 20

23 Verify, define and describe the issue/problem related to the policy (why this policy?) Establish evidence-based evaluation criteria or standards Identify policy alternatives Judge alternative policies including the current policy (based on the standards or criteria) Propose possible outcomes Distinguish among alternative policies Provide recommendations, including the strengths and contingency issues in each recommendation. Approach 2 focuses on a critical theoretical analysis that requires a philosophical/theoretic review of current policy. Normative criteria are identified through an analysis of pertinent theoretical literature that exists in the disciplines of social criticism. Then the current educational policy is analyzed using those normative criteria that have been identified from the review process. Recommendations result. Project Evaluation (Standards, Normative Criteria) include: Criteria or standards used for judging policies Analysis Report Recommendations for strategies and alternatives, including the value and contingency issues of each recommendation, and Team and individual evaluation. Product/Outcome Expectations: A Team Project Report 21

24 References: Approach 1 Bardach, E. A practical guide for policy analysis: The eightfold path to move effective problem solving. Patton, C. & Sawicki, D. Basic methods of policy analysis and planning Weimer, D. L., and Vining, A. R. Policy analysis: Concepts and practices (3 rd ed.) Approach 2 Bordo, Susan. The flight to Objectivity: Essays on Cartesianism and Culture. Albany: State University of New York Press, Habermas, Jurgen. Moral Consciousness and Communicative Action. Cambridge: The MIT Press, Justification and Application: Remarks on Discourse Ethics. Cambridge: The MIT Press, Harding, Sandra, and Merrill B. Hintikka, eds. Discovering Reality: Feminist Perspectives on Epistemology, Metaphysics, Methodology and Philosophy of Science. Dordrecht, Holland: Reidel, Ingram, David. Critical Theory and Philosophy. New York: Paragon House, Ingram, David, and Julia Simon-Ingram. Critical Theory: The Essential Readings. New York: Paragon House, Longergan, Bernard J. F. Insight: A Study of Human Understanding. San Francisco: Harper & Row, Publishers, McCarthy, Thomas. The Critical Theory of Jürgen Habermas. Cambridge: The MIT Press, Morrow, Raymond A. with David D. Brown. Critical Theory and Methodology. Thousand Oaks, California: Sage Publications,

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