Educational Leadership. Educational Leadership Doctor of Philosophy (Ph.D.) in EC-12 Education Policy Program. Application Guidelines 10.7.

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1 Educational Leadership Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy Program Application Guidelines College of Education Graduate Education and Research Texas Tech University Box Lubbock, TX (806) Fax (806) wwweducttuedu

2 Program Overview The Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy Program at Texas Tech University has as its focus preparing research interventionists who use expert analysis to evaluate education programs, study education policy issues, and influence reform at the political level Students admitted into this cohort program learn how to conduct research using both small-scale, targeted (ie, school district, state) and large-scale (ie, regional, national, international) education databases to derive research-based findings to influence EC-12 education policy improvement and reform This program is designed specifically for individuals interested in developing requisite knowledge and skills to become EC-12 education policy researchers and pursue careers in universities, regional education research laboratories, education policy advocacy organizations, educational foundations, etc The program s Trademark Outcome focuses specifically on preparing education policy research interventionists who can analyze and evaluate education programs, issues, and policies to influence education policy improvement and reform Through a three-year sequence of defined courses concluding with an educational policy research dissertation, program participants will deepen their abilities in: 1) analyzing and evaluating existing education programs; 2) examining current education policy issues from multiple perspectives; and 3) designing and conducting rigorous, data-informed education policy research that can generate analytical findings to influence EC-12 education policy improvement and reform The educational objectives of the Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy Program at Texas Tech University are as follows: 1) to prepare and develop students to conduct research in the field of Educational Leadership and to publish their results; 2) to prepare students to assume leadership roles as education policy research interventionists in the EC-12 education arena; 3) to train education policy research interventionists who use expert analysis to evaluate education programs and influence education reform at the political level; and 4) to prepare and develop experts in policy analysis Educational Leadership Policy PhD cohort students are admitted during the spring semester to a closed cohort group (up to 20 highly qualified educational leaders) and progress through a three-year sequence of distance delivered courses Cohort students participate in all course instructional activities, including interacting regularly with their professors and cohort group colleagues, through utilizing a variety of online interactive teaching and communication tools (see section immediately below for details) All courses are designed around the trademark outcome of preparing education policy research interventionists who can analyze and evaluate education programs, issues, and policies to influence education policy improvement and reform Cohort students begin and complete the program of studies together, engaging in a common set of courses and participating in regularly scheduled doctoral colloquia activities and other collaborative learning experiences The program centers on a research inquiry-based curriculum that includes 72 hours of required coursework culminating in an Education Policy Research Dissertation A maximum of 12 hours of previous graduate (masters-level) course credit hours earned from one or more accredited universities may be transferred to the program (based on program faculty review of student transcripts)

3 Program Delivery The Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy Program at Texas Tech University is an online delivery program designed to serve the advanced education policy research learning and development needs of EC-12 educational leaders Cohort students and professors in the Educational Leadership EC- 12 Education Policy PhD Program interact regularly online within program courses and research colloquia using a variety of web-based learning technologies and interactive communication tools (ie, Blackboard/Blackboard Collaborate, Lync 2013, , chat, Skype, and MediaSite; teleconferencing with document manipulation through sites such as Lync 2013 and Microsoft Shared View; and web-conferencing through sites such as Go To Meeting, Maestro Conferencing, and Adobe Connect) These multiple interactive learning experiences are designed to provide cohort students in the program with enhanced opportunities for collaborative sharing and focused inquiry centered on exploring creative, research-based methods for analyzing and evaluating education programs, investigating education issues and policies, and engaging in the design and conduct of education policy intervention research to influence education policy improvement and reform In addition to these web-based interactive learning and sharing experiences, cohort students participate at a distance via Skype in Educational Leadership Doctoral Colloquia research application events in the fall and spring semesters in each year of the three-year program Program Orientation Colloquium All students admitted into the Educational Leadership Doctor of Philosophy in EC-12 Education Policy Program are required to participate in a Program Orientation Colloquium which is scheduled in the month immediately prior to the start of the first spring semester of the program Educational Leadership program faculty strongly encourage students admitted to the Educational Leadership Doctor of Philosophy in EC- 12 Education Policy Program to come to the Lubbock campus (if feasible) to participate in this Program Orientation Colloquium The Program Orientation Colloquium provides new cohort students with important information regarding operational aspects of the program of study, and follows successful orientation colloquium practices established by other online programs, including: 1) meeting and greeting program faculty and cohort colleagues; 2) learning about the campus and available learning resources, including the online teaching and learning innovations Texas Tech University is known for (even though the program is online, it is advantageous to establish a sense of place); 3) spending quality time getting to know program professors and their areas of research expertise; and 4) establishing expectations for the upcoming years of program coursework, the internship, and the dissertation process Typical Applicants Typical applicants to the program include EC-12 education professionals who are especially interested in analyzing and evaluating education programs and investigating current education policy issues and challenges in the EC-12 education arena This program will be of interest to a variety of leaders working in and/or with EC-12 education organizations, including but not limited to:

4 Classroom teachers Instructional coaches Curriculum, assessment, and professional development specialists Counselors School administrators (central office and campus) Instructional technology specialists Regional Education Service Center professionals EC-12 education consultants The program may also be of interest to professionals with work experiences in related fields and agencies (eg, social work/social services, family support agencies, juvenile justice) and who have backgrounds in related academic disciplines (eg, political science, sociology, public administration) The program is designed for education-focused leaders who are interested in investigating EC-12 education programs, issues, and policies through the lens of education policy research as a means to: 1) derive new research-based understandings regarding current education policy challenges; and 2) influence education policy improvement and reform Application Requirements To be considered for admission to the Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy Program at Texas Tech University, applicants must apply to both the TTU Graduate School and the TTU College of Education Directions are as follows: Go to: Follow the directions on the site and complete the two-step process: 1 Apply to the Graduate School through ApplyTexas (receive eraider* ID and activation information from the TTU Graduate School) 2 Apply to the TTU College of Education Materials to be submitted to the TTU Graduate School: Application Fee Official Transcripts (sent to TTU Graduate Admissions, not to the College of Education) GRE (Texas Tech University code 6827) - The Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy Program does require GRE scores, and scores must not be more than 10 years old at the time of application For more information or to register go to wwwgreorg Materials to be submitted directly to the TTU College of Education: Resume: Applicants should provide the following information in a resume not to exceed three single-spaced pages (1 margins and 12 point font): educational background, work and other professional experiences (including the applicant s current employer s name,

5 location, dates worked, the applicant s job title, and job responsibilities), and other information that might be relevant (eg organizational affiliations, community service) Successful applicants can pursue the program as either part-time doctoral students (who also maintain full-time professional work positions) or full-time doctoral students (who are not employed in full-time professional work and who elect to concentrate intensively on doctoral study) Applicant s Personal Statement of Interest: Applicants should write a personal statement of no more than three double spaced pages (1 inch margins and 12 point font) The statement should address the following: 1) what interest the applicant has about this particular doctoral program, given the applicant s current or prior/recent professional and academic experiences; 2) a current challenging education policy issue in an EC-12 school or school district setting that the applicant would have an interest in examining as part of the applicant s program of study and/or education policy research dissertation; and 3) how the applicant envisions the program helping him/her investigate this challenging education policy issue and, through doing so, achieve his/her professional goals Completed Recommendations (3 in electronic form): The applicant will identify three recommenders who will each submit an online recommendation form providing their perspectives regarding the applicant s suitability for the program It is recommended that at least one recommendation be from your current or recent professional work supervisor It is strongly recommended that one recommendation be completed by a former faculty member or academic professional, or from someone who can address the applicant s academic ability to engage in scholarly research Lastly, one recommendation should come from a person of the applicant s choice who can speak to the applicant s qualities that will contribute to his/her success in a research-intensive doctoral program Develop a Written Response to the following EC-12 Education Policy Prompt: The superintendent of an urban school district in Texas has just contacted you expressing her interest in your services as an educational policy consultant Because of the district s large percentages of ESL/ELL and economically disadvantaged students, elementary and secondary teachers throughout this urban district are continuing to grapple with multiple instructional planning and classroom teaching/learning challenges associated with accommodating the learning support needs of the district s underserved students These challenges are compounded by the fact that the district has also been scrambling to comply with new state education agency requirements stemming from recent, widely publicized new national education standards calling for the provision of 21 st century technology-integrated learning opportunities to students in elementary and secondary classrooms, such as the Next Generation Science Standards (NGSS) (National Academy of Sciences, 2012) to incorporate mobile digital technologies and educationally appropriate social media into the district s instructional programs, including teachers instructional planning So far, the district leadership s overall responses to these challenges have been reflexive and haphazard at best The superintendent has been receiving mounting pressure from the school board to develop and present a comprehensive education policy proposal that can address in inclusive ways the instructional technology-integrated teaching and learning needs of all of the district s learners (students, parents, teachers,

6 instructional support staff, and administrators) including the needs of underserved student populations and their families The superintendent is requesting that you, as educational policy consultant, prepare a preliminary policy development study prospectus in which you will outline the research procedures you would employ to assist the district with its policy development needs Since the superintendent is intent on being able to present a comprehensive, data-informed education policy proposal to the school board, she is especially interested in reading about the kinds of campus- and district-level disaggregated and longitudinal learning assessment/academic performance report data mining and analysis procedures, as well as strategies for obtaining perceptual data from multiple school district stakeholders regarding current policy issues, that you will include as integral components of your policy development study prospectus To respond to this writing prompt, please prepare a thoughtful and well-constructed preliminary policy development study prospectus brief to comply with the superintendent s request Construct your prospectus brief as an initial outline draft of data collection/analysis procedures, policy issues review processes, and policy development strategies that you would include in the complete policy development study prospectus you would develop for this urban school district superintendent In your prospectus brief describe the education policy issues you feel would be most important to consider in formulating a workable education policy (or set of policies) for this school district situation The answer to the above prompt should be not more than 5 pages, double-spaced, 12- point font, with one-inch margins Reference: National Academy of Sciences (2012) Next Generation Science Standards: Executive Summary Washington, DC: National Academies Press Further Requirements and Timelines To be considered for admission to the Texas Tech University Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy Program in the spring of each year, all required materials must be received by October 30 Only one cohort will be admitted annually each spring semester Incomplete applications will not be reviewed Applicants will be notified of cohort admission decisions by November 16 th Course Requirements and Program of Study The Educational Leadership (EDLD) Doctor of Philosophy (PhD) in EC-12 Education Policy Program consists of 72 hours of coursework beyond a master s degree from an accredited university program (this is inclusive of the dissertation research hours) A maximum of 12 hours of previous graduate (masters-level) course credit hours earned

7 from one or more accredited universities may be transferred to the program (based on program faculty review of student transcripts) The EDLD Policy PhD degree plan requirements below are based on beginning the program during the spring semester and being continually enrolled for the three-year sequence of courses All of the core area courses in this three-year sequence are required doctoral-level course areas for all EDLD Policy PhD cohort students course substitutions or transfers from previous graduate course work are not allowed Cohort students will develop their individual degree plans in consultation with program faculty advisors NOTE: Failure to register for a semester or summer load of courses or failure to complete courses on time will result in the student s removal from the program and the closed cohort This is a unique feature of this program and requires significant commitment on the part of each participant selected for the cohort Students in the EDLD Policy PhD cohort program typically complete their entire program of study (ie, all course requirements and the dissertation) within four years The Educational Leadership Policy PhD degree plan includes the following core area requirements: Educational Leadership Policy PhD Degree Plan core areas: I Social Science/Foundations Core 15 hours a Politics of Education (Politics and Policy) 3 b Economics of Education (Economics and School Finance) 3 c Organizational Theory and Design 3 d Sociology of Education (Social/Cultural Context) 3 e Other (such as: Ethics and Philosophy of Education, Democracy in Education, History of Education and Policy) 3 II Policy Core 15 hours a Policy Communication reading and writing policy and legal documents (briefs, analyses, reports, op/ed articles, etc), verbal communication (testifying, lobbying, etc), planning/organizing (eg, Day on the Hill) b-d Options: Accountability/School Reform, Race and Ethnicity/Equity and Diversity, Teaching and Curriculum, Poverty and Education, Power and Politics, Schools and the Law, Higher Education Policy, Micropolitics in Schools and Communities, Contemporary Issues in Education Policy

8 e Policy Internship (Research, Policy) 3 III Research Core 18 hours a Systems of Human Inquiry/Ways of Knowing/Research Design (EDLD) 3 b Policy Analysis (EDLD) 3 c Quantitative Methods and Design (EPSY) 3 d Qualitative Methods and Design (C&I) 3 e Advanced Methods and Design (2) 2 advanced (Quant, Qual, or Mixed Methods) or 1 advanced and 1 research practicum (EPSY) 6 IV Dissertation 12 hours Important Curriculum Sequence Dates to Remember: Weekend Program Orientation Colloquium for new Educational Leadership Policy PhD Cohort students (held at the TTU-Lubbock campus on a weekend after Thanksgiving but prior to December 18) Cohort students can attend this orientation colloquium in person or participate at a distance via Skype The Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy Program includes three summers of required coursework Notification of Cohort Selection The Office of Graduate Admissions in the TTU Graduate School will send an official letter of acceptance/rejection to applicants Appeal process The admissions process for the Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy Program is highly competitive and selective The appeal process is to reapply to the program the following year because only a limited number of applicants will be accepted annually Additional Information and Suggestions Other important issues such as registration, financial assistance, ethics, and appeals procedures are outlined in the Texas Tech University Graduate Catalog, College of Education Doctoral Student Handbook, and the Education Student Handbook These can be accessed through the TTU College of Education website

9 Cohort Program Design Components and Student Progression Through Doctoral Study Educational Leadership (EDLD) Curriculum Design Threads The Educational Leadership (EDLD) Doctor of Philosophy (PhD) in EC-12 Education Policy Program s Trademark Outcome (preparing education policy research interventionists who can analyze and evaluate education programs, issues, and policies to influence education policy improvement and reform) is operationalized concretely through a number curriculum design threads (eg, Data-driven Decision Making; Communication for Change; Results for All Students) which are incorporated into specific learning components and articulated Assessment and Evaluations for the sequence of courses in the Educational Leadership (EDLD) Doctor of Philosophy (PhD) in EC-12 Education Policy Cohort Program Included in the overall sequence of courses are End of Phase Assessments for Phases 1, 2 and 3 of the curriculum that correspond to Years 1, 2, and 3 of the program Across the nation, there are calls to reform educational leadership preparation in a drastic manner, and Texas Tech University is responding by transforming its programs to meet those demands A basic part of this transformation is rethinking how educational leaders are prepared Reforming leadership training means rethinking the entire educational process Many aspects of these reforms are found throughout the courses reforms designed to help you become an exceptional education policy research interventionist: You will develop higher-level skills and products Learning outcomes in all courses will still include knowledge and reasoning, but these will serve as prerequisites to higher-level skill and product competencies you will develop You will learn the attributes valued by employers and education research professionals (State and national standards, professional literature, a variety of focus groups, and potential employers were involved in determining the learning outcomes for these courses) Instruction will be connected to the achievement of EC-12 education stakeholders and political leaders you will be leading and influencing Culminating Experience Participants in the Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy Program will complete a three-year program of study that culminates in an Education Policy Research Dissertation Cohort students will examine multiple education policy research areas of investigation existing in the current EC-12 education policy arena as they progress iteratively through the three-year program of study that will inform their selection of a focused research topic for their education policy research dissertation study Each cohort student will be encouraged to include a policy research intervention component (if feasible and depending on the research topic) as an integral part of his/her dissertation research design

10 Program Cohort Acceptance Once an applicant has been notified of acceptance to a cohort, the Educational Leadership program coordinator will communicate cohort program activity dates for the coming years The program coordinator will serve as the facilitator of the cohort for the first year Beginning in the second year of the program, students will be encouraged to identify an Educational Leadership faculty member who will agree to serve as chair of the student s dissertation study, based on student and professor mutual research interests and advising compatibility The identified faculty member chair will also assist the student in formulating a dissertation committee at an appropriate time during the student s program of study Doctoral Program Progression Requirements Qualifying examination After completing all course work, each student must pass a doctoral qualifying examination The qualifying examination requires synthesis and application of knowledge acquired during the course of study for the Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy Program The participant may take this examination after receiving approval of the degree plan from the Dean of the Graduate School and completing most of the course work prescribed by the degree plan The dissertation committee judges the qualifying examination on a pass/fail basis At the discretion of the dissertation committee, the committee may ask the student to complete an oral examination to provide additional evidence of his/her ability to synthesize and apply knowledge of Educational Leadership course work and/or course work completed in a minor or related field If the student fails the qualifying exam, the qualifying examination can only be repeated once after a lapse of at least four months Once the applicant passes the qualifying examination, the TTU Graduate School admits you to candidacy, upon the recommendation of the dissertation committee The chair of the committee submits this application for candidacy The student has four years to complete the dissertation after admission to candidacy The program makes any required accommodations for participants with disabilities to take the qualifying examination The student must provide official documentation from TTU Student Disability Services The student should discuss individual needs with his/her dissertation committee chair to arrange needed accommodations Dissertation Proposal, IRB, the Dissertation, and Oral Defense After successfully passing the doctoral qualifying examination, the participant is eligible to present a formal proposal for dissertation research to his/her dissertation committee and other interested faculty and students Once approved by the dissertation chair and committee, the candidate submits a research study proposal to the Texas Tech University Human Research Protection Program (HRPP) approval that reviews and approves all research conducted with human subjects at Texas Tech University The participant must have HRPP approval before beginning research The final product, the dissertation a work of EC-12 education policy research must be defended in an oral defense administered and evaluated by the chair and members of the dissertation committee Statement of Intent to Graduate The participant s last step before the defense is to file a Statement of Intention to Graduate and pay graduation fees Since specific

11 deadlines exist for filing forms and paying fees, please contact the Texas Tech Graduate School for additional information including dates for graduation Financial Aid Information about financial aid is available from the university s website at The participant should contact the TTU Financial Aid Office and information is also available on the College of Education website at Frequently Asked Questions 1 Do applicants need a master s degree before applying for the TTU Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy Program? Applicants are required to have a master s degree before applying to the TTU Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy Program A maximum of 12 hours of previous graduate (masters-level) course credit hours earned from one or more accredited universities may be transferred to the program (based on program faculty review of student transcripts) 2 May applicants take courses before being selected to the TTU Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy Program? No courses will transfer into the program other than those noted in #1 above The TTU Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy program is a selection-based, closed cohort program 3 May participants take classes outside the TTU College of Education for this program? Yes, taking courses outside the TTU College of Education ie, in other TTU colleges and departments is an important and integral feature of the TTU Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy program of study 4 How will students participate in the online program? The TTU Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy program includes multiple online-delivered courses In addition to asynchronous learning activities, students may be required to participate in synchronous online class meetings within some program courses using Blackboard Collaborate and/or other webbased interactive technologies You will need a microphone, webcam, and reliable Internet access on a regular basis Attendance for synchronous online class meetings will be mandatory as designated by the faculty member instructing the course The evening of the week (Mon-Thurs) will be determined in advance of each course In addition to participating in online course learning activities, cohort students must attend (in person if feasible) the initial weekend Program Orientation Colloquium before beginning the program, and participate in web-delivered Doctoral Colloquium events scheduled during the fall and spring semesters in each year of the three-year program 5 How much does the TTU Educational Leadership Doctor of Philosophy (PhD) in EC-12 Education Policy Program cost?

12 Tuition and fees (resident and non-resident) depend on the University costs at the time of the cohort admission Cohort participants may expect modest increases in tuition and fees imposed by the TTU Board of Regents concurrent with the start of each new university year You may access the rates at: This doctoral program requires enrollment in six credit hours per semester in the fall and spring and enrollment in nine credit hours each summer for three years The remaining hours are denoted for dissertation credit hours and enrollment is continuous until program completion 6 May participants work full time while enrolled? Yes, the Educational Leadership PhD in EC-12 Education Policy Program may be completed by cohort students who are working professionals The program is also available to individuals interested in full-time doctoral study 7 How many students are admitted? A typical cohort is expected to consist of up to 20 highly qualified educational leaders Cohort numbers may vary from year to year 8 When are admission decisions made? Complete applications will be reviewed in early November Selected cohort participants will be informed by mid-november of each fall semester Potential participants applying to the program should make certain that they are available to start courses in the spring semester and can make a solid commitment to full involvement in the cohort program for four years