Beruflich Dokumente
Kultur Dokumente
IN
EDUCATIONAL LEADERSHIP
Specializations in:
Curriculum and Instruction
Administration
Special Education
Postsecondary Education
Updated 12/29/09
I. Program Philosophy
Our educational philosophy is to provide a learning environment where knowledge is
continually constructed through individual and collective effort. The program seeks to balance
concept acquisition, skill development, critical reflection, and the development of advocacy
within a supportive and challenging educational framework of collaboration. This perspective is
derived directly from our Graduate School of Education’s Guiding Principles and the Doctoral
Program’s Educational Beliefs Statements:
The GSE further believes that in order to prepare such Educational Leaders the Doctoral
Program should:
! Foster an active partnership between students and faculty based on a model of interaction
and dialogue in designing particular courses of study, the program at large and individual
classes.
! Exemplify collaborative and democratic processes that should characterize all educational
institutions and the society more broadly.
! Recognize that education occurs in diverse social arenas, and therefore the program
should be responsive to traditional and non-traditional contexts.
! Be an activist program that advocates equity, equality, social justice, and ecological
sustainability.
! Ensure that each course in the Doctoral Core, and the composition of the Doctoral Core
as a whole, is guided by these beliefs.
V. Program Curriculum
A. The Leadership Core: The leadership core is a common curriculum completed by all
students as a cohort during their first two years in the doctoral program.
Fall Winter Spring
Year 1 ED 620 Doctoral Proseminar 2 credits 1 1
ED 630 Principles of Learning 4
ED 640 Organizational Leadership 4
ED 650 Politics and Policy 4
Total Credits 28
Additional research courses typically are needed, depending on the student’s background,
experiences, and dissertation study methods.
B. Specialization Areas: Each student is admitted to one specialization within the Ed.D.
Educational Leadership program although coursework may be taken in other specialties based
on the student’s background and learning needs with approval of the advisor and specialty area
faculty. The four specializations are: Curriculum and Instruction (ELCI), Educational
Administration (ELEA), Special Education (ELSC), and Postsecondary Education (ELPE).
Doctoral 5
C. Cognate Courses: The purpose of the cognate is to supplement studies related to the
dissertation or to supplement knowledge and skills in research methods in preparation for the
dissertation. The cognate is required in the Postsecondary Education specialization as well as
Special Education and Counselor Education. It is optional in the Educational Administration
specialization and not relevant to Curriculum and Instruction. It consists of 12-18 credits of
planned study.
The cognate coursework for the Educational Administration and Postsecondary Education
specializations must be taken in departments outside the field of education (e.g., Psychology,
Political Science, Urban Studies).
The cognate coursework for the Special Education requires 12-15 credits of coursework
outside of Special Education. The cognate coursework for Counselor education requires 12-15
credits of coursework outside of Counselor Education. This cognate coursework is identified in
collaboration with the advisor.
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D. Electives: Students include 45-57 credits as electives, depending on their specialization and
program of study. Electives might include courses taken as part of a master’s degree program or
additional work to “round out” the student’s preparation.
E. Comprehensive Exams/Papers: Before doctoral students prepare their dissertation proposal and
are advanced to candidacy, they must pass a two-part comprehensive examination: (a) one exam
focused on the Doctoral Core and (b) another exam/ focused on the student’s specialization. Both the
Core and the Dissertation Pre-Proposal Specialty exams/papers include an oral presentation and
defense of a written paper before an appointed examination committee. Many students work each
paper to help frame the dissertation topic and research design.
G. Residency: Candidates fulfill the university’s full-time residency requirement (three consecutive
terms of nine credit hours or more of approved graduate study at PSU) in one of three ways: course
work, the study of practice (i.e., field-based work), or dissertation. Most students carry less than a full-
time job assignment during the residency period. One of the consecutive terms may be summer.
Candidates are strongly encouraged to discuss their interests with the Doctoral Program
Coordinator and/or one of the program faculty prior to application., especially, if there is
confusion about the various specializations.
B. Admission Criteria: The Doctoral Program Council makes admission decisions using the following
criteria to gain a holistic picture of the applicant. No one criteria is routinely utilized to preclude
consideration.
C. Admission Procedures: Portland State University requires that the applicant send two
complete, separate application packets. The mailing address for both is PO Box 751, Portland,
OR 97207. One packet must be sent to the Office of Admissions. The other should be sent
directly to: Stefanie Randol, Doctoral Program Assistant, Graduate School of Education.
Incomplete packets will seriously delay completion of the graduate admission process. Note: It is
the applicant’s responsibility to submit all required materials prior to the application deadline. You will not be
notified if items are missing. Questions about the admission process, application materials, or status
of an individual application should be directed to the Doctoral Program Secretary at (503) 725-
4689.
2. Submit the materials listed below to Stefanie Randol, Doctoral Program Assistant,
Graduate School of Education, Portland State University, P.O. Box 751, Portland,
Oregon 97207-0751:
! A written statement (about 4-5 pages) articulating how your background and
experience has prepared you for entry into and successful completion of this
doctoral program in Educational Leadership. Also address your educational
philosophy and the relationship you see with the GSE principles and beliefs listed
on pages 1 and 2. Finally, briefly discuss your research interests and a possible line
of inquiry for your dissertation.
! A proposed time schedule for completion of the doctoral degree. (This may be a
few short sentences or several paragraphs). Note: Classes are scheduled for late
afternoons and evenings. With careful planning and intense commitment,
students who are employed can proceed through the program in 4 or 5 years.
After initial review of applicant files, selected candidates will be required to have individual interviews as part of
the admission process. (A phone interview may suffice for students unable to travel to PSU.) Applicants will be
notified of date and time. Admission decisions will be made beginning early April.
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VII. The Specializations: Using guidelines developed by program faculty, students work individually
with their advisor to develop the specialization, providing greater depth in an area of special interest to
the student.
The Curriculum and Instruction specialization (33-36 credits) is focused on teaching and learning in
PreK-12 settings and in teacher education/teacher professional development.
The Curriculum and Instruction (C & I) specialization contains one required course and an Integrative
Theme for Change:
Central to the C & I specialization is the development of the Integrative Theme for Change. The
purpose is to engage in critical inquiry into teaching and learning as part of human development; it takes
into account social, cultural, and psychological aspects of the teaching-learning processes. The doctoral
student, in consultation with their advisor, will develop an Integrative Them for Change that probes an
area of special interest and leads to dissertation research. The Integrative Theme for Change also
provides an opportunity for interdisciplinary studies and can include courses from outside the
department, beyond the Graduate School of Education, and from other institutions, when appropriate.
! Experienced PreK-12 teachers interested in providing significant leadership in, for example,
their school districts or regional and national professional organizations, either as curriculum
specialists or as continuing classroom teachers.
! Experienced PreK-12 teachers interested in pre-service and in-service teacher education. Upon
program completion, these graduates typically work as faculty in Schools of Education or as
specialists at the school district-level.
! Faculty in subject area disciplines other than Education working in two-year college settings
who wish to develop expertise and leadership in the teaching and learning of their disciplines.
! Educators from non-traditional instructional settings that may include alternative schools,
private schools, outdoor schools, adult education, assessment projects, curriculum research.
Many of these graduates work outside classroom settings, in school districts, non-profit and
community organizations, or in private enterprise.
Note: Individuals who are pursuing careers in teacher education or teachers’ professional development
at a college/university level should have PreK-12 teaching experience in order to he hired at this level.
The C & I specialization also is not suitable for individuals planning to teach in an academic department
such as mathematics, history, biology, or English, in a four-year college or university.
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The emphasis of this specialization is leadership for change by executive-level administrators in K-12
schools or regional and state-wide agencies. In addition to completing the two required courses listed
below, students work individually with their major advisor to identify additional courses to be included
as the Integrative Theme for Change. The purpose is to provide depth in the areas of special interest
to the student, which may include leadership for change in traditional public schools as well as in
non-traditional (private and charter schools, alternative education programs, non-profits, etc.)
educational contexts. The integrative theme curriculum requirements may be met through a
combination of coursework, field-based study, and directed independent study.
Required Courses:
Credits
Courses…………………………………………………………………………………………8
ELP 658 Social, Historical, Philosophical, and Cultural Foundations of Education (4)
ELP 659 Theory, Research, and Practice in Educational Administration (4)
An integrative theme for change may emphasize leadership for change in areas such as:
! school-level and district level administration
! school or school district improvement
! educational policy change, including curriculum leadership in ecology, culture, and learning,
educational program change and implementation, or another area of study consonant with
the department’s curriculum offerings and faculty expertise.
Students develop a program of specialized study focused in an area of emphasis elected by the
student in consultation with the advisor. Qualifying credits associated with licensure as a school
or district administrator can be included in the program of study for this specialization with the
advisor’s approval.
Total: 24
Students in the educational administration specialization must complete 12-18 credits in field(s)
outside the Graduate School of Education that complement(s) their degree program. The cognate
typically is used to gain additional specialized knowledge in research methods or knowledge of
theories and concepts informing the area of dissertation study.
This specialization prepares students for leadership roles in the special education field. Recent
graduates include leaders in school districts, educational agencies or higher education.
The Postsecondary Education (ELPE) specialization is designed to serve individuals who are either
educational leaders or aspire to be educational leaders in postsecondary settings. Students benefit
from an articulated curriculum that is flexible, inclusive, collaborative, models exemplary practices in
life-long learning, and is committed to social justice for groups that have been historically
disenfranchised. We strive to develop adult educational leaders who are able to anticipate and
respond to the changing developmental issues of diverse adult learners, organizations, and
communities.
The specialization serves those who wish to teach, develop programs, or manage programs for adult
learners in college or non-college settings, or those who already work in this field but want to
improve their practice. This includes those who work in or are interested in:
The specialization is guided by a specific set of principles and values that are
incorporated into course content and interactions:
! A commitment to social justice and equity.
! The empowerment of change agents and agency.
! The integration of theory, research, assessment and practice.
! The promotion of sound educational, social, economic, cultural, and
environmental leadership and decision-making.
! The development of reflective practitioners.
! The fostering of life-long learning within inclusive, interdependent communities.
! The utilization of appropriate and contemporary resources and technology.
Required Courses:
ELP 507/607 Advanced Postsecondary Seminar (4)
ELP 520 Developmental Perspectives on Adult Learning (4)
ELP 538 Contemporary Issues in Postsecondary Education (4)