phd educational leadership alabama

Ed.D. and Ph.D. in Educational Leadership, Policy

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Educational Leadership, Policy and Law (EdD and PhD)

College of education, doctor of education and doctor of philosophy in educational leadership, policy and law.

Are you interested in pursuing a leadership role in the world of education, influencing policy or leading an institution committed to positively impacting students? Do you enjoy researching and solving problems using creative thinking and collaboration?

Earning an Ed.D. or Ph.D. in Educational Leadership, Policy and Law from Alabama State University is your key to unlocking a rewarding career as a leader in education. Our intensive educational leadership degree programs provide you with the training and skills to excel as an agent of change dedicated to educational equity and social justice, both inside and outside the classroom.

Why Earn Your Educational Leadership Degree at Alabama State University?

When you earn your Ph.D. or Ed.D. in Educational Leadership, Policy and Law from ASU, you’ll graduate with one of the most respected educational leadership degrees in the country. Our graduates are sought-after both in Alabama and around the nation for their expertise and experience working with students and faculty.

In fact, 100% of our educational leadership doctorate graduates are employed within six months of graduation. ASU’s doctoral degree programs in educational leadership will give you the best chances of finding your dream career in education.

Explore Educational Leadership Degree Courses at ASU

We offer two educational leadership degrees so you can tailor your educational experience to your goals. If you are interested in research, informing and developing policies or entering academia, our Ph.D. pathway is right for you. If you are most interested in the practical side of education and want a career in leadership within educational institutions, you should consider the Ed.D. in educational leadership.

Whichever educational leadership degree path you choose, you’ll enjoy a balanced combination of theory and hands-on field experiences to master foundational tools to become an effective and inspiring leader and policy shaper making positive impacts on education.

Some core courses in our educational leadership degree programs include:

• Leadership Studies
• Social and Ethical Issues
• Educational Policy
• Legal Research

What Can You Do With an Educational Leadership Doctorate?

Professionals with a Ph.D. or Ed.D. in Educational, Leadership, Policy and Law work in a wide variety of educational settings, including private and public schools, universities, government agencies and law firms. Thanks to our educational leadership program’s focus on internships, many of our students are employed before graduation.

Some of the most common career paths for professionals with educational leadership degrees include:

• Superintendent
• College president
• Education director
• Policy researcher

Places Alumni Work

Why Earn Your Educational Leadership Doctorate from ASU?

There are many reasons why our educational leadership degrees rank among the best in the nation. From our distinguished faculty mentors to our focus on experiential learning in the field, we provide you with the resources and community to succeed academically and professionally:

Get hands-on experience in educational leadership.

Both of our educational leadership degrees integrate courses focused on applying your knowledge and skills to real-world settings, so you’ll graduate with an impressive resume.

Work with experienced faculty.

You’ll be mentored by our highly experienced faculty during your educational leadership degree training and as you work on your dissertation — creating lasting personal and professional connections.

Earn a nationally renowned degree.

Our educational leadership degrees hold accreditations from the Alabama State Department of Education (ALSDE) — meaning you’ll earn an educational leadership doctorate that is respected around the world

Program Callouts

Educational Leadership graduates employed within six months of graduation

We offer two educational leadership degree tracks.

The Educational Leadership doctorate is accredited by the ALSDE

What Our Ph.D. and Ed.D. in Educational Leadership Alumni Say

  Quote Stinger S. ’19, degree program

Related Programs and Additional Resources

Connect with asu, department of physical therapy.

In the Department of Instructional Support Programs, we aim to help aspiring educational leadership professionals become agents of change committed to social justice and equity in schools and communities around the country. If you still have questions about earning your Ph.D. or Ed.D. in Educational Leadership, Policy and Law from ASU, please reach out to us.

Dr. Gilaine Nettles

Alabama State University 915 S. Jackson Street Montgomery, AL 36104

(334) 229-4800

FACULTY, STAFF & STUDENT RESOURCES

Alabama State University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, master's and doctoral degrees. Alabama State University also may offer credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of Alabama State University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling 404.679.4500 , or by using information available on SACSCOC's website. ( www.sacscoc.org ).

To inquire about Alabama State University accreditation status, please contact Dr. Tanjula Petty

Copyright © 2024 Alabama State University. All Rights Reserved.

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Educational Foundations, Leadership and Technology — Graduate Certificates, MEd, MS, EdS, PhD, Minor

Degree programs.

• Administration of Elementary and Secondary Education — MEd, PhD
• Administration of Higher Education — MEd, PhD
• Administration of Supervision and Curriculum — MEd, PhD, EdS
• Adult Education — MS, MEd, PhD, EdS
• Educational Psychology — PhD
• Educational Research, Measurement, and Evaluation — MS

Graduate Certificates

• Adult Education and English Language Teaching
• College/University Teaching
• Educational Leadership
• Extension Educator
• Instructional Leadership
• Instructional Technology for Distance Education
• Program Evaluation
• Technology Educator
• Workforce Education, Training, and Development
• Critical Studies in Education
• Sport Management

The Department of Educational Foundations, Leadership and Technology offers degree programs, graduate certificates, and minors. Degree programs lead to a Master’s of Education (non-thesis option), Master’s of Science (thesis option), Education Specialist, or Doctor of Philosophy. Graduate degrees are available in the areas of administration of elementary and secondary education; administration of higher education; administration of supervision and curriculum; adult education; educational research, measurement, and evaluation; and educational psychology. The graduate certification program in administration of elementary and secondary education (instructional leadership) is approved by the Alabama State Board of Education (ALSBE). The College of Education is accredited by the Council for the Accreditation of Education Preparation (CAEP).

Applicants to the department ’ s graduate programs must satisfy the Graduate School ’ s admission requirements. Departmental admission requirements include a degree from an accredited college or university, a GPA of at least a 2.75 on undergraduate coursework, a statement of intent, three recommendations, and any remaining admission requirements as identified by the program or department.

Master’s Degree Programs (MEd/MS)

Master ’ s degree programs are offered in administration of elementary and secondary education; administration of higher education; administration of supervision and curriculum; adult education; and educational research, measurement, and evaluation. All programs require a minimum of 30 semester hours, an internship and/or practicum, and a comprehensive examination.

The M.Ed. in administration of elementary and secondary education leads to Alabama Class A certification. Admission requirements established by the Alabama State Board of Education, including those pertaining to a clear background check, prior certification, and teaching experience, must be satisfied prior to admission to this program. Degree requirements are in compliance with State regulations. Graduation requirements include a passing score on the appropriate Praxis II subject assessment.

In accordance with State regulations, a minimum GPA of 3.25 is required on all courses used to meet master's-level certification program requirements.

Specialist in Education Degree Programs (EdS)

Degree requirements are in compliance with State regulations. Graduation requirements include a passing score on the appropriate Praxis II subject assessment. The Ed.S. program in administration of elementary and secondary education leads to Alabama Class AA certification. Admission requirements established by the Alabama State Board of Education, including those pertaining to a clear background check, prior certification, and teaching experience, must be satisfied prior to admission to one of these programs. Degree requirements are in compliance with State regulations.

In accordance with State regulations, a minimum GPA of 3.50 is required on all courses used to meet specialist-level certification program requirements.

Master’s and Specialist-Level Certification

Individuals completing State-approved Master ’ s-level certification programs are eligible to apply for Alabama Class A certification; individuals completing State-approved specialist-level certification programs are eligible to apply for Alabama Class AA certification. Individuals seeking certification in states other than Alabama are responsible for contacting those state certification offices to obtain their application form and requirements. The State of Alabama signs the National Association of State Directors of Education and Certification (NASDTEC) Interstate Agreement which facilitates the applications of program graduates when they apply for certification in other states. Note: Some state may not accept Instructional Leadership certificates from other states. Students should check with the state in which they are seeking certification to determine if pursuing an approved program at Auburn will result in reciprocity for instructional leadership .

Doctor of Philosophy Degree Programs (PhD)

PhD programs require a minimum of 60 semester hours beyond the bachelor ’ s degree. Research methods, statistics, and foundations of education are components of all doctoral programs. The department offers a doctorate in the areas of administration of elementary and secondary education, administration of higher education, administration of supervision and curriculum, adult education, and educational psychology. After satisfactory completion of coursework and a general written and oral examination, the student advances to candidacy. Doctoral students must register for at least 10 hours of dissertation credit while completing a dissertation.

Minor and Graduate Certificates

The Department of Educational Foundations, Leadership and Technology offers minors in sport management and critical studies in education. Graduate certificates are offered in adult education, college/university teaching, educational leadership, extension educator, instructional leadership, technology educator, instructional technology for distance education, program evaluation, and w orkforce education, training, and development . In addition, the department in collaboration with the Department of Curriculum and Teaching offers a graduate certificate in adult education and English language teaching.

Additional Information

Detailed admission and program requirements for the department’s multiple areas of graduate study are available on the College of Education’s website, Academics . The University schedule of courses is available on the Auburn University website.

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• Leadership and Teacher Education Department

Ed.D. in Educational Leadership

The University of South Alabama College of Education proudly offers an Ed.D. in Educational Leadership. The program is an intensive 60 credit hour, cohort-based program designed for educators who wish to earn a terminal degree in educational leadership. Delivered in an executive format, the Ed.D. program allows students to maintain their current employment while also studying full-time. 

The program is aligned with the recommendations of the Carnegie Project on the Educational Doctorate to redesign the Ed.D. to make it a stronger and more relevant degree for the advanced preparation of school practitioners, academic leaders, and professional staff for the nation’s schools and colleges and the learning organizations that support them.

There are two tracks available in the program, one for P-12 administrators and one for higher education administrators.

Coursework is delivered by highly qualified professors using a combination of intensive, face-to-face classes on campus, and blended, and fully online formats. Courses include program assessment and evaluation, finance, ethics, global education, legal issues, and quantitative, qualitative, and mixed methods research. Effective leadership is a guiding principle throughout the program. 

Course of Study

P-12 Leadership

The Educational Doctorate in Educational Leadership (P-12) only admits in the summer semester (deadline March 15).

• Master’s degree from a regionally accredited institution with a minimum 3.25 cumulative graduate GPA. * USA students applying to a USA graduate program in the College of Education and Professional Studies should complete a transcript request form (PDF) found on the University Registrar's Office website. In the Name/Organization field for the transcript recipient write, " USA Graduate School ". There is no charge associated with this request. This option applies only to USA transcripts for students applying to USA graduate programs.

ALABAMA Class A or Class AA Professional Leadership Certification in Instructional Leadership.

Current service or experience at the level of PK-12 Assistant Principal or higher is preferred. Applicants must hold active professional positions that allow them to implement small-scale change.

Three letters of recommendation from individual’s familiar with the applicant’s work (to include the applicant’s principal or supervisor attesting to candidate’s leadership and management potential). Recommendations MUST BE COMPLETED ONLY on the Recommendation Form for Graduate Admission to the Educational Leadership Program (PDF) and SUBMITTED by email to: [email protected] .

Submission of official GRE scores. A minimum Analytical Writing score of 3 (out of 6) on the GRE Analytical Writing section is preferred.

A two-page narrative indicating the applicant’s career plan and goals in pursuing the  Educational Doctorate in P-12 Leadership. Include how the program matches the applicant’s career goals (upload within online application).

Completed copy of the most recent performance appraisal to include the professional development component and evidence of ability to lead student achievement (upload within online application).

Completion of graduate level Research Methods and Evaluation course with minimum grade of “B”.

A resume with chronology of academic and/or professional employment (upload within online application).

Higher Education Leadership

The Educational Doctorate in Educational Leadership (Higher Education) only admits in the Summer Semester (deadline March 15).

• Master’s degree from a regionally accredited institution with a minimum 3.25 cumulative graduate GPA. Official transcripts* can be sent by mail or electronically. Instructions can be found under “Help” on the application. * USA students applying to a USA graduate program in the College of Education and Professional Studies should complete a transcript request form (PDF) found on the University Registrar's Office website. In the Name/Organization field for the transcript recipient write, " USA Graduate School ". There is no charge associated with this request. This option applies only to USA transcripts for students applying to USA graduate programs.

Academic and/or Professional experience as a manager or director of units, or other supervisory position. Applicants must hold active professional positions that allow them to implement small-scale change.

Completion of graduate level Research Methods and Evaluation course with a minimum grade of “B”.

Submission of official GRE scores. A minimum score of 3 (out of 6) on the GRE Analytical Writing section is preferred.

A two-page narrative indicating the applicant’s career plan and goals in pursuing the Educational Doctorate in Higher Education Leadership. Include how the program matches the applicant’s career goals (upload within online application).

Program Coordinators:   

Graduate Catalog > Colleges and Programs > Educational Specialist Degree Programs > Instructional Leadership, Educational Specialist

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30 – 33 Credit Hours

The Educational Specialist in Instructional Leadership at Alabama State University builds on the knowledge and abilities developed at the Class A (Master’s degree) level. Candidates will use their skills to create and practice successful instructional leadership. Program emphasis will be placed on the development of shared leadership practices with stakeholders in improving student achievement, especially parents and teachers. Any questions regarding the Instructional Leadership Program should be directed to the Chairperson of Instructional Support Programs (334) 229-6829.

Application forms can be downloaded online and should be completed and submitted to The Murphy Graduate School. Prior to an applicant being fully admitted to the program, he or she must complete a portfolio and an interview.

Instructional Leadership Program Admissions Requirements

The Alabama State Department of Education requires that candidates for advanced certification for Instructional Leadership shall be at the Class AA level and shall minimally ensure the following:

• All candidates must undergo a criminal history background check. Additional information is provided in Rule 290-3-3-.02(5).
• All candidates must hold a Class A Professional Educator Certificate in Instructional Leadership or one of the other Class A leadership certificate designations instructional leader, principal, superintendent, superintendent-principal, educational administrator, supervisor (any subject and/or grade level), administrator of career and technical education].
• Possess a Class A Instructional Leadership certificate earned after completing a redesigned program at a university in Alabama.
• Be currently serving as a superintendent, assistant or associate superintendent, assistant to the superintendent, principal, assistant principal, supervisor (any subject and/or grade level), administrator of career and technical education, coordinator, or evaluator.
• Document three years of employment in an instructional leadership position for which one of the certificates in Rule 290-3-3-.53.01(2)(b) is proper certification according to the current edition of the Subject and Personnel Codes of the Alabama State Department of Education.
• Three letters of recommendation.
• Most recent performance appraisals.
• Evidence of ability to lead student achievement.
• Evidence of leadership and management potential.
• Reasons for pursuing the Class AA certificate in instructional leadership.
• Minimum grade point average requirement for admission to the Instructional Leadership Program
• ED.S./AA Level Certification is 3.25.

As with the Master of Education in Instructional Leadership, applicants will be interviewed prior to admissions. ILP faculty and LEAs will be involved in the process of determining which applicants should be interviewed and admitted based on the interview process itself.

Program Requirements

The Educational Specialist Program in Instructional Leadership includes 30-33 credit hours with no fewer than 30 of the semester hours of course work being at the sixth-year level or above. Candidates will complete 21 credit hours of core courses, including technology, 6 credit hours of problem analysis, and a three-credit hour advisor elective. If candidates have not successfully taken a Survey of Special Education course, they will need to take SED 500 – the Exceptional Student.

Comprehensive Examination

To complete program requirements, candidates must pass a comprehensive assessment that documents mastery of the Class AA Instructional Leader program curriculum.

Core Courses (21 Credit hours)

Elective (3 credit hours).

Candidates will select one advisor-approved elective (3 Credits)

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College of Education and Human Sciences

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Instructional Leadership Degrees

Instructional Leadership offers both a master's degree and an Education Specialist degree  (see below):

Master of Arts in Education - Instructional Leadership

Mission Statement : The mission of the University of North Alabama Instructional Leadership Preparation Program is to prepare engaged, collaborative and effective leaders of learning through the integration of theory, reflection and applied leadership opportunities.  This program is grounded in the Alabama Standards for Instructional Leaders, and focuses on the development of essential knowledge, skills, and abilities.

  Class A instructional leadership program allows candidates to benefit from purposeful hands-on experiences designed to prepare them to lead the essential work of school improvement and higher student achievement.  School-based assignments are designed to provide opportunities for the application of knowledge, skills, and ways of thinking that are required to effectively perform the core responsibilities of a school leader, as identified in Alabama leadership standards and research.  The developmental continuum of program practice progresses from observing to participating in and then to leading school-based activities related to the core responsibilities of instructional leaders, with analysis, synthesis, and evaluation of real-life problems at each level.

Benefits of collaboration between the university and LEA:

• anchors internship activities in real-world problems instructional leaders face
• provides for appropriate structure and support of learning experiences
• ensures quality guidance and supervision

Instructional Leadership Program Options

MAED Instructional Leadership:

Candidates eligible for the Class A instructional leadership master's program must hold a valid Alabama Class B Professional Educator Certificate in a teaching field or a valid Alabama Class A Professional Educator Certificate in a teaching field or instructional support area and meet program admission requirements.

Instructional Leadership Certificate (Reduced Hour Option):

Candidates eligible for the Class A Instructional Leadership Certificate program must hold a Class A Professional Educator Certificate and meet program admission requirements.  Program candidates are able to complete a reduced-hour program (18 hours) to be recommended for a Class A Instructional Leadership Certificate. 

Essential Information

• MAED Instructional Leadership Official Checklist/Program of Study

Steps for Admission

Phase i. graduate program application.

Individuals interested in making application to the Instructional Leadership Program shall meet all application requirements of the Graduate Program. This includes:

• completion of the Graduate program application:  https://www.una.edu/graduate/graduate-application.html
• evidence of an earned baccalaureate-level Professional Educator Certificate in a teaching field or earned master's level Professional Educator Certificate in a teaching field or instructional support area.
• evidence of three (3) full years of full-time, acceptable professional educational experience in a P-12 setting, which must include at least one full year of full-time P-12 teaching experience.
• any other Graduate admissions requirements such as entrance exams and background clearance (ALSDE teacher certifications already include the necessary background clearance).

Phase II. Portfolio

Individuals wishing to apply for the Instructional Leadership Program must submit a portfolio containing the following items:

•  Letter of Interest including the following:
•  brief autobiography of the applicant
•  brief philosophy on instruction 
•  brief explanation of goals 
•  summary of professional development activities from the past two years
•  reasons for pursuing instructional leadership certification
•  evidence of most recent accomplishments in education and leadership (student organizations sponsor, committee involvement, project director, awards, presentations, community service, military service, etc)
• summary of expectations from the instructional leadership preparation program

2. Current Resume/Vita including education, work history, leadership activities, memberships, and honors and awards

3. Evidence of ability to improve student achievement- Describe your philosophy if data-driven instruction.  Include specific examples from past experiences, but do not include any student names or other identifying information.

4. Completed copy (all forms) of the most recent performance observation.  Include the professional development component, if available.

5. Three letters of recommendation- At lease one letter must be from a principal or immediate supervisor.

Phase III. Interview

The interview process will be completed electronically through video. View instructions

Phase IV. Coursework

Courses required.

• IL 690 Development of Educational Human Resources
• IL 691 Financial and Material Resources for School Improvement
• IL 694 Differentiated Instruction for Diverse Student Learning
• IL 695 Legal & Ethical Responsibilities
• IL 696 Internship & Residency for Instructional Leaders
• IL 697 Leadership for Successful Schools and Partnerships
• EEX 605 Education for Exceptional Children (required if not previously completed)
• 12 hrs advisor-approved electives

Education Specialist - Instructional Leadership

Program Rationale : Grounded in the Alabama Standards for Instructional Leaders, and builds on the knowledge and abilities developed at the Class A (master’s degree) level, candidates in the Class AA Instructional Leadership program will use their skills to create and practice successful instructional leadership. The Class AA Instructional Leadership program is anchored on practical experiences and the contents rely on leadership experiences in school and school district settings to translate candidates’ leadership knowledge into sound leadership practices. A core principle of the Class AA Instructional Leadership program is the development of shared leadership practices with all who have a stake in improving student achievement, especially parents and teachers.

Candidates will engage in:

• Practical experiences linked to instructional problems which serve to focus the candidate’s research and problem-solving efforts.
• Experiences that encourage candidates to engage in alternative ways of thinking about educational settings, planning, scheduling, and approaches to teaching to accomplish learning goals for student populations with ever-changing needs.
• Content focused on adult learning theory and develop a clear understanding of how adults learn and that schools are places where adults and students learn together.
• Improving teacher performance using the Alabama Educator Effectiveness Process.
• Content and practice in shared leadership providing opportunities for each candidate to understand and be able to implement leadership that is shared with all stakeholders in meaningful ways to support improved student learning.
• Content focused on leadership for special education, English language learners, career and technical education, technology, pre-K programs, and adolescent literacy.
• Official Checklist/Program of Study
• Scholastic achievement: a master’s or higher degree from a regionally accredited institution.
• Candidates must hold a valid Class A Professional Educator Certificate in Instructional Leadership or a valid Class A Professional Leadership Certificate. 
• Be currently serving as a superintendent, assistant or associate superintendent, assistant to the superintendent, principal, assistant  principal, supervisor (any subject and/or grade level), administrator of career and technical education, coordinator, or evaluator.
• Document three years of employment in an Instructional Leadership position for which one of the certificates is proper certification according to the current edition of the Subject and Personnel Codes of the Alabama State Department of Education.
• Demonstrate each of the abilities in the Class A Instructional Leadership standards prior to admission to the Class AA Instructional Leadership program or prior to completion of the Class AA Instructional Leadership program.
• ASBI/FBI background clearance.
• Complete the Graduate program application:  https://www.una.edu/graduate/graduate-application.html

Applicants who completed a Class A program other than one approved by the Alabama State Board of Education on or after September 8, 2005 , must submit a portfolio.

The contents of the portfolio will be reviewed and score by faculty members in the Instructional Leadership Program. 

Courses Required:

• EDS 701 Professionalism and Ethics in the School Culture
• EDS 704 Culturally Proficient Leadership
• EDS 708 Advanced Curriculum Dev for Teaching & Learning
• EDS 703 Digital-Age Leadership to Enhance Student Learning
• IL 706 Management of the Learning Organization
• IL 707 Law, Policy, and Governance
• IL 711 Professional Standards for Instructional Leadership
• IL 705 Professional Development and Mentoring
• EDS 702 Applied Research I
• IL 709 Applied Research II
• IL 710 Community and Stakeholder Relationships OR ED 640 Educational Statistics
• EEX605 Survey of Students with Disabilities (if not previously completed)

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College of Professional Studies

Northeastern University’s online Doctor of Education program provides experienced adult learners, working professionals, and scholar-practitioners from diverse backgrounds and perspectives with the practical knowledge and experience they need to transform the learning landscape. Students gain innovative approaches to create authentic change in their communities. The program was selected as the Carnegie Project on the Education Doctorate's Program of the Year for 2022-2023.

The Doctor of Education program is designed to be completed in three to four years of study—following a fast-paced quarter system in lieu of a traditional semester format. Students choose from five concentrations to create a curriculum that matches personal and professional interests. The program's dissertation in practice process will begin at the onset of your coursework as you identify your problem of practice and develop an action plan—incorporating cycles of data collection and analysis, collaboration, change work, and reflection—culminating in the dissemination of your action research findings. Our students come from diverse disciplines and professions, seeking more than just a degree. You'll gain a practical education that translates to your everyday working environment.

While all EdD courses can be completed online (except for hybrid courses in Seattle and Charlotte), annual in-person two-day residencies are held on campus. Residencies focus on networking and tools for career success and allow you to connect with faculty and fellow scholars to share knowledge and experience. You'll attend residencies* in your first and second years of the program at one of our campuses in Boston, Charlotte, or Seattle.

The Northeastern Doctor of Education degree is accredited by the New England Commission of Higher Education (NECHE) and was selected as Program of the Year by the Carnegie Project on the Education Doctorate Program for 2022-2023.

*Please note: International students enrolling in the online EdD program will be provided with an option to complete the residency through online participation in interactive sessions with fellow scholars offered during the residency period.

More Details

Unique features.

• You will choose one of five concentrations—higher education administration, innovative teaching and learning, transformative school leadership, workplace learning, and integrative studies—to focus your studies and further customize your curriculum.
• You'll begin dissertation in practice work at the onset of your program. You'll select a compelling educational/organizational challenge and will be assigned a faculty advisor to support your research throughout the program.
• All coursework is online—providing flexibility for working professionals. Your residencies will be fulfilled in person*, at one of our campuses in Boston, Charlotte, or Seattle.
• You'll learn alongside faculty practitioners—engaging with respected leaders who contribute to the field as authors, journal editors, school board members, bloggers, and podcasters.

*In-person participation in the residency is also available for international students.

Concentrations

• Higher Education Administration: The higher education administration concentration provides an opportunity for experienced higher education professionals to expand their previous understanding of practices within all sectors of postsecondary education—and also advance their professional practice by developing and deepening their understanding of the roles of colleges and universities in our society. Sectors examined include community colleges, four-year colleges, for-profit institutions, and research universities.
• Innovative Teaching and Learning: The innovative teaching and learning concentration focuses on transforming education through innovation, justice, and policy, by providing engaging opportunities for current and aspiring teaching and learning specialists working in various education spaces. The concentration focuses on teaching and learning both inside and outside the bounds of P-20 schools and focuses on developing and leading innovative curricula as well as professional development.
• Transformative School Leadership: The transformative school leadership concentration provides innovative opportunities for experienced education professionals who are current and aspiring leaders of early childhood centers, public or private schools, or school districts. The concentration prepares students to lead and transform educational spaces and be equipped to shape the needs of education in K-12, higher education, organizational contexts, and beyond.
• Workplace Learning: The workplace learning concentration helps professionals gain a deeper understanding of, recognize, and influence real-life social inequalities faced by marginalized populations in the workplace. Courses allow students to advance their professional practice by developing and deepening their knowledge of workplace learning, organizational dynamics, learning strategy, and ethics.
• Integrative Studies: The integrative studies concentration provides an opportunity for students to design a program of study that fits their own professional goals and includes the required foundation and research courses, concentration courses from any EdD concentration, and electives from the Doctor of Education or Doctor of Law and Policy programs.

Program Objectives

Northeastern's Doctor of Education program is designed for experienced professionals interested in deepening their understanding of education, organizational development, and leadership. Throughout the program, students examine various approaches to critical, practice-based issues, learn research methods, and conduct a doctoral research study that investigates a compelling educational or organizational challenge.

2022-2023 Doctor of Education Program of the Year

The Carnegie Project on the Education Doctorate selected Northeastern's EdD program as the 2022-2023 Program of the Year, noting the “redesigned Dissertation in Practice Curriculum and the adoption of action research as its guiding methodology …” The committee praised “the program’s efforts to move beyond the typical five-chapter dissertation and engage scholarly practitioners in the acquisition of skills to realize meaningful change in their local contexts, emphasizing social justice.”

Testimonials

– sara ewell, phd, assistant dean, graduate school of education, – frawn morgan, current student, doctor of education, – aaron b., program graduate, looking for something different.

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By enrolling in Northeastern, you’ll gain access to students at 13 campus locations, 300,000+ alumni, and 3,000 employer partners worldwide. Our global university system provides students unique opportunities to think locally and act globally while serving as a platform for scaling ideas, talent, and solutions.

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Support Character Development on Samford Giving Day

What makes Samford University’s Orlean Beeson School of Education different? While the possible answers to this question are limitless, Laura Casey ’23, a graduate of the School of Education’s Master of Science in instructional leadership, would tell you it is character.

“To me, character education is not an option. I believe that intentional character development is the core of education. When our students go out into the world, if we have not shown and taught them kindness, honesty, empathy and grit among other things, then we have failed,” said Casey.

Educating for character is the process equipping students and adults to understand, care about and act on shared ethical values. Values such as respect, justice, citizenship and responsibility for self and others shape attitudes and form actions. The resulting behaviors have been proven to be hallmarks of safe, healthy and informed communities.

“Culture matters,” said Casey. “When character education is intentional and repeated, it becomes part of the fabric of a classroom and ultimately a school.”

According to Casey, significant and positive impacts to learning environments have been seen in places where character education has been intentionally and continuously implemented.

In the  2022 edition  of  Leadership, Research & Innovation in Education ,  Blair Inabinet ’21, principal of Liberty Park Middle School, researched the importance of character education in schools where it was prioritized and regularly practiced.

Her findings led her to an important conclusion. “Our work with character is not about promoting any value system at the expense of others, it's not about elevating certain beliefs above others, and it's not about spotlighting some kind of educational trend,” Inabinet said. “It's about working with kids who are developmentally learning how to function as human beings. If we don't recognize that it's important for us to guide them through how to make good decisions and good choices for themselves and in partnership with others, we’re missing a really valuable opportunity.”

Graduates of Orlean Beeson School of Education are determined not to miss this valuable opportunity. Education alumni consistently affirm that the solutions our schools, families and communities need can be found in the determined and intentional career preparation and character education of Orlean Beeson School of Education.

“To me character education has been the way I can intertwine the virtues of my faith and teach in the public-school setting. Knowing there is something far more important or ‘bigger’ than teaching techniques of a sport, balancing an equation or winning a game has been a crucial part of the drive that keeps me going as an educator and gives me the courage and humility to keep working on character,” said Casey. “Thankfully I have been in education long enough to see some of those character seeds that were planted long ago grow in my student's lives. Seeing just a glimpse of that fruit encourages me to continue serving kids.”

Character initiatives in Orlean Beeson School of Education, and in communities across the globe, have never been of greater significance. The work of the Department of Educational Leadership is meeting the challenge of equipping ethical leaders, while the Teacher Education Department is faithfully seeking to address the national teacher shortage by producing high quality educators fit to handle the complex and challenging learning environments of today’s field. Furthermore, character initiatives within the Department of Human Development and Family Science are fueling ethical and empowered social workers, counselors, family and child advocates, psychologists and workers in government and community agencies.

“Our school’s work with virtues and character development is vital in producing top quality graduates in our fields. The environments we send our alumni into are foundational to ensuring our schools, families, and communities continue to grow and thrive,” said Anna McEwan, dean of Orlean Beeson School of Education. “When we faithfully cultivate virtues in our students, we are blessed to witness the ripple effect of our efforts. We are engaged in work that makes the world a better place and advances the kingdom of God.”

The importance of character education is the reason Orlean Beeson School of Education has declared the character development fund its priority for this Samford Giving Day .

Giving Day is Samford’s 24-hour collaborative effort to financially support areas across the university. The annual fundraising initiative exists so that the entire community—students, alumni, parents, employees and friends—can come together to support and further Samford’s mission.

Orlean Beeson School of Education’s character development fund prioritizes the work of virtues development and character education as a foundational element of the school’s culture. Funds raised through Samford Giving Day will support practical applications such as service events, trainings and conferences, curriculum development and innovative projects designed to create school cultures and communities of character, furthering the school’s mission. 

“This Samford Giving Day we are humbly asking all, not just our alumni, but anyone passionate about this work to contribute to Samford’s School of Education’s mission to make the world a better place through character education,” said McEwan. “It is clear to many that what our societies are in desperate need of are ethical and moral values that are proven to elevate and prioritize safety and well-being. When you support this work and our students, you are supporting the physical, emotional, mental and spiritual health of our nation’s children and families.”

Learn more about Character Education.

Give now to the Character Development Fund.

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How they will pay it forward: Here are our 2024 OISE Teaching Excellence Awards winners

Teaching is a core mission of OISE, so it is vital that we recognize excellence in this core area of our work. 

Since 2005, OISE has recognized faculty and instructors who have made significant contributions to teaching and learning through its annual Teaching Excellence Awards. The winners are chosen by a committee of faculty, staff and students who face the challenging task of selecting the winners from a strong pool of stellar and deserving nominees.

“This year's recipients of OISE's Teaching Excellence Awards dedicate themselves to creating better outcomes for their students, enriching their disciplines, and advancing our community’s commitment to meaningful teaching and learning," said Professor Erica N. Walker , Dean of OISE . "We are happy to recognize them today with our Awards of Excellence for their principled, thoughtful service. 

“I want to congratulate this year's winners – Jeffrey, Ann, Kara, Mary and Gelareh – and I know that they will continue to make lasting impacts for years to come.”

The Dean’s Office extends special thanks to the 2023-2024 Teaching Awards Selection Committee for their hard work: rosalind hampton , Chloe Hamza , Katharine Janzen , David Montemurro , Jesse Sims and Nia Spooner , as well as Joseph Flessa , Associate Dean, Programs, who chaired the committee.

Below, we describe each award and its recipients. For each recipient, we asked one question: What does it mean to receive this award? How will you pay it forward?

David E. Hunt Award for Excellence in Graduate Education

Winner: Jeffrey Ansloos , Associate Professor, Department of Applied Psychology and Human Development

The David E. Hunt Award for Excellence in Graduate Education was created as a tribute to Professor David Hunt on the occasion of his retirement from OISE, to honour his 50 years of university teaching, and in recognition of his exceptional contributions to graduate education. The award recognizes faculty members for sustained contributions to teaching, supervision and mentorship of students in graduate education, and inspiring students to reach excellence in scholarship and become successful professionals. 

Associate Professor Jeffrey Ansloos , a deeply ethical and compassionate scholar, is the Tier 2 Canada Research Chair in Critical Studies in Indigenous Health and Social Action on Suicide. 

An exceptional teacher and mentor, Professor Ansloos demonstrates an extraordinary commitment to his students’ learning and development. His careful and responsive pedagogical practice weaves in Indigenous pedagogies with mental health and disability justice and is reflected in his teaching evaluations and in the wellbeing of his students. 

His mentorship consistently inspires his students, research lab members, and supervisees to produce the highest quality scholarship and to strive for research and methodological excellence

What does it mean to receive this award? How can you pay it forward?

Receiving the David E. Hunt Award for Excellence in Graduate Education is a profound honour that reflects not just my contributions but also the extraordinary efforts and commitments of my graduate students and our community learning partners. Their unwavering dedication to advancing social justice through rigorous research, lateral mentorship, and meaningful collaborations is the highlight of my work at the university. This award serves as a heartfelt acknowledgment of our collective endeavours and underscores the significance of lifting each other up in our learning. To pay it forward, I am inspired to bolster the transformative work of educational and health justice with my students and our lab by crafting a learning environment that nurtures creative solutions to complex challenges, encourages reflexive practice, and cultivates deep relationality. 

Award for Excellence in Educational Leadership

Winner: Ann Lopez , Professor, Teaching Stream, Department of Leadership, Higher and Adult Education

The Award for Excellence in Educational Leadership recognizes OISE faculty members who have made sustained contributions to the advancement of teaching, broadly conceived, and to educational change and innovation within and beyond the Institute. Winners are chosen based on demonstrated ability to impact student learning by leading major initiatives that promote effective teaching, foster curricular innovation and pedagogical/professional development, shape education policy and practice, and contribute to research on teaching.

Professor Ann Lopez , an award-winning educator, has been an educational leader for 31 years, 14 of which have been at OISE, where she served in leadership roles from Program Coordinator and Academic Director, Initial Teacher Education, to Provostial Advisor on Access Programs, and founding co-Director of the Centre for Black Studies in Education. 

As Provostial Advisor on Access Programs, Professor Lopez was instrumental in the development of the University’s access programming and strategy including the creation of the SEE U of T access program with the Toronto District School Board. 

In 2022, Processor Lopez  received the Ludwik and Estelle Jus Memorial Human Rights Prize , in the Influential Leader category, for her contributions to challenging injustices, inequities and discrimination in education and schooling. 

Through her teaching and scholarship, Professor Lopez positively impacts student learning through her critical pedagogical approach including alternative forms of knowledge and epistemologies that challenge dominant paradigms. She has made an intentional effort to include knowledge from the global south to broaden her students’ knowledge and experiences on culturally responsive and decolonizing leadership.

It means a lot to me to be acknowledged for contributions in the area of education leadership. It speaks to the impact of my work across various contexts. I have been in education for a long time at various levels—from K-12 classrooms to higher education. The work we do as educators in the area of educational leadership across all levels make a difference to the education and schooling experiences of students. I’d like to thank the students and faculty who took the time to write letters of support for my nomination. I will pay it forward by creating spaces where students can have leadership experiences and building meaningful authentic relationships in all aspects of my work.

Award for Excellence in Initial Teacher Education

Winner: Kara Dymond , Sessional Lecturer, Department of Curriculum, Teaching and Learning

The Award for Excellence in Initial Teacher Education recognizes outstanding contributions to teaching and learning in teacher education programs at OISE impacting the development of the next generation of excellent teachers. Winners are chosen based on demonstrated impact on teacher candidates, and the ability to foster enriching teaching and learning experience, as well as excellence in teaching and/or supervision in teacher education programs.

Dr. Kara Dymond , an exceptional teacher educator, has extensive experience with special education students – as a teacher and autism consultant – which continues to inform her teaching. In her practice, she integrates research-informed pedagogical practices and models effective strategies for mental health, self-care, and executive functioning that are just as crucial for teacher candidates in the Master of Teaching program as they are for their future students.

Dr. Dymond’s commitment to mobilizing her research for the benefit of the community speaks to her incredible dedication to ensuring that all students are given the support and tools they need to thrive. For example, she developed a comprehensive website and authored a book The Autism Lens: Everything Teachers Need to Connect with Students, Build Confidence, and Promote Classroom Learning to provide resources and strategies to help teachers understand neurodiversity and create inclusive classrooms. Dr. Dymond’s exceptional research-informed and learner-centered teaching, makes a lasting positive impact on teacher candidates.

There isn't just one word to encapsulate how I feel, so here are a few: Flummoxed. Humbled. Grateful. Delighted. As an autistic/ADHD sessional lecturer, I derive so much inspiration and hope from conversations with teacher candidates about classroom neurodiversity and accessible education. My hope is to model the kind of teaching where everyone is expected and welcomed. Making my course accessible isn't something 'extra' that I do, or that teacher candidates can do, but is foundational to teaching. It's an honour that they have found our time together so meaningful to their own teaching paths – as I have to mine. I often think about the research that suggests we replicate how we've been taught unless we deliberately engage in reflective and reflexive practice. The beautiful gift of teaching is that we do leave ripples. On the one hand, teacher candidates experience inclusive, accessible education as learners in our course together; and, from their teaching lenses, they are challenged to reimagine possibilities for making their future classrooms sites of curiosity, collaboration, and compassion. Nothing brings me more joy than thinking of our myriad of ripples spreading as teacher candidates positively impact the learners in their care.

Award for Distinguished Contributions to Teaching

Winner: Mary Drinkwater , Sessional Lecturer, Department Leadership, Higher and Adult Education

The Award for Distinguished Contributions to Teaching recognizes OISE’s inspiring educators who have continually demonstrated a deep commitment to excellence in teaching, and have made outstanding contributions to teaching at OISE.

The student nominators for Dr. Mary Drinkwater have described her as an extraordinary teacher who consistently transcends traditional teaching methods, fostering an environment where creativity and critical thinking thrive. Her courses are not just academic pursuits, but journeys that encourage students to engage deeply with the material and with each other.

Her commitment to excellence in teaching is evident from her exceptional teaching skills in classroom and beyond. Despite the challenges with virtual environment, her strategic approach to online course design seamlessly integrates effective student engagement strategies creating a sense of community for her students.

Outside of the classroom, Dr. Drinkwater is always available and approachable to her students,  striving to provide in-depth feedback on their learning and creating a supportive environment that is conducive to student growth and development. She is also committed to mentoring and supporting colleagues through collegial relationships and sustained educational leadership.

Receiving the announcement that I had been chosen as the 2024 recipient of the OISE  Distinguished Contributions to Teaching  award was a great honour, a wonderful surprise and a tremendously humbling experience.  I had been nominated twice previously, over the past 8 years, by other groups of students. I have been so touched by the comments and accolades shared over the years, by students, OISE faculty colleagues, U of T educational partners who I have worked with to support my Connecting Teaching and Pedagogy (CTAP) project, and international faculty colleagues who I have had the privilege to work with, learn from, and teach with over the years! 

Since retiring in 2018, and returning as a Sessional Lecturer, I did not think that my teaching contributions would still be relevant in the selection process. Yet, it is the passion and deeply critical and creative engagement from the students I teach that truly continues to inspire me and further my belief that strong, engaged and passionate teaching   really underscores the important role that both relationship-building and pedagogy can play in the learning process.  Over the years, I have been in awe of the amazing collaboration, engagement and outside-the-box thinking that our OISE graduate students have demonstrated, both with their colleagues at OISE and with colleagues in other higher education institutions around the world, to contribute to knowledge-creation and re-creation, policy development and research. 

During this exponential growth period in digital and educational technology, I believe that the development of scholarly and collaborative Communities of Practice (CoP) are incredibly important within institutions of higher education. Faculty need to come together formally and informally to dialogue about teaching and pedagogy, to support each other, and to share ideas, challenges and innovations. There are tremendous opportunities and also challenges and risks associated with some of these emerging digital and artificial modes of knowledge creation and dissemination. I look forward to contributing to OISE’s own collaborative CoPs, and continuing to build on the CTAP model to support further strides in teaching and engaged learning at OISE and beyond. It has been an honour to teach and serve OISE and its students, and I look forward, as I am able, to many more years of this incredible reciprocal engagement.

Award for Excellence in Continuing & Professional Learning

Winner: Gelareh Keshavarz , Facilitator, OISE Continuing and Professional Learning

Administered by the Office of Continuing and Professional Learning, the Award for Excellence in Continuing and Professional Learning recognizes course facilitators and instructors for outstanding contributions to teaching and learning in continuing and professional learning programs at OISE.

Gelareh Keshavarz  is an educator with expertise in learning and program design, academic advising, teacher training and course development in the United Kingdom, Canada, Egypt, and Rwanda. In addition to being a course facilitator with OISE CPL, she is a Learning Consultant at the University of Toronto, and a faculty member at Seneca College.

Since joining OISE’s Continuing and Professional Learning in 2019, Gelareh has demonstrated exceptional course facilitation skills, and built an engaging, supportive and collaborative online community of leaners. 

She demonstrates excellence in teaching utilizing culturally reflective and responsive instructional methods, using innovative materials and technology inspiring collaboration and learner engagement. 

One of the things that drew me to OISE and CPL, in particular, is OISE’s unwavering commitment to delivering exceptional service to our students. I feel fortunate to work with colleagues and leaders whose guidance and support have enabled me to succeed. This award is not just a recognition of my efforts but also a testament to the environment of excellence and learning that OISE fosters. Being a contributing member of this community is a highlight of my career.

I am inspired to strive for the best, continue sharing my newly learned skills, empower educators through generosity and pedagogy of care, and make meaningful contributions to OISE and the global community.

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Eugene Kennedy, PhD, Named Interim Director of the LSU Lutrill & Pearl Payne School of Education

April 01, 2024

BATON ROUGE - LSU College of Human Sciences & Education announced Eugene Kennedy, PhD, has been named Interim Director of the Lutrill & Pearl Payne School of Education, effective April 1, 2024.

“I’m very excited about this tremendous opportunity and look forward to working with my colleagues in the school to address key education challenges facing Louisiana and the nation,” said Eugene Kennedy, interim director.

Kennedy currently serves as the college’s Associate Dean for Academic Programs & Institutional Effectiveness, where he is responsible for the development, collection, and evaluation of data, information, and reports useful for effective assessment of student learning outcomes and policy. Through this role, Kennedy also facilitates and documents assessment and reporting processes in support of a culture of assessment at the department and college levels, working in the development of student learning outcomes and in evaluating curriculum effectiveness.

“I am beyond excited to have someone of Dr. Eugene Kennedy’s stature, talent, and experience step into the position of interim director of the Lutrill & Pearl Payne School of Education,” said LSU College of Human Sciences & Education Dean Roland Mitchell. “His decades of experience and collaboration with our education partners across centers, institutes, colleges and governmental sectors will provide seamless leadership in this time of great transition and great need for teachers and educational leaders in our state.”

Kennedy has more than 30 years of combined experience as a faculty member and administrator in the School of Education. Kennedy will serve in a dual capacity as both Interim Director and Associate Dean, providing high-level administrative support while propelling the school forward.

Kennedy holds a PhD in Educational Research Methodology from the University of South Carolina.  He has worked as a researcher for a testing company, a state department of education, and has served as a technical consultant and evaluator on numerous district, state, and national projects.

About the LSU Lutrill & Pearl Payne School of Education (SOE)

A school of the College of Human Sciences & Education, the SOE offers undergraduate programs for students who want to pursue a career as a pre-kindergarten through 12th grade teacher or acquire dual certification in both traditional elementary and special education classrooms. In addition, SOE offers 3 graduate certificates, 17 master’s degree program areas, 9 EdS certificate programs, and 2 PhD degrees in 11 areas of focus. SOE’s focus is not only on preparing highly qualified teachers but also in preparing educational leaders, curriculum studies scholars, educational technology experts, applied researchers, higher education professionals, school counselors, and clinical mental health counselors. SOE specializes scholarly expertise regarding pressing educational and wellness issues across the entire lifespan.

Visit the Lutrill & Pearl Payne School of Education website.

The College of Human Sciences & Education (CHSE) is a nationally accredited division of Louisiana State University. The college is comprised of the School of Education, the School of Information Studies, the School of Kinesiology the School of Leadership & Human Resource Development, and the School of Social Work. CHSE has two model demonstration schools, the Early Childhood Education Laboratory Preschool, enrolling birth to age four and the University Laboratory School enrolling Kindergarten through grade 12. The college also has four centers and institutes: the Early Childhood Education Institute, the Healthy Aging Research Center, the Leadership Development Institute, and Social Research & Evaluation Center. The college is committed to achieving the highest standards in teaching, research, and service and is committed to improving quality of life across the lifespan.

Visit the College of Human Sciences & Education website.

Mary P. Woods

Assistant Dean of Strategy LSU College of Human Sciences & Education 225-578-6796

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Dissertation Presentation in the Doctoral Program in Educational Leadership for Social Justice

Join us for a dissertation presentation by Courtney Reim on Monday, April 8, from 2:30 p.m. to 3:30 p.m.

Courtney E. Reim examined what Association Montessori Internationale (AMI) certified Montessori teachers for students ages 3-6 years in the United States reported regarding scientific observation as a disposition and as a disposition in action to better understand teachers' application. Employing a national survey and case study her research concluded that:

• Teachers' applications of scientific observation for assessment were prevalent with some degree of predefined aims and objectives;
• School system challenges existed for developing and sustaining scientific observation procedures;
• C ollegial dissemination occurred between teachers when time and organizational constraints permitted;
• Teachers  understood the importance of scientific observation for assessment, but not all aspects were evident in their practice.

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Sport Coaching & Leadership Blog

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Meet Dr. Jenny Roth

Jenny plays many roles, both internal and external to MSU.  At MSU, she is an Assistant Professor in the Department of Kinesiology, a Faculty Affiliate for the Institute for the Study of Youth Sports, and Co-coordinator of the MSU Summer Coaches’ School.  She is also Chair of the Diversity, Equity, and Inclusion Committee for the United States Center for Coaching Excellence (USCCE).

Jenny teaches five courses in Sport Coaching, Leadership, and Administration online graduate programs:

• KIN 852  – Ethics in Sport Coaching, Leadership, and Administration
• KIN 857  Promoting Positive Youth Development Through Sport
• KIN 865  Stages of Athlete Development
• KIN 872  The Science of Sport Coaching, Leadership and Administration
• KIN 880  Practicum in Sport Coaching

Her research focuses on how coaches promote the positive youth development of the athletes and youth they work with. Essentially, how can the sport experience be structured so each participant gains valuable life skills through participation. She also conducts research on modified youth sport, examining how modifying equipment in tennis can lead to skill development.

Recently, she’s written an article for Sport Coach America on  modified youth sport  and was a guest on a podcast called  “Do I Need My Racket?” , episode: “Hey Coach!”

A fun fact about Jenny is that she used to coach boys’ and girls’ high school varsity tennis and is looking forward to coaching again soon!