Doctorate in Educational Leadership

Doctorate in Education
in Educational Leadership
CSUSB Doctorate in Educational Leadership
• PK-12 school and district administrators
• PK-12 educational leaders
– Counselors
– Psychologists
– Social Workers
– Health Educators
• Community College administrators
• Community College teachers
• Educational Policy makers
Doctoral Students and Graduates Say:
The Doctoral Program at California State University, San Bernardino has
given me new knowledge in the following areas:
“Research, data analysis, organizational planning, and systems building.”
“Diversity, Personnel issues, Educational Finance, Educational Leadership
and the Doctoral process.”
“Leadership, scholarship, research, presenting/sharing ideas and
research, collaboration, the future of education, the history of
education, the ways that education has been and is not equitable,
quantitative/qualitative research designs, and designing a research
“Scientific research, educational challenges/issues in California/USA,
testing and assessment.”
“Educational theories and research, research methodologies and design,
new ways of thinking and reframing the current state of education,
multidisciplinary approach towards educational issues.”
Doctoral Students and Graduates Say:
2. The Doctoral Program at California State University, San Bernardino has helped me
in my educational practice in the following ways:
• “Helped me to be scientific in my approach to problem solving issues in my
• “Doctoral program helped me grow as a professional and as an individual. I have
gained a tremendous insight on not only the organization, facilities, and
educational process but also in the rarely exposed post modern philosophical
trends. My exposure led me to further personal growth and trips to retrace French
continental philosophical school through programs abroad at Sorbonne (summer
• “It has given me a broader lens. I see things from a broader perspective in the area
of education.”
• “I have gained confidence in my ability to lead from my current position and aspire
to new challenges. I have readily applied many of my learnings to everyday work.”
• “Enabling me to see the ways in which I can be a change agent, changing my
views/understandings of education overall, understanding assessment and
evaluation (school accountability in a more practical way.”
Doctoral Students and Graduates Say:
3. The Doctoral Program at California State University, San Bernardino has helped me
connect research/policy issues to problems of practice in the field through:
• “First having a better grip on effective research practices, evaluating current
studies for bias, evaluating areas of needed study.”
• “Professionals in the field research journals, professional journals and the latest
updates on research in my area of educational leadership.”
• “My latest essay and observations on differences between Asian and Western
models of education that I hope to publish derived directly from the experience of
EdD program and its study abroad program at Xi’an, China.”
• “My research for my dissertation topic covers higher education
policies/practices/problems with regard to online education student support
• “Understanding how research designs can be used as a tool to effect changes in
current policies and practices, theoretic approaches to understanding how student
achievement can be improved.”
Doctoral Students and Graduates Say:
4. Either during my participation in the program or after I
graduated, I have received the following promotions:
• During my ABD period I had been hired as a lecturer at the
Antelope Valley College. Although the subject is history,
the doctoral work helped me stand out in a crowd of
numerous candidates.”
• “I have just started the program. However, when I mention
that I am a doctoral student at CSUSB, it has given me the
opportunity to get job interviews.”
• “Seeking to change positions at the end of the school year
and move into a leadership roll – district administration
(director/program specialist) and professorship
opportunities in higher education.”
Admission Requirements
Evidence of leadership
Evidence of tenacity and integrity
Traditional evidence – GPA, GRE,
MA with project or thesis
An earned baccalaureate and master’s degree
in education or a related field from an
accredited institution of higher education.
A cumulative grade point average of 3.0 or
higher in upper division and graduate study.
Official transcripts from all higher education institutions
attended. Check transcript for project or thesis reported.
In application documents tell of major projects, internships,
service learning or other accomplishments.
Graduate Record Examination (GRE) taken within the last five
years. Recommended score of 150 on the quantitative
section and 150 on the verbal section.
Analytical Writing 3.0
GRE Workshop
Approximate cost
$15,750.00 per year
3 years
Financial Aid is available
Time Requirements
Three year program – year round – including
First two years classes on one week night and
Saturday morning
Third year – work on Dissertation
Reading and writing required for the program is
Course Work focus
Educational Leadership
Research methodology
Scholarship in your area of
Cohort Program
Contact information or pre-application
Request Ed.D. application packet from Catherine
Farrington ([email protected], 909-537-5651)
CSU mentor to register to university and
Graduate School
Complete Ed.D. application and return to Catherine
Contact financial aid office
Spring - Interviews
Spring- acceptance to the program
Deadline Application
for September, 2013 Ed.D.
• April 30 – Completed registration and Program
application Deadline for First Round of
Interviews for Ed.D. Program Cohort 7 Fall
Size of Cohorts and Graduation Percentage
Cohort 1 – 9 students (56%)
Cohort 2- 14 students (64%)
Cohort 3 – 8 students (Graduation date 2012)
Cohort 4 – 8 students (Graduation date 2013)
Cohort 5 – 14 students (Graduation date 2014)
Cohort 6 – 14 students (Graduation date 2015)
Why CSUSB Ed.D. Program
CSU program developed
as professional degree
University wide faculty
involvement and
Dissertation support
Can align with getting a
K-12 administrative
Three years
International Study Tours
Graduate December 2010
Graduate June 2011
Graduates December 2011
Graduates June 2012
Carnegie Project on the Education
Working Principles for the Professional Practice Doctorate in
We, the members of CPED, believe
“The professional doctorate in education prepares educators for the
application of appropriate and specific practices, the generation of
new knowledge, and for the stewardship of the profession.”
With this understanding, we have identified the following
statements that will focus a research and development agendas to
test, refine, and validate principles for the professional doctorate in
Carnegie Project on the Education
The Professional doctorate in education:
1. Is framed around questions of equity, ethics, and social justice to bring about
solutions to complex problems of practice.
2. Prepares leaders who can construct and apply knowledge to make a positive
difference in the lives of individuals, families, organizations, and communities
3. Provides opportunities for candidates to develop and demonstrate collaboration
and communication skills to work with diverse communities and to build
4. Provides field-based opportunities to analyze problems of practice and use
multiple frames to develop meaningful solutions.
5. Is grounded in and develops a professional knowledge base that integrates both
practical and research knowledge, that links theory with systemic and systematic
6. Emphasizes the generation, transformation, and use of professional knowledge
and practice.

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