Educational Leadership
Graduate Information Session
School of Education
May 8, 2024 @ 4pm | Register Here
Classes offered in-person, on-campus.
This program is designed to meet the needs of practicing school leaders, current teachers, or candidates interested in organizational leadership.
This program can be completed in as little as 54 credits for the Ed.D. or 66 credits for the Ph.D. with transfer of appropriate Master’s degree.
Our vision is to prepare candidates with the tools to strategically plan, analyze, synthesize, and evaluate circumstances with informed models of decision-making. The School of Business is collaborating with the School of Education to share their expertise to fully prepare future leaders.
This unique program is designed to develop candidates into leaders, and to have the most current research and a blend of best leadership practices from across the United States. Students can choose from these concentrations:
- K-12 Leadership
- Special Education Leadership
- Higher Education Leadership
This program supports the mission of Caldwell University and connects theory and practice in a problem-solving-based program. Emphasis on decision-making skills for educational leaders integrates the core doctoral course content with courses designed to prepare students to serve as school leaders. The state standards and regional and national hallmarks are substantiated in this comprehensive curriculum for school leaders.
Admission Requirements
Note: The application deadline for the Ed.D/Ph.D. program is July 15 for fall admission only. The application fee is waived for graduates and former students of Caldwell University.
- A completed master’s degree in education or related field from an accredited institution with a minimum 3.6 cumulative grade point average
- Official transcripts of your academic record from each graduate school attended; if you attended Caldwell University, the Office of Graduate Admission will secure your official Caldwell transcript
- Two (2) letters of recommendation appraising your capacity for doctoral studies.
- A copy of your completed action research paper/thesis, a published article, grant writing, or sample of substantive job embedded writing
- Acceptable scores on the Graduate Record Exam (GRE) or Miller Analogies Test (MAT). Due to the COVID-19 pandemic, the GRE/MAT requirement has been suspended for applicants for the academic years 2020-2021 and 2021-2022. The scores are currently not required.
- Resume
- Personal Interview, if necessary
Program Design
The Ed.D./Ph.D. Educational Leadership program is designed as a three-year accelerated executive program to meet the flexible learning needs of busy working professionals. Each course will be offered in an eight-week segment that meets every third weekend on both Friday evening and Saturday. Students will focus on two classes per semester.
All candidates should have career experience and licensure or certifications for their specific strands of concentration.
Experienced faculty who are practicing professionals, school leaders, and scholars in academia provide stimulus that will challenge students’ curiosity and intellectual growth. The small, family-like atmosphere in the cohort model is conducive to providing support and mentoring opportunities that will prepare students for future leadership opportunities.
RETENTION FOR ALL PROGRAMS IN THE SCHOOL OF EDUCATION
Students may only earn one grade below B- in a graduate level course. This course may be repeated once to earn a higher letter grade. Any student who receives a grade below B- in a second graduate level course will be dismissed from the program.
Some courses are assessed as PASS/FAIL.
School of Education program requirements are subject to change based on the NJ DoE regulations. For most current information, please consult the Caldwell University School of Education Website.
Please refer to Financial Aid for thesis or dissertation enrollment status information.
Prior to the dissertation process, students will complete a portfolio of assignments that best exemplify their ability to begin conducting a dissertation research study.
As the capstone requirement for the Ed.D./Ph.D. in Educational Leadership, students must complete the courses Dissertation Research I: Process and Product, Dissertation Research II, Dissertation Proposal Seminar, Dissertation Research III, and Dissertation Research IV (ED 740, ED 741, ED 742, ED 743, and ED 744). If the dissertation is not defended upon completion of the 3-year program of courses, students will enroll in ED 745 Dissertation Continuation for 0 credit, but will pay each subsequent semester the amount of 3 credits until the dissertation is successfully defended.
Students will complete a comprehensive study in a particular field of education, as a formal publication-quality scholarly study comprised of the background and need for the study, a literature review, methodology to be used, analysis of the data collection, the conclusions, and implications of the study. The students will then orally defend the dissertation in front of a committee. The dissertation research study will be written in American Psychological Association (APA) format. The goal of the completed dissertation is to generate scholarly work that is a significant and applicable contribution to the field of education.
Ph.D. IN EDUCATIONAL LEADERSHIP
Ph.D. in Educational Leadership program is designed as a 3-year accelerated executive program of coursework to meet the learning needs of the busy professional. The dissertation process, however, may go beyond the 3 years. Program specializations are offered in Educational Leadership (K-12), Special Education Leadership, and Higher Education Leadership and Teaching. Each course will be offered in 8-week segments that meet approximately every third weekend on Friday and Saturday. Students will focus on two classes in a semester. This is a 90-credit, Ed.D, or 102-credit Ph.D. program. We will allow students to transfer up to 36 credits from an approved master’s program or from an appropriately related master’s degree program. Students may apply to the doctoral program until May 15 for a fall start of program.
A completed master’s degree in education or related field from an accredited institution with a 3.6 cumulative grade point average
- Official transcripts of your academic record from each graduate school attended; if you attended Caldwell University, the Office of Graduate Admissions will secure your official Caldwell transcript
- Two (2) completed reference forms or letters appraising your capacity for doctoral studies; leadership experience and ability; reference forms are available through the Office of Graduate Admissions
- A copy of your completed action research paper/thesis, a published article, grant writing, or sample of substantive job embedded writing
- Resume highlighting education, career, leadership experience, and service
- At least five (5) years of teaching and/or administrative experience
- Personal Interview, if necessary
Please send supporting documents to:
Doctor of Education Admission Committee
Caldwell University
Office of Graduate Admissions
120 Bloomfield Avenue
Caldwell, New Jersey 07006
You may contact the Office of Graduate Admissions for further details or clarification at 973-618-3455 or graduate@caldwell.edu.
PROGRAM REQUIREMENTS (102 credits)
I. General Core I
- Up to 36 credits from conferred degrees in M.A. in Curriculum & Instruction, Educational Leadership, Special Education, Literacy Instruction, or other related M.A./M.S. degrees as approved by the admissions committee (additional courses may be needed depending on specialization or degrees conferred from other colleges)
- Two semesters of action research
II. General Core II (36 credits)
Course Code : ED 701
Course Description :
This course introduces students to recent theoretical work that connects the role of society, politics and economics to school reform. The historical connection of public education as a vital institution and its relationships to other institutions are analyzed. The role of social capital and its connection to social support, civic participation and political engagement are explored. Contemporary conditions of education and relationships between wider societal forces will be analyzed from varied perspectives. The students will cultivate a critical perspective to assess the process and practices in schooling and school reform.
Credit : 3
Course Code : ED 702
Course Description :
In the context of contemporary leadership theory students will develop skills to become a more effective leader, e.g., the art of listening, improving social intelligence, motivating followers, team building, assertiveness, increasing risk propensity, modeling, leading change and championing a vision, i.e., creating value for the customer with a great product/service, and communicating that vision. The seminar will be structured around readings, self-assessments, exercises and discussion.
Credit : 3
Course Code : ED 703
Course Description :
This course introduces students to statistical methods that can be applied to action research and decision-making in the educational setting. A statistical background is essential in order to analyze and understand research reports in the educational field. Statistical references highlight and give findings to most research reports and analysis of data. The curriculum leader must have an in-depth knowledge of the components data and the implication of findings. This course will encompass descriptive and inferential statistics in relation to the importance of perspective and application to decisions.
Credit : 3
Course Code : ED 704
Course Description :
Deals with proven classic theories and effective business practices. Examines current examples of organization success in a rapidly changing, highly competitive, international environment. Challenges student to apply concepts and offers opportunity to refine business skills and insights.
Credit : 3
Course Code : ED 705
Course Description :
This course provides an introduction of the impact the process of globalization and the requirements needed for leadership in the institution of education. Topics include the comparison of education around the world, differing organization designs, and varied levels of communication that must be implemented in multicultural contexts. The focus is on the role of the leader to understand the changing environment and how this change influences operational and strategic issues. A global view of leadership will explore the diversity of the world’s cultures and the complexity of changing educational needs.
Credit : 3
Course Code : ED 706
Course Description :
This course emphasizes the use of multiple methods to assess student learning in K-12 setting. Students will analyze standardized assessments that are related to the national and state standards, as well as formative and summative assessments designed to indicate learning in the classroom. Analysis of assessment information to enhance teaching and address individual student learning needs is addressed. Emphasis is placed on standards-based instruction and assessment using the national and state content standards and assessments as reference points for designing assessments related to these standards. Theoretical framework and practical application will enhance the knowledge and ethical responsibilities to determine learning for all instructional leaders.
Credit : 3
Course Code : ED 707
Course Description :
This course will cover many different approaches to leadership by looking at contemporary leaders to study their strengths and weaknesses. Students will also determine the distinction between leadership and management and the pros and cons of different leadership styles. Building productive and effective leadership of diverse teams is a key skill for a leader. Assessing capabilities of developing successful team, and how to evaluate and increase the effectiveness of teams from an individual, a team and an organizational standpoint. Coaching is a skill that separates leaders from those not making the cut to senior leadership positions. Coaching styles need to be adaptive and how they can reflect the other side of two-way communications is covered. This course will be interactive; offer each student multiple self-assessments and unique development exercises; and, through conducting outside research, broaden one’s understanding of key areas of executive development.
Credit : 3
Course Code : ED 708
Course Description :
This course explores legal and ethical issues that arise in schools. It provides school leaders with the knowledge necessary to understand and prevent legal problems and helps school leaders reflect on questions of educational policy and ethics. Candidates should gain an understanding of legal principles and interpretations of constitutional and statutory laws. There is a focus on the school based decision-making process at the local school level.
Credit : 3
Course Code : ED 709
Course Description :
School districts are increasingly influenced by decisions made at federal, state, and local levels with regard to curriculum policy and financial decisions. This course focuses on historical and current aspects of school control and the politics and ideologies that have framed today’s schools. Students will also understand how the global federal and state mandates have affected schools in the 21st century. Coupled with political ties to today’s schools, students will examine how national, state and local economies have affected decisions made regarding policy and implementation of laws. Students will understand that schools are evolutionary and reflect the society to which they belong.
Credit : 3
Course Code : ED 716
Course Description :
This course focuses on technology integration research, planning, implementation, and evaluation at various levels (e.g., individual instructor, course, program and organizational levels, etc.). Through a variety of learning activities, learners in the course will explore various aspects of technology integration.
Credit : 3
Course Code : ED 730
Course Description :
The course introduces students to the role theoretical frameworks play in practice-based research. Students introduced to foundational theories in educational research. They have an opportunity to learn how these theories have been used to understand problems of practice in varied K-12 and/or higher educational settings. Furthermore, students have an opportunity to begin to research and select a theoretical framework that best matches their own research interests. As a culminating activity, the students will create their own problem statement that would lead their dissertation research.
Credit : 3
Course Code : ED 731
Course Description :
This course is designed to give students the tools to conceptualize their theses in terms of research questions and design, methodology, data collection and qualitative analysis. In doing so, this course focuses more narrowly on the issues, problems, and strategies related to “smallN” qualitative research, for the most part setting aside the techniques of large-N statistical analysis, which are best taught in a separate course. Students will read and discuss texts related to theory formation and hypothesis testing; creating proxies and measurement; descriptive and causal inference; longitudinal, comparative and case study research; field data collection; working with texts and analyzing qualitative data; and, finally, dissertation write-up. This course is divided into four main parts focusing on the following topics: (1) the goals of social science and elements of research design; (2) selection and application of different methodologies for conducting research; (3) collection of primary and secondary data on the field; and (4) analysis and synthesis of qualitative data in the dissertation-writing process.
Credit : 3
Course Code : ED 732
Course Description :
This course continues the study of statistics using multivariate research and analysis that can be applied to action research and decision making in the educational setting. Topics include multiple regression, analysis of covariance, repeated measures, logistic regression, and factor analysis. A statistical background is essential in order to analyze and understand research reports in the educational field. Statistical references highlight and give findings to most research reports and analysis of data.
Credit : 3
Course Code : ED 733
Course Description :
This course will introduce participants to the characteristics and various approaches to designing and conducting qualitative research projects in education. Students will gain hands-on experience in various qualitative methods and analysis techniques while carrying out a research project related to their area of interest.
Credit : 3
III. Specializations (9 credits)
Educational Leadership (K – 12)
Course Code : ED 710
Course Description :
This course emphasizes the critical component of security and safety in the American Public Schools. Topics will include the most current proactive measures to protect the safety and security of all students and staff members. Students will analyze the most current protocols for federal, state and local regulations regarding this issue. Students will explore best practices, NJ Security Drill and Regulation Law, Gang Awareness, Anti-Bullying policies, Internet Safety and Pandemic, Mental and related health issues. Students will also understand the role of Crisis Intervention and Emergency Management response and the community roles that involve the Chain of Command during a crisis. Policies such as visitors, vendors, school transportation, vehicle access and parking and delivery access will be included.
Credit : 3
Course Code : ED 711
Course Description :
This course examines labor relations and collective bargaining in the public sector and builds on the knowledge that students have gained in an educational law course. Analysis of major issues in public sector collective bargaining and current and historical legal issues with expertise of day-today operations within school districts will be addressed, namely: a) history of public sector bargaining; b) the legal, economic and social underpinnings of bargaining; c) the scope of bargaining; d) the administration of the collective negotiations agreement; e) impasse mechanisms and f) the relationship between the public employer, the union, the individual employee and the public. This course will address federal, state and local bargaining structures and while a multi-jurisdictional format will be used, emphasis will be placed upon statutes, institutions and practices that are relied upon in the state of New Jersey. The class will include a mock collective bargaining exercise and a mock grievance-arbitration exercise in which students will assume the roles of management and union representatives.
Credit : 3
Course Code : ED 714
Course Description :
Private schools have always been an alternative to public schooling. This course examines private school administration through examining school leadership, governance and boards of trustees, finances and budgeting, curriculum and instruction, faculty, students, and parents. The role and responsibilities of the headship will also be analyzed in these constructs. Finally, this course focuses on the challenges faced by private schools today and the many alternatives included in the term private schools (charters, religious, independent and home schools). Finally, the evolving role of the headship will be analyzed.
Credit : 3
Special Education Leadership
Course Code : ED 712
Course Description :
The course is designed to develop the school leader with skills and practices to manage conflicts in special education issues and navigate the legal guidelines for students and school districts. Conflict management and mediation theories will be explored to help teams in the school setting to bring consensus to the needs of the child among the district, school personnel and family members. The themes for conflict resolution will include: (a) building relationships; (b) listening reflectively; (c) developing and maintaining trust; (d) defining the problem; (e) controlling the emotional pitch; (f) equalizing the power base; and (g) utilizing third parties.
Credit : 3
Course Code : ED 713
Course Description :
In this course students will examine the function, organization, and roles in the supervision of personnel of special needs children. Students will align these practices in accordance with federal, state, and local laws and initiatives. Budgeting and financial options for children with special needs within a school district also will be addressed. In addition, students will analyze the supervisory role in assisting in the coordination and collaboration between special education teachers and general education teachers for effective instruction. Aligned with these issues, students will examine the roles of the building principal in conjunction with special education personnel to best serve children with special needs.
Credit : 3
Course Code : ED 715
Course Description :
This course will emphasize that administrators develop schools that are aware that all students should be held to high standards of learning both in general education and special education. Exploration into these efforts will highlight and articulate what all students should know and be able to do and have a special emphasis concerning the participation of students with disabilities in accountability systems. Themes of collaboration and communication will be emphasized for the school leader to develop partnerships with general education, special education and outside agencies. The collaboration will explore shared problem solving and finding solutions as a process. Effective communication will be discussed as a critical component of forming partnerships with outside agencies as well as school psychologists and social workers throughout the referral and placement process.
Credit : 3
Higher Educational Leadership and Teaching
Course Code : ED 717
Course Description :
In this course students will examine the structure of higher education institutions including universities, public and private, and the community college system. University governing bodies that include financial, legal, curriculum and faculty committees will be addressed through their organization and involvement. Students will also understand the function and roles of administration at the higher education level. In addition, with rapidly changing demographics, students will integrate theory and practice with policy analysis to address future planning needs of the American University while remaining aligned with a school’s mission
Credit : 3
Course Code : ED 718
Course Description :
This course provides insight and understanding of the governance of higher education in the United States with exploration of different models of and types of higher education. Background into the scope and diversity of constituents served as well as the roles and functions of administrative units within the institution. Students explore the role of external agencies that influence administration of colleges and universities and become familiar with critical issues related to the practice of higher education and student affairs and enrollment management.
Credit : 3
Course Code : ED 719
Course Description :
This course provides opportunities for students to explore and analyze the components of adult learning in the 21st century. Historical context of teaching and learning will be compared with varied structures for effective teaching and learning in the higher education setting. Students will explore effective pedagogy in the higher education setting and create syllabi that include experiences that enhance teaching, learning and assessment. Emphasis will be focused on creating class experiences that are aligned with content standards and use of technology in a brain compatible classroom setting.
Credit : 3
IV. Research Core (15 credits)
Course Code : ED 740
Course Description :
This course will introduce and outline the dissertation process. The student will also be acquainted with the format and contents of the finished product. Writing experiences that simulate the kind of academic writing expected of the student for approval of a dissertation will be provided. The student will become oriented to use of the APA Publication Manual and the Dissertation and Theses databases.
Credit : 3
Course Code : ED 741
Course Description :
This is the second half of a year-long sequence of courses that prepares students to understand, interpret, evaluate, and design qualitative and quantitative research as well as develop the ability to select and use appropriate research methods.
Credit : 3
Prerequisites :
ED 740
Course Code : ED 742
Course Description :
This course offers guidance, supervision, and support for students at early stages of the dissertation process. Students will prepare their research projects for IRB review, outline the literature review, begin a 2-3 page introduction for the literature review, and then continue in further stages of the writing process based on student need. In addition, the instructor(s) will align each student with a first reader who will oversee the entire dissertation process. Conferencing throughout the course will occur with student and instructor(s) to assist students.
Credit : 3
Course Code : ED 743
Course Description :
This course is a continuation of ED 741. Students will continue the process of writing and collecting data for their dissertations. In addition, students will begin analyzing and interpreting data. If ready, students will begin the process of organizing their defense as discussed in the Caldwell University Doctoral Program Handbook. The writing of this dissertation will be in the format of the American Psychological Association (APA) style guide. The final product will be suitable for dissemination through professional research conferences and/or research journals. This course is graded as PASS/FAIL.
Credit : 3
Course Code : ED 744
Course Description :
This course is a continuation of ED 743. Students will continue writing, analyzing, and interpreting data and discussing the implications of the findings. If ready, students will begin the process of organizing their defense as discussed in the Caldwell University Education Doctoral Program Handbook. The writing of this dissertation will be in the format of the American Psychological Association (APA) style guide. The final product will be suitable for dissemination through professional research conferences and/or research journals. This course is graded as PASS/FAIL.
Credit : 3
Course Code : ED 745
Course Description :
This course is a continuation of ED 742. Students will take the course if they need additional time to complete their dissertation. The course can be taken repeatedly. This is a 0 credit course; however, payment is equal to a 3-credit course. This course is graded as PASS/FAIL.
Transfer of Graduate Credit
For applicants who have earned their M.A. in Curriculum and Instruction, Education Administration, Special Education, or Literacy Instruction at Caldwell University, all credits will be accepted for transfer to the Ed.D./Ph.D. in Educational Leadership. If these programs required fewer than 36 credits, two courses will need to be completed to fully matriculate into the Ed.D./Ph.D. program. For other applicants, Caldwell University will accept the transfer up to a maximum of 36 credits of graduate work in the degrees mentioned above or a closely related field, provided that the courses taken are equivalent in content to those offered in the Caldwell University M.A. in Education programs. M.A./M.S. degrees not related to education will be reviewed by the Admissions Committee on a case-by-case basis to determine the number of credits eligible for transfer.
Attendance
Missing more than 2.5 contact hours over the span of the course may result in lowering the grade in that course.
DISSERTATION COMPLETION
If the dissertation is not defended upon completion of required courses, students will have a 5-year time frame to complete and defend the dissertation. This 5-year time period will commence on the first day of classes in the subsequent fall or spring semester upon which a student finished coursework and end on the last day of the calendar year. For each subsequent summer, fall, and spring semester students will enroll in ED 745 Dissertation Continuation for zero credit but will pay the equivalent of 3 credits each semester accompanied by a fee for maintenance of registration. Students who interrupt the dissertation process for more than one consecutive, calendar year (fall, spring, summer) may be reassigned a first reader upon return. This may result in the need to change the topic and focus of the dissertation study. Such leave will only be permitted once. For people who do not return after one calendar year, refer to the general graduate catalog policy in the section entitled Interruption of Registration and Leave of Absence.
Ph.D. COMMENCEMENT REQUIREMENTS
Caldwell University confers degrees three times a year, in May, August, or December. The commencement ceremony is held once a year in May. In order for a candidate to participate in May ceremonies, the student must complete all dissertation requirements prior to graduation. If requirements are not met, the degree can be awarded at the next conferral date, and the student is eligible to participate in ceremonies the subsequent May.
The last day for an oral defense is six weeks prior to the end of fall of spring semester. There will be no defenses in the summer, between the end of the spring semester and the beginning of the fall semester. After the oral defense, students will have two weeks to complete the necessary changes and submit these changes for review by the first reader (or first and second readers if major revisions are needed). Upon signed approval by the first reader (and the second reader in case of major revisions) and a copy submitted to the Doctoral Program Coordinators, students will submit the dissertation to an approved editor. When returned from the editor, the student will forward a copy to the first reader. The first reader will then inform the Doctoral Program coordinators of the completion. The entire process (i.e., defense, revisions, editing) must be completed no later than April 30 for May degree conferral, July 1 for August degree conferral, or November 15 for December degree conferral.
Please send supporting documents to:
Caldwell University
Office of Graduate Admission
120 Bloomfield Avenue
Caldwell, New Jersey 07006
For more information:
call: Graduate Admission at 973-618-3544
email: graduate@caldwell.edu
or contact:
Dr. Joanne Jasmine, Co-Coordinator: jjasmine@caldwell.edu
Dr. Joan Moriarty, Co-Coordinator: jmoriarty@caldwell.edu
