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The Doctor of Education in Educational Leadership is a 60-credit program to provide opportunities for educators to learn and develop skills and strategies in the areas of school management, education law, education finance, and instructional supervision to be an effective leader.
The goal of the program is to develop scholars-practitioners who will learn and practice advanced skills in designing, implementing, and analysing effective research-based strategies in school/district leadership so they can provide active, positive, and effective leadership in the school environment. All students enrolled in the Doctor of Education in Educational Leadership degree program will demonstrate and apply knowledge and skills related to PSEL and NELP organisation standards.
The Distance Education Accrediting Commission is recognized by the Council for Higher Education Accreditation (CHEA). Additionally, Acacia University is fully licensed in Arizona by the Arizona State Board for Private Postsecondary Education (AZPPSE).
|
Program Learning Outcomes
|
PSEL
Standards |
NELP
Standards |
|---|---|---|
| Promoting the current and future success and well-being of each student and adult | ||
| Articulate and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities and models the guiding principles of the profession | Standards 1 & 2 | Standards 1 & 2 |
| Generate and use research data to inform decisions to ensure coherent systems of curriculum, instruction, support, and assessment within an inclusive school culture of family, community, and school personnel | Standards 4 & 8 | Standards 3 & 4 |
| Demonstrate educational leadership knowledge and skills in an administrative internship within school and online educational environments that afford opportunities to interact with stakeholders | Standards 1, 3, & 10 |
Standards 5 & 8 |
| Develop and refine educational leadership skills and responsibilities that engage staff in the development of a collaborative professional culture and improve systems of staff supervision, evaluation, support, and professional learning | Standards 6 & 7 | Standards 5 & 7 |
| Apply skills to initiate and implement sound educational policy, data-based school improvement plans, and operation systems that include fiscal management as well as implementing laws, rights, policies, and regulations | Standards 5 & 9 | Standards 6 |
| Write, present, and defend a clear and coherent action research dissertation that contributes to understanding and solving problems of practice in education | Demonstrating All Standards |
Demonstrating All Standards |
Credits: 3
Course Length: 8 weeks
Type: Elective
Prerequisites: none
This course emphasizes methods of teaching and learning proven to be effective in all classrooms. Emphasizing visual representations, engaging students, assessing learning, and teaching comprehension, these strategies build skills that are essential for learning any content, expressing ideas, and for the transference of knowledge. Strategy examples are provided for students in various grade levels and content areas. The strategies are effective for all students (pre-K to 12th grade), including special education students and English language learners. Many classroom examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing these strategies in the classroom.
Credits: 3
Course Length: 8 weeks
Type: Elective
Prerequisites: none
This course focuses on effective implementation of developmentally appropriate strategies in the classroom and school. Participants explore domains and stages of development within ranges from birth to age 18. The role of culture in the learning process is explored in relationship of impacting development. Stages related to cognitive, emotional, physical, and social development are addressed with strategies to facilitate student growth in each area. Many examples are provided for all grade levels and for special populations to assist the teacher and administrator in understanding and providing developmentally appropriate environments.
Credits: 3
Course Length: 8 weeks
Type: Elective
Prerequisites: EDA519
This is a seminar course in curriculum content focusing on readings, research, discussions, and classroom/school observations that acquaint doctoral students with some of the current issues in curriculum development. Independently and with a seminar group each student will engage in a seminar process to share, analyze, and gain understanding of current issues and research in Universal Design for Learning principles and how they are implemented at different levels of education.
This seminar will enrich professional experiences through collaboration with other professionals, administrators, and peers. The experiences gained will give students a perspective on a range of services provided by schools in the area of content development that aligns to state and national standards.
Credits: 3
Course Length: 8 weeks
Type: Elective
Prerequisites: EDA509D, EDA519D
This course focuses on special populations of students with special needs, including English language learners, gifted, and various handicapping disabilities. An overview of assessing needs, methods of teaching, and meeting needs of diverse students is presented. Many examples are provided for all grade levels and for special populations to assist the administrator and teacher in planning and implementing effective programs in the classroom and school.
Credits: 3
Course Length: 8 weeks
Type: Core
Prerequisites: —
Required Textbook: The Principal: Creative Leadership for Excellence in Schools, 8e
This course presents a survey of research in leadership, management, and strategic planning. It also focuses on an in-depth study of knowledge and skills required to be an effective educational leader. The roles of the principal, district leaders, and school administrators are explored.
This course highlights the role of the school principal as an instructional leader, with an emphasis on leadership skills and management abilities necessary to create a vibrant and successful school and educational community. Students will develop a knowledge base on the principal’s role and responsibility in the areas of school and community relations, supervision of instruction, curriculum assessment and evaluation, administration of special services, human resource management, school facilities and fiscal management, and ethical and legal issues.
Students will also learn how to apply strategies toward building positive school culture through stakeholder collaboration, working with diverse populations, and drawing from evidence-based strategic planning. Learning activities include reflective practice, activities and exercises, and analysis of case studies.
Credits: 3
Course Length: 8 weeks
Type: Core
Prerequisites: EDA529D
This is a seminar course in legal issues focusing on readings, research, discussions, and classroom/school observations that acquaint doctoral students with some of the current issues in the principles of school law. Independently and with a seminar group each student will engage in a seminar process to share, analyze, and gain understanding of current issues and research in legal foundations of public and nonpublic schools.
This seminar will enrich professional experiences through collaboration with other professionals, administrators, and peers. The experiences gained will give students a perspective on a range of services provided by schools in the areas of general education law, public laws influencing the administration of schools, and current issues in law related to classrooms, schools, districts, and individuals.
Students will learn how to interpret the U.S. judicial and legislative systems and the formation of laws relating to public education. Students will also analyze current school practices from the standpoint of potential legal controversies. By the end of the course, students will be able to analyze school legal problems by considering legal and ethical implications.
Credits: 3
Course Length: 8 weeks
Type: Core
Prerequisites: EDA529D
Required Textbook: Financing Education in a Climate of Change, 13e
In this course, education funding, financial management, and the economics of education are addressed. Sources of revenue and the administering of a school budget are explored and compared among a variety of educational institutions.
Students will develop an understanding of the fundamental issues of education finance by examining sources of revenue on federal, state, and local levels, and weigh the economic, social, and legal considerations necessary for allocating and managing funding.
Students will also learn about approaches and procedures for budgeting, forecasting budgets, managing business operations, the reporting and auditing of funds, and issues specific to funding special education and school choice.
Credits: 3
Course Length: 8 weeks
Type: Elective
Prerequisites: EDA569D
This course is a survey of personnel management, coupled with a detailed study of supervision of faculty and staff in school settings. Staffing options are explored in the context of school goals and student needs.
The provision of professional development, supervision, and teacher evaluation are presented with applied projects provided to build understanding of personnel administration. This graduate-level course introduces leadership standards, theories, critical success factors, and practices that educational leaders need to be effective supervisors.
The course addresses the components of effective school and teaching theories that lead to school improvement. Students will develop leadership and supervisory platforms and professional development plans for individuals and schools.
Various supervisory styles studied will include clinical supervision, the Charlotte Danielson model, and differentiated supervision. Special issues include hiring, mentoring, tenure, dismissal, and remediation plans.
By the end of this course, students will be able to distinguish between supervision, evaluation, and professional development.
Credits: 3
Course Length: 8 weeks
Type: Elective
Prerequisites: EDA569D
This course is a survey of personnel management, coupled with a detailed study of supervision of faculty and staff in school settings. Staffing options are explored in the context of school goals and student needs.
The provision of professional development, supervision, and teacher evaluation are presented with applied projects provided to build understanding of personnel administration. This graduate-level course introduces leadership standards, theories, critical success factors, and practices that educational leaders need to be effective supervisors.
The course addresses the components of effective school and teaching theories that lead to school improvement. Students will develop leadership and supervisory platforms and professional development plans for individuals and schools.
Various supervisory styles studied will include clinical supervision, the Charlotte Danielson model, and differentiated supervision. Special issues include hiring, mentoring, tenure, dismissal, and remediation plans.
By the end of this course, students will be able to distinguish between supervision, evaluation, and professional development.
Credits: 3
Course Length: 8 weeks
Type: Elective
Prerequisites: EDA509D
This course addresses the knowledge and skills needed to provide systematic and systemic planning and implementation of strategic initiatives. Principles of school improvement, strategic planning, organizing for effectiveness, and ongoing involvement of stakeholders related to the educational institution are explored through individual and collaborative projects.
The course focuses on the process of continuous review and evaluation of activities, which lead to improved results. The goal of this course is to learn action research methods and practice the process of continuous school improvement.
Students will experience designing, conducting, analyzing, and presenting an action research project that demonstrates aspects of the school improvement process.
Credits: 3
Course Length: 8 weeks
Type: Elective
Prerequisites: EDA509D
This course addresses the knowledge and skills needed to provide systematic and systemic planning and implementation of strategic initiatives. Principles of school improvement, strategic planning, organizing for effectiveness, and ongoing involvement of stakeholders related to the educational institution are explored through individual and collaborative projects.
The course focuses on the process of continuous review and evaluation of activities, which lead to improved results. The goal of this course is to learn action research methods and practice the process of continuous school improvement.
Students will experience designing, conducting, analyzing, and presenting an action research project that demonstrates aspects of the school improvement process.
Credits: 2
Course Length: 1 week
Type: Core
Prerequisites: All 500-level courses
The International Virtual Leadership Residency will occur online during a one-week period. This residency will allow students to meet with faculty members; enhance writing, research, and critical-thinking skills; share experiences and insights with students with similar interests; and work directly with cohort members.
Credits: 0.25
Course Length: 1 day
Type: Core
Prerequisites: none
The One-Day Virtual Residency #1 is designed to ensure that all doctoral students complete the Human Research Protection Training offered by the Health and Human Services (HHS) Office for Human Research Protections (OHRP).
This training is required by federal law and must be completed by all doctoral students conducting human research. The five sessions constitute foundational information on research that includes human subjects, and the processes and procedures involved in attaining approval for such research.
Other residency topics include principal leadership and professional learning communities. Pre-Residency Activities/Assignments are emailed one week before the residency.
Credits: 0.25
Course Length: 1 day
Type: Core
Prerequisites: Enrollment in a 500-level course
The One-Day Virtual Residency #2 focuses on data analysis and continuous improvement. Activities include reading vetted articles and a case study about the processes of data analysis, data usage, and continuous improvement.
The historical evolution of continuous improvement is contrasted with current practices of improvement in different settings. Videos based on the continuous improvement cycle and definition are presented in terms of how leaders navigate the process.
Deliverables include writing reflective summaries and online discussions. Pre-Residency Activities/Assignments are emailed one week before the residency.
Credits: 0.25
Course Length: 1 day
Type: Core
Prerequisites: Enrollment in a 500-level course
The One-Day Virtual Residency #2 focuses on data analysis and continuous improvement. Activities include reading vetted articles and a case study about the processes of data analysis, data usage, and continuous improvement.
The historical evolution of continuous improvement is contrasted with current practices of improvement in different settings. Videos based on the continuous improvement cycle and definition are presented in terms of how leaders navigate the process.
Deliverables include writing reflective summaries and online discussions. Pre-Residency Activities/Assignments are emailed one week before the residency.
Credits: 0.25
Course Length: 1 day
Type: Core
Prerequisites: Completion of VR #1 and VR #2
The One-Day Virtual Residency #3 focuses on advanced research statistics. Doctoral students will learn common statistical terminology, develop understandings of statistical measures, and begin the important journey of selecting their research interest by defining the topic and determining the “action” of action research.
After the presentations of possible research topics, doctoral students will review the important aspects of writing good research questions and write three research questions about their proposed topic. Pre-Residency Activities/Assignments are emailed one week before the residency.
Credits: 0.25
Course Length: 1 day
Type: Core
Prerequisites: Passed EDA605D: Comprehensive Exam and Enrollment in EDA719D: Action Research Proposal or EDA720D: Action Research Dissertation
The topic for One-Day Virtual Residency #4 is Using Data for School Improvement. This is the last of the one-day residencies and must be completed before graduation.
Doctoral candidates will have opportunities to build their understandings and skills in determining how revise improvement plans into statistically relevant data to support new programs, teacher trainings, student engagement, or other initiatives supported by the data.
This one-day residency will clarify how collected data is used to justify school improvement and action research studies. Pre-Residency Activities/Assignments are emailed one week before the residency.
Credits: 0 (Requirement for Doctoral Candidacy)
Course Length: 16 weeks
Type: Core
Prerequisites: All 500 level electives, 600 Required General Courses, EDA709D, EDA710D, EDA718D, and Virtual Residencies 1–3
This course is designed for students to complete their dissertation journey’s written and oral exam phases. This is a requirement for students who have completed 48 or more credits and the first three virtual residencies.
The goal of this proctored exam process is for doctoral students to demonstrate their mastery of leadership concepts, essential academic knowledge, and methods of inquiry necessary to proceed to dissertation writing.
In this course, doctoral students work individually with the course professor to complete both exam components. All written exam content and oral exam questions stem from the Doctor of Education in Educational Leadership program learning outcomes which are aligned to the NELP and PSEL standards.
Students must maintain continuous enrollment in this course until they have passed both the oral and exam components. A grade of P for Passing is recorded for students who pass both components.
If the components are not completed and passed at the end of the 16-week session, the student must enroll in the 8-week continuation term until both components are assessed as passing. An incomplete (INC) grade will be given to those enrolled in the continuation course which is one credit at the doctoral tuition grade.
Credits: 0.5
Course Length: 8 weeks
Prerequisites: EDA605D
This course is designed for students to complete their dissertation journey’s written and oral exam phases. This is a requirement for students who have completed 48 or more credits and the first three virtual residencies.
The goal of this proctored exam process is for doctoral students to demonstrate their mastery of leadership concepts, essential academic knowledge, and methods of inquiry necessary to proceed to dissertation writing.
In this course, doctoral students work individually with the course professor to complete both exam components. All written exam content and oral exam questions stem from the Doctor of Education in Educational Leadership program learning outcomes which are aligned to the NELP and PSEL standards.
Students must maintain continuous enrollment in this course until they have passed both the oral and exam components. A grade of P for Passing is recorded for students who pass both components.
If the components are not completed and passed at the end of the 16-week session, the student must enroll in the 8-week continuation term until both components are assessed as passing. An incomplete (INC) grade will be given to those enrolled in the continuation course which is one credit at the doctoral tuition grade.
Credits: 6
Course Length: 16 weeks
Type: Core
Prerequisites: All 500-level courses
This course is designed to provide an in-depth study of leadership theories and research beginning with an historical overview of traditional approaches and showing how they have evolved over time, not only in education, but also surveying the science of administration and management as a profession in other fields, such as business, political and military and volunteer organizations.
Candidates will learn about the philosophical and historical foundations of various approaches. Particular attention will be given to current leadership and administrative practices in educational settings, such as visionary leadership, servant leadership, inclusive and collaborative leadership, empowerment, and leadership in an increasingly diverse environment both within, and external to, educational organizations.
Credits: 6
Course Length: 16 weeks
Type: Core
Prerequisites: All 500-level courses
Required Textbook: Foundations of American Education, 8e
This course explores the influences on education within the larger social, political, economic, legal and cultural environment – from the local community to the global settings.
A brief overview is included of the historical, philosophical, and social foundations of education and the role of schooling in a democratic society. Most candidates will have familiarity with such foundational theories from prior degree programs.
Familiarity with school structures and governance at various levels provides understanding of the context in which education takes place. This includes school site and local communities; the role of elected school boards, superintendents, and other administrators; the functions of intermediary agencies, such as county or regional offices of education; education as a constitutional state responsibility, including development of laws and policies; the evolving role of the federal government; and a perspective on education in our world, our global community.
Credits: 3
Course Length: 16 weeks
Prerequisites: All 500-level courses
The Online Internship class involves learning and implementing mentoring skills online to students in educational administration classes. This online internship is arranged by the course professor with other instructors/professors in the master’s or doctoral administration courses.
The Doctoral Program Advisor oversees the Online Internship and oversees the supervision of the Doctoral Intern. The internship encompasses classroom and/or online observations and mentoring, demonstrations, modeling, feedback, and practice applying prior learned skills and knowledge in educational leadership.
Application of the PSEL and NELP standards is required. The experience also includes research, analysis, surveys, interviews, discussions with others, and the maintenance of an e-folio.
Regularly scheduled online meetings with the professor are scheduled at mutually agreed upon times. Experience gained in the Online Internship, as recorded in the e-folio, will be summarized and presented in a final report.
Credits: 05
Course Length: 8 weeks
Prerequisites: EDA709D
If the Online Internship is not completed during EDA709D, the doctoral student must enroll in this continuation course each eight-week term until completed.
Credits: 6
Course Length: 21 weeks / 270 clock hours
Prerequisites: All 500-level courses
The Onsite Internship involves an administrative Internship of 21 weeks. The Internship is arranged by Acacia University in cooperation with a school administrator where the internship will occur.
The internship focuses on an individualized applied project determined by the Graduate Intern, the cooperating school principal and/or district administrator, and the Doctoral Program Advisor.
The Onsite Internship requires 270 clock hours of experience under the supervision of a certified school or district administrator. The internship encompasses classroom observations and mentoring, demonstrations, modeling, feedback, and practice applying prior learned skills.
Application of the PSEL and NELP standards is required. The experience also includes research, analysis, surveys, interviews, discussions with others, and the maintenance of an e-folio.
The onsite experience will involve school or district-related administrative projects planned cooperatively with the principal/administrator and the online professors.
Regularly scheduled online meetings with the professor and with the onsite administrator will be scheduled at mutually agreed upon times. Experience gained in the Onsite Internship will be summarized and presented in a final Internship report.
Credits: 1
Course Length: 8 weeks or completion of 270 clock hours
Prerequisites: EDA710D
If the Onsite Internship is not completed during EDA710D, the doctoral student must enroll in this continuation course each eight-week term until completed.
Credits: 6
Course Length: 16 weeks
Type: Capstone
Prerequisites: All 500-level courses
Required Textbook: Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research, 6e
This course will include foundational elements for conducting independent, original research. Candidates will learn about methods of formative and summative evaluation for continuous improvement of practices in the educational environment.
Candidates will also apply concepts and practice skills in research design, data collection, data analysis, and presentation of results.
Students will also be presented with topics in Evaluation Research, Data Analysis and Interpretation, Qualitative and Quantitative Research Methods, Approaches to Research Design and Data Analysis, and Statistical treatment of data.
Credits: 6
Course Length: 16 weeks
Type: Capstone
Prerequisites: EDA718D
The purpose of this seminar is to provide information and support for students as they develop dissertation proposals for the Ed.D. in Educational Leadership program.
Students will also apply concepts and practice skills in research design. Students will develop and refine their action research topics and ideas, write drafts of their proposals, and establish a doctoral committee of four committee members.
This course refreshes doctoral candidates on the basic concepts of action research, focusing on conducting literature reviews, understanding theory, defining research problems and methods, collecting and analyzing data, communicating findings, and applying research to solving educational problems.
In addition, students should be able to understand the purposes, assumptions, and logic inherent in research methodologies.
Credits: 1
Course Length: 8 weeks
Prerequisites: EDA719D
If the Action Research Proposal is not completed during EDA719D, the doctoral candidate must enroll in this continuation course each eight-week term until completed.
Credits: 6
Course Length: 16 weeks
Type: Capstone
Prerequisites: EDA719D
Action Research Dissertation is intended to assist the Doctoral Candidate (DC) in the transition from coursework to dissertation. The outcome of this course is the completion of a dissertation that contributes to educational knowledge.
The doctoral candidate will select a topic of interest based on an educational issue or problem and critically analyze and evaluate existing knowledge. Action research will be conducted to examine the problem.
Conclusions based on findings should include implications for better educational practice.
This course will review proposal components, with particular emphasis on research design and developing the literature review and will also focus on key issues such as dissertation format standards, psychological and time management demands, HSIRB topics, and project management.
Note: Students may end up taking more units of dissertation (EDA7201D) credit than they can count toward their degree because students must register for the dissertation continuation course each eight-week session while working on their dissertation.
Students must complete their dissertation within five years of completing 600-level courses.
Credits: 1
Course Length: 8 weeks
Prerequisites: EDA720D
Action Research Dissertation Completion is intended to assist the doctoral candidate in the completion and defense of the dissertation.
This course will focus on key issues such as dissertation format standards, psychological and time management demands, HSIRB topics, and project management.
The Distance Education Accrediting Commission is recognized by the Council for Higher Education Accreditation (CHEA). Additionally, Acacia University is fully licensed in Arizona by the Arizona State Board for Private Postsecondary Education (AZPPSE).
Summer 2 is the perfect opportunity to invest in your future. Build your skills, earn your degree, and take the next step in your career by enrolling early.
Yes, all our programs are delivered 100% online, giving you the flexibility to learn from anywhere, anytime.
Acacia University is based in Phoenix, Arizona but our programs are fully online and serve students worldwide.
Yes, Acacia University is accredited by the Distance Education Accrediting Commission (DEAC). DEAC is recognized by the U.S. Department of Education and Council for Higher Education Accreditation (CHEA). The university is participating member of State Authorization Reciprocity Agreement (SARA)
No, the programs are not self-paced. While they offer flexibility, they follow weekly structure with set deadlines.
There are no live classes and no recorded lectures. Programs are delivered asynchronously, allowing you to complete coursework on your own schedule within designated deadlines.
Yes, students may enroll in 2 or more courses if the courses do not have any pre-requisites.
Yes! Some courses include group work, discussion forums, and collaborative assignments that help students connect and learn together.
Yes, transfer credits are reviewed case by case. Courses must be relevant, equivalent in content and degree level, and completed within the last 10 years.
While we do not offer scholarships or financial aid, we provide affordable tuition and flexible interest-free payment plans.
No, Acacia University offers a flat tuition rate for all students regardless of location.
Doctoral programs require a dissertation.
Yes, the Ed.D. in Educational Leadership includes a required Comprehensive Exam completed during a 16-week course with faculty guidance.
Students receive support from Admissions Specialists, Professors, Academic Advisors, librarians, the registrar, and technical support teams throughout their academic journey.
Students receive support from Admissions Specialists, Professors, Academic Advisors, librarians, the registrar, and technical support teams throughout their academic journey.
Students receive access to ProQuest and several open-access research databases including ERIC, CORE, OATD, BASE, and more.
Since programs are fully online and asynchronous, students can study on their own schedule regardless of time zone. Faculty meetings can also be arranged based on availability.
*Disclosure notice to US students:
Acacia University offers graduate degrees for educators to achieve their professional goals. Completion of a degree program in itself does not constitute having a professional credential. Professional certifications and licenses are governed by boards empowered via State laws and/or professional organizations and commissions. Therefore, Acacia programs are NOT a pathway to teacher licensures in the US.
This information is provided per U.S. Federal Regulations, 34 CFR § 668.50 (2016 Rules), 34 CFR § 668.43 (2019 Rules), and in compliance with the State Authorization Reciprocity Agreement (SARA) Manual version 19.2.
Acacia University is an approved institution of the National Council for State Authorization Reciprocity Agreements (NC-SARA) which allows the university to provide distance learning programs and coursework to students located in states other than Arizona. NC-SARA approval does not grant reciprocity or exemption from state professional licensing requirements.
