Are you looking to pursue a doctoral program that can assist you in analyzing the leadership challenges facing schools and educational settings today? Join us for a close and personal online EdD/PhD program at Concordia University Chicago. With approximately 3 years of online course work, plus the successful completion of comprehensive exams and doctoral dissertation, you can earn a doctoral degree that broadens your potential to advance your career.
The doctoral program in teacher leadership is designed for graduate students who would like to continue their careers as facilitators, instructional coaches, curriculum specialists, coordinators of district initiatives, trainers, and building- and district-level teacher leaders in various educational settings. The teacher leadership doctoral program focuses on the fostering instructional improvement for increased student achievement, promoting teacher and staff development and growth, organizational change and school cultures, and outreach to families and communities.
This doctoral program encourages students to draw upon and build on knowledge and experiences related to their professional work, while also requiring students to develop strong research skills and a familiarity with data, school and instructional improvement, adult growth and development, and evidence-based decision-making. While grounded in topics related to teacher leadership, this program also provides opportunities to explore teacher and instructional leadership in various education settings: preK-12 education, non-profit organizations, corporations, and agencies.
Candidates who enroll and complete the doctor of education degree in teacher leadership must have a minimum of two years of full-time teaching or training experience, or similar work experience in a leadership role.
The doctorate in teacher leadership is designed to enable students to:
In addition to the overall objectives of the Leadership department and its programs, students will acquire the following knowledge, skills, and competencies in the teacher leadership program:
Competency: Understand adults as learners to support professional learning communities
Competency: Use research to improve practice and student achievement
Competency: Promote professional learning for continuous improvement
Competency: Facilitating improvements in instruction and student learning
Competency: Using assessments and data for school and district improvement.
Competency: Improving outreach and collaboration with families and community
Competency: Advocating for student learning and the profession
Total program semester hours (60 hours)
Note: Courses marked with an asterisk (*) are to be designed and/or undergo major syllabus creation.
Elements of instruction leadership are examined emphasizing parent, staff and community collaborations including advanced curriculum and instruction.
Addresses the adult learner’s development, learning styles, conditions of learning, and life circumstances. Also examines the adult educator’s role, methodology, learning theory and evaluation techniques.
Exploration and analysis of curriculum theory and design for educational programs, early childhood through high school. Analysis, trends and current practices in the light of national and international models and educational programs. Study of curriculum theory in relationship to the processes of curriculum design, development, implementation and evaluation.
Examining school and teacher practices that enhance student achievement.
Developing and sustaining a school culture that supports student achievement.
Developing and sustaining collaborative relationships for effective school reform.
Leading school based learning communities and their role in student achievement and school improvement.
Knowledge and skills requird to be an effective instructional coach. Collaboration, reflection, modeling, communication and leadership in effective coaching models.
The analysis of the methodological and statistical components of existing research data to enhance and facilitate the educational decision making process. Particular attention is given to applications regarding issues of educational policy.
This course introduces students to survey and instrument development including issues related to operationalizing variables, survey construction, sampling, coding, analysis, and evaluating the reliability and validity of survey research methods.
Principles and application of action research planning, implementation and reflection in educational environments. Exploration of collaborative, participatory and individual approaches to action research methods that can be utilized to improve schools and/or organizations.
An introduction to quantitative analysis of data. Statistical software will be used to explore descriptive and inferential statistics using both non-parametric and parametric techniques.
This course explores the theory, design, and application of mixed methods research.
An introduction to advanced statistical concepts including multivariate analysis, linear models, hierarchical linear models, factor analysis and data management. Students will use statistical software packages and will learn to write basic syntax for custom analysis.
This course will prepare students to utilize naturalistic inquiry in their own research, most immediately, the dissertation experience. Students will be able to reflect on choices of inquiry paradigms, the goodness of fit between the problem and the approach chosen to explore it, the selection of appropriate instruments, and the role of the writer in the presentation of findings.