2017-2018 Argosy University Academic Catalog—Graduate Programs | Volume 8, Issue 1
Doctor of Education in Advanced Educational Administration Degree Program (non-certification)
Argosy University, Salt Lake City; San Francisco Bay Area; Argosy University, Sarasota; Argosy University, Argosy University, Tampa
The purpose of Argosy University’s Doctor of Education (EdD) in Advanced Educational Administration non-certification degree program is to prepare currently certified or licensed school administrators for advanced positions or increase professional expertise. The program is designed for practicing educators who have already completed a graduate level program from a regionally accredited institution and currently hold principal or initial administrative licensure. The EdD in Advanced Educational Administration non-certification degree program does not lead to certification or licensure for building and district administrative positions.
Program Learning Outcomes
The Interstate School Leaders Licensure Consortium (ISLLC) Standards
Standard 1: At the district level, an education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.
A. Collaboratively develop and implement a shared vision and mission
B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning
C. Create and implement plans to achieve goals
D. Promote continuous and sustainable improvement
E. Monitor and evaluate progress and revise plans
Standard 2: At the district level, an education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations
B. Create a comprehensive, rigorous, and coherent curricular program
C. Create a personalized and motivating learning environment for students
D. Supervise instruction
E. Develop assessment and accountability systems to monitor student progress
F. Develop the instructional and leadership capacity of staff
G. Maximize time spent on quality instruction
H. Promote the use of the most effective and appropriate technologies to support teaching and learning
I. Monitor and evaluate the impact of the instructional program
Standard 3: At the district level, an education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.
A. Monitor and evaluate the management and operational systems
B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources
C. Promote and protect the welfare and safety of students and staff
D. Develop the capacity for distributed leadership
E. Ensure teacher and organizational time is focused to support quality instruction and student learning
Standard 4: At the district level, an education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.
A. Collect and analyze data and information pertinent to the educational environment
B. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources
C. Build and sustain positive relationships with families and caregivers
D. Build and sustain productive relationships with community partners
Standard 5: At the district level, an education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
A. Ensure a system of accountability for every student’s academic and social success
B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior
C. Safeguard the values of democracy, equity, and diversity
D. Consider and evaluate the potential moral and legal consequences of decision-making
E. Promote social justice and ensure that individual student needs inform all aspects of schooling
Standard 6: At the district level, an education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.
A. Advocate for children, families, and caregivers
B. Act to influence local, district, state, and national decisions affecting student learning
C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies
Students as scholar-practitioners develop skills in inquiry, critical thinking, scholarly writing, and decision-making by:
1. Analyzing and evaluating professional literature to make evidence-based decisions related to current practices in the field.
2. Analyzing, designing, conducting, and defending research in their disciplinary context using appropriate research designs.
3. Producing and defending a rigorous and credible dissertation.
- A master’s degree from a regionally accredited institution or an appropriately certified foreign institution
- A grade point average of at least 3.0 (on a scale of 4.0) in work leading to the master’s degree and in any subsequent graduate study
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy .”
- Initial administrative certificate or license
- Based on state requirements, candidates should have full-time teaching experience in a state-approved school. If teaching experience is from another state, applicant must submit formal verification of length of teaching experience in schools approved by that specific state
- Presentation of evidence of passage of the Standardized Test of Basic Skills (where required)
- Interview with Program Admissions Committee and recommendation for admittance
- Evidence of Criminal Background check
- Current employment in a state-approved school
- A Writing Sample submitted with application
All applications for admission must be submitted to the Admissions Department. An admissions representative is available to help interested applicants complete the following required documentation:
- Completed Application for Admission Form
- Personal goal statement with a self-appraisal of qualifications for the profession
- Current résumé
- Two letters of recommendation (one from a source familiar with student’s academic abilities and one from a current school administrator)
- Official transcripts from all postsecondary schools attended
To qualify for graduation, the following conditions must be met:
- Successful completion of 60 credit hours that includes
- 45 credit hours of coursework
- 12 credit hours of dissertation
- 3 credit hours of practicum (minimum of 240 clock hours)
- A grade point average of 3.0 or higher (on a scale of 4.0) and a grade of “B-” or better in all required courses
- Successful defense of dissertation
- Passage of Comprehensive Examination
- Completion of all requirements within seven years
- Completed Petition to Graduate Form submitted to campus administration
Upon successful completion of required coursework and comprehensive examinations, students enroll in dissertation courses. To progress through each dissertation course, students must complete specified course objectives. If progress is made and all objectives met, students enroll in the next dissertation block. If progress is made and objectives are substantively but not fully met by the end of each course (as determined by the dissertation chair in discussion with the dissertation committee) students must enroll in a zero credit hour extension course (tuition based on a credit hour equivalent as defined in Appendix III, Tuition and Fee Schedule ). If it is determined that no progress has been made, students will be required to retake the block in which no progress was made. If the student is required to retake a block due to no progress, the dissertation chair will assign a grade of No Credit (NC). Students are required to enroll in a Dissertation course or Dissertation Extension course every session from the beginning of the dissertation until passing the final defense, earning 12 semester credit hours for dissertation. A student may only receive any combination of two NC, W, or WF grades during the dissertation sequence. Upon receiving the third NC, W, or WF within the dissertation sequence, the student will be dismissed from the program. Published course objectives for each dissertation course apply unless the student and dissertation committee/chair agree to and confirm in writing alternative specified objectives more appropriate for a particular dissertation topic.
The EdD in Advanced Educational Administration non-certification degree program requires the satisfactory completion of 60 semester credit hours distributed as follows: Core Course requirements, 21 credit hours; Academic Writing and Research requirements, 18 credit hours; Elective requirements, 6 credit hours; Practicum requirements, 3 credit hours; Dissertation requirements, 12 credit hours.