A 36-month program for educators to develop skills and strategies to become an effective educational leader
The Doctor of Education in Educational Leadership is a 60-credit program designed for graduate level educators who are presently teachers or administrators in a school setting or have regular weekly access to a school and classrooms. The Doctor of Education in Educational Leadership program will 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 Ed.D. requires the completion of a minimum of 60 credits – 51 credits of required courses and 9 credits of electives.
The Ed.D. prepares educators for advanced professional responsibility and leadership in effectively organizing, planning, implementing, and evaluating staff and programs, addressing diverse school environments, and building and fostering effective learning communities. This course will prepare educators to apply the PSEL and NELP standards in educational leadership practices.
| 1 | Successful completion of a baccalaureate degree from an accredited college or university. The degree must be verified on an original transcript duly signed and certified by the Registrar or other responsible officer of the awarding institution directly to Acacia University. Mail or secure electronic delivery is accepted. Applicants submitting transcripts from non-US institutions may be required to have their transcript evaluated by a National Association of Credential Evaluation Services (NACES) member agency. |
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| 2 | Successful completion of a master’s degree from an accredited college or university. The degree must be verified on an original transcript duly signed and certified by the Registrar or other responsible officer of the awarding institution directly to Acacia University. Mail or secure electronic delivery is accepted. Applicants submitting transcripts from non-US institutions may be required to have their transcript evaluated by a National Association of Credential Evaluation Services (NACES) member agency. There is no minimum GPA required for admission to Doctoral study, but superior academic performance in courses related to the intended field of study is highly desirable. Demonstrated improvement in academic performance over time is also desirable. The degree must be verified on an original transcript duly signed and certified by the Registrar or other responsible officer of the Master’s institution. |
| 3 | Applicants must currently hold or have held a professional position or be otherwise actively engaged in work that relates to the intended field of study. |
| 4 | For the Doctor of Education, ongoing access to a K-12 school or educational institution. |
| 5 | Essay – A personal statement, not to exceed five hundred (500) words that discusses: your reasons for pursuing the doctorate; your career goals; how the doctorate would help you meet career goals; and prior experiences which relate to your interest in, and aptitude for this program. |
| 6 |
Applicants whose first language is not English and who do not have a master’s degree from a university in which instruction is conducted in English must provide evidence of English proficiency. The following are accepted exams and minimum scores required for admission:
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| 7 | An online interview with one or more representatives of the University. |
Developing skills in leadership and accountability for continuous improvement.
Providing appropriate programs to meet diverse community, school, staff, and student learning needs.
Building and maintaining effective professional learning communities where staff can address important issues and solve problems related to equity, opportunity and excellence.
Implementing an aligned standards-based curriculum and performance-based assessments to promote the success of all learners.
Building communication processes in the community and with parents that inform, inspire, and build confidence in working together to achieve school goals.
Bringing the world into the classroom through a technology-infused and research-based curriculum that prepares all learners to work and live in a global society.
Recommending supervisory practises based on leadership standards, leadership theories, and critical success factors.
Identifying characteristics of effective schools and explaining opportunities and strategies for improving schools.
Identifying and explaining appropriate research-based effective teaching strategies for special education, ESL, and struggling students.
Outlining resources and processes for data-based decision making for strategic planning and school improvement.
Developing a plan to implement a professional learning community via a focused culture, climate, and communication strategies in an established school.
Creating a team leadership supervisory platform that implements your vision for education leadership in terms of duties and responsibilities.
Determining appropriate approaches to developmental supervision and professional development.
Explaining pertinent laws related to special needs, discrimination, discipline, and personnel.
Creating a supervisory plan that implements both clinical supervision and differentiated supervision.
Explaining the role of the principal in managing school facilities and fiscal management.
Proposing strategies for community relations, parent involvement, and internal communication.
Designing a plan for continuous school improvement.
Planning for the implementation of federal, state, and district policies.
Implementing specific teacher supervision and evaluation strategies.
Completing an administrative internship online and onsite in an educational setting that demonstrates PSEL and NELP standards.
Completing an action research dissertation demonstrating research and analysis skills related to a pertinent educational topic.
| 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 |
| COURSE NUMBER | COURSE TITLE | COURSE TYPE | TOTAL COURSE CREDIT |
|---|---|---|---|
| EDA549D | Principles of School Leadership and Management | Core/Required | 3 |
| EDA519D | Understanding Child and Adolescent Development | Elective | 3 |
| EDA509D | Essential Instructional Skills for Administrators | Elective | 3 |
| Virtual Residency 1 | Core/Required | 0.25 | |
| EDA559D | Legal Issues in Education | Core/Required | 3 |
| EDA529D | Curriculum Design and Assessment Development | Elective | 3 |
| EDA539D | Introduction to Special Needs | Elective | 3 |
| Virtual Residency 2 | Core/Required | 0.25 | |
| EDA569D | Understanding Education Finance | Core/Required | 3 |
| EDA589D | Human Resources Issues in Education | Elective | 3 |
| EDA600D | International Virtual Leadership Residency | Core/Required | 1 |
| Virtual Residency 3 | Core/Required | 0.25 | |
| EDA599D | Principles of Continuous Improvement | Elective | 3 |
| EDA679D | Foundations of American Education | Core/Required | 6 |
| EDA649D | Advanced Leadership and Effective Decision Making | Core/Required | 6 |
| EDA709D | Online Internship for Educational Leaders* | Core/Required | 3 |
| EDA710D | Onsite Internship for Educational Leaders* | Core/Required | 6 |
| EDA718D | Advanced Research Methods | Core/Required | 6 |
| EDA605D | Comprehensive Exam | Core/Required | 1 |
| EDA719D | Action Research Proposal* | Capstone | 6 |
| Virtual Residency 4 | Required | 0.25 | |
| EDA720D | Action Research Dissertation | Capstone | 6 |
The cost for a single 3-credit doctoral-level course is $574.98 ($166.66 x 3 + $75.00 one-time application fee)
*The program cost does not include possible continuation courses for the Comprehensive Exam, internships, Action Research Proposal, and Action Research Dissertation.
If the Comprehensive Exam is not completed and passed in the term in which the student initially enrolled, the student must re-enroll in a subsequent term.
If the Online Internship is not completed and passed in the term in which the student initially enrolled, the doctoral student must enroll in the continuation course each eight-week term until completed. The Online Internship Continuation is .5 credit at the doctoral tuition rate.
If the Onsite Internship is not comp leted and passed in the term in which the student initially enrolled, the doctoral student must enroll in the continuation course each eight-week term until completed. The Onsite Internship Continuation is 1 credit at the doctoral tuition rate.
If the Action Research Proposal is not completed and passed in the term in which the student initially enrolled, the doctoral student must enroll in the continuation course each eight-week term until completed. The Action Research Proposal Continuation is 1 credit at the doctoral tuition rate.
If the Action Research Dissertation is not completed and passed in the term in which the student initially enrolled, the doctoral student must enroll in the continuation course each eight-week term until completed. The Action Research Dissertation Continuation is 1 credit at the doctoral tuition rate.
| Application Fee (one-time) | $75 |
| Graduation Fee | $100 |
| Official Transcript Fee | $10 |
The Doctoral program at Acacia University is open to professional educators, educational administrators, and other professionals who are interested in advancing their expertise in the field of education.
Whether you are a certified teacher or someone looking to deepen your knowledge and expand your career opportunities, you will benefit immeasurably from acquiring the skills and in-depth knowledge that will provide you with a superb springboard for advancing your career and for contributing to the betterment of society through learning. Acacia is the premier global provider of that kind of education, with top-flight faculty and at a very affordable price.
Acacia University recognizes the prior learning of admitted students by awarding credit for courses at the graduate level that have been earned at an accredited institution and that are documented through official transcript when the credit is applicable to the student’s degree program at this institution. Acacia University may award transfer credits not to exceed a maximum of fifty percent (50%) of the credits required for all master’s and doctoral degree programs through transfer credit.
Courses accepted for transfer credit must be relevant to the program of study, equivalent in both content and degree level, and not more than ten years old. Credits from another degree cannot be transferred or used for an additional degree at Acacia University.
Acacia University has full discretion to accept or reject transfer credits from other institutions. Students should be aware that credits earned at Acacia University may or may not be accepted by another institution depending upon its own programs, policies, and regulations. Students planning to use credits from Acacia University as transfer credits for a graduate degree in another institution should contact the Admissions Office of such institution in advance of applying.
Tuition and fees are payable at the time of registration for each course. Students will not receive official grade reports, transcripts, or be awarded a degree until all financial obligations have been met. Students who have outstanding financial obligations to Acacia University will not be permitted to register for future courses unless special arrangements have been approved through the Finance Office.
Students may pay by check, money order, wire transfer, or credit card (Visa, MasterCard, American Express, and Discover). International students must pay with U.S. currency. Students whose employers will be invoiced for tuition shall submit a billing authorization form prior to the second week of class in lieu of course payment.
Military tuition assistance (TA) students may be eligible for a deferral of tuition once their DA 2171 Form has been completed, authorized, and received by Acacia University
In accordance with Title 38 US Code 3679(e), Acacia University adopts the following additional provisions for any students using the U.S. Department of Veterans Affairs (VA) Post-9/11 G.I. Bill® (Ch. 33) or Vocational Rehabilitation & Employment (Ch. 31) benefits, while payment to the institution is pending from VA. Acacia University will not:
However, to qualify for this provision, such students may be required to:
GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA).
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.
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