Concordia prepares leaders to transform society. We prepare candidates through intellectually challenging and rigorous, academic engagement, research, and global preparedness. Candidates are steeped in reflective academic knowledge work, seminal philosophy and theoretical examination, and accepted empirical inquiry. We are engaged in serious and substantial work.
The Educational Administration specialization is designed for chief executives, superintendents, and experienced and certificated principals. The curriculum and pedagogy is based at a high organizational functioning capacity, encompassing visionary leadership, instructional improvement, effective management, inclusive practice, ethical leadership, and socio-economic context at the school district level. Steeped in the tradition of inquiry, girded by a belief in diligence and dedication, and guided by a clear core essence of faith, we develop leaders who have the professional competencies to effect dynamic change and transform society with responsible power and grace.
The Concordia University Doctoral Program specialization in Educational Administration develops the traits of hunger, speed, and weight required of today’s fast-paced, system-wide executive leaders. Hunger is the marriage of imagination, problem solving and the willingness to risk in the real world and see need and confront it. Speed means intellectual agility, capacity to learn, question, and synthesize as well as technical smarts and the ability to translate it to others. Weight is the combination of truth-telling, integrity for moral ends, and command (Isaacson, 2008).
Development of executive leadership traits is a driving force in the Educational Administration specialization. Candidates engage in expert and critical thinking, creative problem solving, and informed decision-making. They design and experience complex, intentional communication and choreographed collaboration. They apply innovation, imagination and invention to sustained critical issues. These are powerful learning conditions intended to drive and fuel increased capacity for learning and sustained transformational change.
In addition to the core courses required for a Doctorate of Education in Educational Leadership, students enrolled in the Educational Administration specialization must also take the following courses:
Ed.D. in Education Leadership - Educational Administration Courses
EDDA 615 (3)
Issues in Policy, Planning, and Leadership
This course focuses on learning and its connections to the organizations, institutions, and policy settings in which it occurs. It focuses on the role that leaders play in constructing, guiding, and improving learning in educational organizations through planning and policy decisions. The intent is to develop researchers and practitioners whose main interest is the development of knowledge useful to the improvement of learning in educational organizations through the systematic application of research and theory to practice.
EDDA 619 (3)
Navigating the Permanent Whitewater
Permanent white water consists of organizational events that are surprising, novel, messy, costly, and often unpreventable. Educational leaders are concerned with the subjective feel of these events as much as their objective existence. Experienced executives and others in organizations perceive that what they are trying to do is becoming more complex, problematic, and contingent. In permanent whitewater, leadership is usually exploration and discovery. Organizational members are constantly on process frontiers, where they must find ways of doing something they have never done before yet where there is little precedent to guide them. The feeling of 'playing a whole new ball game' thoroughly pervades organizational life. This means that beyond all of the other new skills and attitudes that permanent white water requires, people have to be extremely effective learners.
EDDA 628 (3)
Leading across Cultures and Communities
Leading across cultures and communities involves a range of increasingly complex issues-the shifts in cultural practices and racial, ethnic, and linguistic diversity and the implications of these shifts for fostering learning in educational learning communities. Consideration of the factors that put children at a disadvantage, as well as investigating specific family, community, and cultural assets that support high levels of academic, social, and moral development in effective schools are examined. The course prepares candidates to investigate these issues from the individual, school, neighborhood, and community levels in which schools live and operate, as well as the national and international levels where cross-cultural concerns, globalization, immigration, multiculturalism, and citizenship play an increasingly important role.
EDDA 629 (3)
Pursuing Teacher Quality: Policy and Practice
Pursuing Teacher Quality explores the political and social calls for accountability in public schools that have led policymakers at all levels to seek ways to improve the quality of teaching. Teacher effectiveness has become a prominent component of many school reform efforts from the highly qualified teacher requirement of NCLB to the Common Core Standards and the renewed interest in merit pay. This course will examine the research base and seminal authors and reports, defining policy, evidence of implementation, and evaluative practices of current efforts meant to improve teacher quality.
EDDA 638 (3)
Taking on the System: People, Power, and Politics
Education is inherently political. The experience of schooling is aimed at educational achievement as a key to the economic success of individuals and groups. This course examines the politics of education. It considers how institutions such as school boards, legislators, and political leaders interact and react to constituents such as parents, advocates, the media, and the general public, shaping schooling and the consequences for students. Past conflicts over education governance, ongoing policy debates, and the forces shaping current reform efforts will be topics of the course, examined through the twin lens of political science and educational policy.
EDDA 644 (3)
Mentoring, Sustaining, and Leaving a Legacy
Great leaders - whether they lead entire organizations or groups within them - leave a legacy that transcends them and cements their contribution to the growth and transformation of their organization. As leaders, whether we realize it or not, we are leaving a legacy with the decisions we make and the actions we take. Our legacy is revealed in how others who work with us, for us, and beside us feel and think about us as a result of having been in our presence. A culture has been created where visible and accountability systems drive clarity, connectivity, and consistency throughout the organization. There are expectations of engagement, production, and satisfaction. Others are inspired to grow, to develop, and to excel. Cultivate qualities that live on in sustainable performance systems because legacy matters.
A Note Regarding the Educational Administration Specialization
The Ed.D. specialization in Educational Administration is designed to provide current administrators with additional knowledge and expertise to positively impact the school or district at which they work. The Educational Administration specialization is not intended for those seeking training or credentials to become principals and will not lead to initial principal certification. Applicants are advised to check with administrative licensing requirements in their home state to determine whether the Ed.D. program meets standards as set by the agency, as needed.
Individuals involved in leadership and/or management in both education and non-education settings, may benefit from school district-based educational content, skills, and strategies. In these cases, principal licensure or current employment as a principal may not be required for admission to the educational administration specialization. These candidates will be considered on a case-by-case basis and may be interviewed by the director of the doctorate program.