- Why Join Us
- Room 241 Blog
A CALL WE'D LOVE
TO CHAT APPLY
When you know something well, you’re one of many. When you know something inside and out, like the back of your hand—you’re the one people think of first. But that only matters if the guidance you provide comes from a place of confidence, compassion, and conviction. For a principal, a superintendent, or even a leader in non-educational settings, one of the most esteemed and effective ways to strengthen the skills you already have and be a leader who can genuinely connect with others is to earn an EdD in Administrative Leadership.
Concordia’s EdD specialization in Administrative Leadership is designed to provide current administrators with additional knowledge and expertise to positively impact the school, district, or organization in which they work. In addition to developing their executive leadership traits in critical thinking, informed decision-making, and more, candidates are charged with applying innovation to sustained critical issues and completing dissertations that directly relate to their careers.
Through intensive curricula, scholarly discussions, and a nurturing faculty of highly regarded instructors, our EdD program produces leaders who inspire ethical change. Each of our five fully online, leadership-focused specializations incorporates a unique Virtual Residency component, follows a four-phase schedule of eight-week classes and is limited in class size to support quality and collaboration. Accredited, nonprofit, and private, Concordia has been developing leaders since 1905.
In addition to meeting the goals and objectives set forth for Concordia’s doctoral program, the Administrative Leadership specialization develops transformative leaders who:
Chief executives, superintendents, high-level non-school managers, supervisors, owners of NGOs, leaders of organizations formed to administer school functions, program administrators, organizational officers, department heads, law enforcement administrators, health care administrators, and certainly experienced and licensed principals with at least 3 years administrative experience.
This course provides opportunities for doctoral candidates to develop and refine their scholarly writing during the first year of the education doctorate in order to become stronger writers during and beyond their academic career. Writing craft development occurs through peer writing groups, close study of published texts, and interaction with faculty writers. Course topics include writing article abstracts and analyses, critiques, and literature surveys. Strategies for reading critically, organizing and developing thoughts, choosing appropriate vocabulary, and revising one's own writing are also covered. Candidates write and revise various genre of scholarly writing throughout the year-long series, culminating in a revised draft of the first Comprehensive Connection Paper.
This course is grounded in the belief that it is the responsibility of educators to employ ethical practice in the daily activities of their personal and professional lives. Educators must also ensure that the institutional policies and practices of their school or organization adhere to the application of ethical practice throughout the workplace. The course will emphasize human subjects research issues of harm and deception. This study of the use of ethical principles in an educational context will include an examination of the underlying assumptions and implicit or explicit policies that can support or erode ethical practice. As a result of the activities and discussions completed in this course, candidates will have the opportunity to transform their personal and professional ethical lives and priorities.
This seminar investigates the interface of religion and contemporary society through fundamental questions about the meaning of life, the reality of God, and truth and values to live by in a postmodern context. The candidate will examine critically his/her own beliefs and values in the light of popular assumptions and prevalent attitudes in our time, and the deeper questions of life that are addressed by various religious approaches.
Scholars Before Researchers I and II are courses taken back-to-back in Phase III. The classes are devoted to researching and drafting Chapter Two of the dissertation proposal. Course topics include an overview of the literature review process, advanced library research techniques, and methods of organizing and managing the literature. Students will leave the course with a completed draft of their dissertation literature review. The course is taught by the Faculty Chair who is involved in the process from topic formulation to proposal defense.
The Intense Research Module (IRM) I and II courses assist the candidate in developing the research design and the methods that are employed in the Phase IV research field experience. One intense research module content area is completed in each course to support the development of the dissertation’s research design.
Prerequisites: EDDR 610 & EDDR 619 with grade of P
This course is designed to assist doctoral candidates in completing their dissertation proposals and prepares candidates to defend a dissertation proposal before their dissertation committee. The course continues the Phase III emphasis on developing Scholars Before Researchers by guiding candidates to develop professional writing, research, and presentation skills. Candidates’ Faculty Chairs will instruct, mentor, and advise candidates as they: revise Chapters 2 and 3 of the proposal, write the Chapter 1: Introduction, and then synthesize the full proposal in order to ensure it is defense-worthy. The full dissertation committee will provide input, critique, and support during the development and defense process.
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.
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 white water, 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.
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.
The dissertation is a scholarly document intended to demonstrate the research competence of the author and to produce greater understanding. It is written in the formal language and style of its discipline or field of study, and it results from a comprehensive, logical, and ethical investigation. The dissertation is an expression of the highest level of critical thought and is expected to be a substantive contribution to the theory or practice of its discipline or field of study.
Candidates are required to complete a minimum of 6 credits of dissertation.
** Extended Dissertation Opportunity
Should you need more time than the allotted two semesters to complete your dissertation, you may register for an additional eight weeks (1.5 credits; not eligible for financial aid) or, if necessary, an extra semester (3 credits; financial aid may be available).
With our EdD program’s innovative Virtual Residency feature, you’re able to earn your EdD in Administrative Leadership completely online — without having to sacrifice time away from your family, work, and other obligations.MORE INFO
The focal point of any doctoral program is the residency. Since Concordia Portland’s online EdD is aimed at the practitioner-scholar who already balances career, family, and other responsibilities, we designed a doctoral residency that can be completed anywhere, anytime, and completely online.HOW IT WORKS
“It appears clear that one of the main reasons almost 50 percent of students don’t finish their doctoral work is that they don’t have adequate support,” says Dr. Jerry McGuire, Emeritus Professor and former Director of Doctoral Studies at Concordia University-Portland.
As part of our Virtual Residency, students have a rich and expansive support system; they’re linked to mentors who can guide them throughout the program and the doctoral dissertation process.