In addition to the core courses required for a Doctorate of Education, candidates enrolled in the Instructional Leadership specialization must also take the following courses:
EdD - Instructional Leadership Courses
EDDL 613 (3)
Leading Without Authority
This course examines and provides resources to apply the powerful approach of servant-leadership. This approach emphasizes leading by serving, leading by example, and recognizing that the more organizational power and influence one has, the more he or she is responsible for the growth and well-being of others. Leaders in all organizations, schools, and businesses influence change and re-shape working culture most effectively when empowering others, that is, when leaders tap into the talents of colleagues, and lead by example. Those who understand the art of leading without authority will inspire commitment and leadership development in others.
EDDL 614 (3)
Creating a Greater Community
This course focuses on the structure and impact of successful and effective family, school, and community partnerships. Candidates examine the knowledge, dispositions, and skills required by leaders to understand and respond to diverse community systems, interests, and needs. Candidates explore techniques to collaborate effectively with families, stakeholders, and community members and to mobilize community resources. Additionally, this course facilitates and guides the analysis and development of instructional approaches and programs that foster relationship building and communication.
EDDL 625 (3)
Good Teaching is Not Enough
This course introduces and examines multiple perspectives on the concept of college readiness, with focused attention given to cognitive strategies, content knowledge, learning skills, and transition knowledge. The course establishes a foundation for understanding the purposes, theories, and methods for achieving college readiness in schools across the country. Candidates develop skills to analyze and improve the college readiness of students. Candidates participate in a forum to explore issues of equity, access, and achievement that lead to disparities in the levels of college readiness among subgroups of students. The relationships between Common Core State Standards, college readiness, implementation efforts, and the opportunity gap that remains are examined.
EDDL 626 (3)
Reimagining the Educational Enterprise
This course focuses on skills and teamwork to devise alternatives to traditional schools and organizations. Participants will use a comprehensive process to collaboratively create a description of a new and innovative school using research-based conceptual frameworks encompassing school standards, elements of effective schools, educational leadership, and program evaluation. These frameworks involve strategies and innovative thinking that will prove to be productive in all leadership endeavors. Candidates participating in this course will develop leadership skills for the improvement of organizations and cultures.
EDDL 636 (3)
Assessing Learning for Student Achievement
This course presents a rationale for learning-centered assessment and an overview of the tools, techniques, and issues that educators should consider as they design and use assessments focused on learner needs. The emphasis in the course is implementation, data collection, analysis, and reporting of results on assessment projects. Understandings and skills include: developing and using assessments, basic psychometric statistics, grading, communicating assessment information, testing ethics, locating and evaluating measures, and assessments used for educational policy decisions.
EDDL 637 (3)
The International Challenge
The content of this course focuses on looking outside of the American schooling paradigm to discover what we can learn from educational systems worldwide. The course includes a review of the complex issues surrounding the concepts of schooling and education. Rapid, constant, and interdependent global changes present new challenges and opportunities to critically examine current models of education. Candidates will grapple with broader societal issues through the lens of a global environment. As the international community seeks to strengthen its collective efforts, it is crucial to look ahead and chart new paradigms to help guide education forward.
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, the program features a “virtual residency” — a doctoral residency that can be completed anywhere, anytime and completely online.
What is a Virtual Residency?
The virtual residency offers you the same learning opportunities as our traditional face-to-face residency but without the travel requirements. Concordia Portland’s virtual residency will also link doctoral candidates to mentors and fellow candidates, providing needed support to complete the doctoral dissertation.
Talk to an Enrollment Specialist about Concordia Portland's virtual residency advantage.