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EdD in Instructional Leadership

In some states, teachers are required to further their education to move up the pay scale — but if you’re like many educators, you might want to advance your education simply to become a more effective teacher and leader. Whether you’re looking to stay in the classroom, potentially working at the collegiate level later in life, or just want to get better at instruction and guiding others to improve, our EdD in Instructional Leadership is for you.

Concordia’s non-licensure EdD concentration in Instructional Leadership will develop your skills and capacity to positively impact practice, programs, and policy. You’ll also graduate with a deeper understanding of how to analyze and improve the college readiness of students, and how to improve your workplace’s culture overall.

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 leadership-focused concentrations is comprised 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.

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Step 1 of 3: What type of student are you?

Step 2 of 3: What would you like to study?

Step 3 of 3: Get info about this program

Yes! By submitting this form I ask to receive email, texts and calls about degree programs on behalf of Concordia University-Portland, and agree automated technology may be used to dial the number(s) I provided. I understand this consent is not required to enroll.
NEXT START DATE
Fall 2019
MODALITIES
Campus
Hybrid
Program Length 3 Years
Credits 59 Credit Hours
Cost Per Credit $880
Accreditation NWCCU
SCHOLARSHIPS* Up to $6,000
Updated curriculum
Current and relevant curriculum
NWCCU
Accredited by the Northwest Commission on Colleges and Universities (NWCCU)
Respected
Concordia is one of the most respected names in learning today
Time to completion
Complete in 3 years
20,000 alumni
Over 20,000 College of Education alumni
Faith-based university
Nonprofit, private, and faith-based university

OBJECTIVES

EdD in Instructional Leadership Concentration Objectives

In addition to meeting the goals and objectives set forth for Concordia’s doctoral program, the Instructional Leadership concentration develops transformative leaders who:

  • Design and conduct reliable and accurate assessments of student learning
  • Apply the principles and methods of servant leadership to effect organizational change without authority
  • Understand how to foster healthy family, school, and community partnerships through trust and collaboration
  • Communicate clearly and effectively within the organization and with outside stakeholders about critical topics in education
  • Compare the strengths and weaknesses of American public and private educational systems with international models
  • Understand the dynamics of change leadership and how to encourage personal and professional development in teachers

The Instructional Leadership concentration is ideal for:

Candidates who plan on leadership roles, including team leaders, department heads, instructional coaches, staff developers, mentors, and teachers on special assignment.

Earn your EdD in Instructional Leadership in three years

CORE & CONCENTRATION COURSES

Instructional Leadership Year 1
21 credits

The first-year writing journey begins with a focus on the scholar as a writer: the writer’s identity. Candidates explore their current and past writing practices and processes, and then articulate who they currently are as writers. The course also focuses on issues such as writer’s block, writing anxieties, and APA style citation practices.

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. Candidates examine the underlying assumptions and implicit or explicit theories that can support or erode ethical practice, as well as human subjects research issues of harm and deception. As a result of activities and discussions, candidates transform their personal and professional ethical lives and priorities.

This course moves the candidate journey from an examination of their identity as a writer to examining the elements of style in their current writing practices. Candidates improve their own writing through a detailed examination of style. Candidates become more proficient in making stylistic choices for their academic writing, including choosing appropriate words, constructing and punctuating sentences, and weaving paragraphs into elegant compositions.

Based on the view that an individual’s beliefs influence his or her actions in powerful ways, this course encourages candidates to reframe their worldview to move away from knowledge transmission towards transformational learning. Candidates deconstruct conformity to social and cultural canons which have permeated U.S. public schools. They examine theories that are meant to catalyze social transformation and individual change, and develop their own theory and practice of transformative learning for social change.

This course emphasizes the key role that the research literature plays in knowledge use and creation at the doctoral level. Candidates strengthen their skills in locating literatures relevant to their research areas and in reading the literatures critically and efficiently. Through analyzing articles to identify the techniques scholarly writers use, candidates pinpoint the choices writers make to effectively communicate ideas as well as to create and support knowledge claims.

This course emphasizes fostering environments where creativity, inventiveness, and entrepreneurship are expectations in the culture. Topics are investigated through popular literature and case studies of individuals who have made significant breakthrough contributions in science, music, art, and business. The course addresses questions like, can creativity be learned? How critical is it for organizations to innovate? Candidates tap into their creative potential and discover its value for personal growth and the health of the organization.

This course moves beyond the analysis of literature to the practice of developing synthesized arguments that are grounded in the literature. Candidates explore ways of engaging with other scholars’ voices to develop their own argument about a research topic.

This course focuses on helping candidates internalize the knowledge, attitudes, skills, and values necessary for facilitating organizational improvement in schools and colleges. In particular, it zeros in on the theory and technology of Organizational Development (OD), and the what, why, and how of planned change in diverse educational settings. The course content is undergirded by person-centered values, democratic leadership skills, the ideology of service-management, and is aimed at facilitating excellence in student-centered teaching and learning.

In this course, candidates explore several possible dissertation topics to identify the potential viability of them. The candidate then selects one topic to explore in more depth in preparation for the initial literature review in EDDC 706. Candidates leave this course with an essay that explores the topic along with a list of possible questions to ask about the topic.

This course 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 one is responsible for the growth and well-being of others. Leaders in all organizations influence change and re-shape working culture most effectively when empowering others. Those who understand the art of leading without authority will inspire commitment and leadership development in others.

In this course, candidates develop a Comprehensive Connection Paper that applies the core curriculum and literature to a dissertation topic that was explored in EDDC 704. Candidates demonstrate the ability to analyze and synthesize core learning, and apply theoretical and practical knowledge to a viable research topic. Candidates write and submit a first year critical assessment for review by the program in order to demonstrate readiness for advanced dissertation research and writing.

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. This course facilitates and guides the analysis and development of instructional approaches and programs that foster relationship building and communication.

CONCENTRATION & RESEARCH COURSES

Instructional Leadership Year 2
17 credits

This course focuses on library research in support of a literature review along with continuing development of candidates’ academic writing. The course emphasizes the interrelatedness of critical reading, writing, and thinking in the pursuit of identifying and understanding the research literature on a topic. Candidates locate and closely examine peer-reviewed, published research articles on their chosen dissertation topic. Candidates leave this course with a substantial annotated bibliography of literatures completed literature matrix.

This course examines multiple perspectives on college readiness, including cognitive strategies, content knowledge, learning skills, and transition knowledge. Candidates explore purposes, theories, and methods for achieving college readiness in schools across the country. Candidates investigate 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.

Candidates use the annotated bibliography and matrix to write an initial Literature Review that presents an argument about the state of research on their topic. Substantial time is devoted to critiquing previously written Literature Reviews to help the candidate understand the differences between a well-written and a poorly-written literature review. The completed literature review provides a foundation for developing a quantitative and qualitative research question and prospectus in EDDR 708 and EDDR 709.

This course presents a rationale for learning-centered assessment and an overview of the tools, techniques, and issues 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.

This course develops scholarship and understanding in social science quantitative research. Candidates write an initial quantitative research prospectus based on the quantitative research question developed in EDDR 707. Candidates identify their research niche (find a gap, weak connection, or alternate connection in literature), establish their niche (situate the research question in context, purpose, and conceptual framework), and occupy their niche (state the proposed study’s significance and nature, operationalize variables/attributes, and determine assumptions, delimitations, and limitations).

This course prepares candidates to conduct sound quantitative research. Emphasis is placed on understanding quantitative research designs, identifying target populations, sampling, identifying comparisons, selecting appropriate measures and analyses, including descriptive and inferential statistics, and incorporating previous research and pilot studies to support a research study. Survey, correlation, causal-comparative, and comparative designs are examined. Candidates determine the appropriate quantitative research design, data collection tools, and analysis measures to answer their social science research question.

This course develops scholarship and understanding in social science qualitative research. Candidates write an initial qualitative research prospectus based on the qualitative research question developed in EDDR 707. Candidates identify their research niche (find a gap, weak connection, or alternate connection in literature), establish their niche (situate the research question in context, purpose, and conceptual framework), and occupy their niche (state the proposed study’s significance and nature, operationalize variables/attributes, and determine assumptions, delimitations, and limitations).

This course prepares candidates to examine research problems in a relativistic, yet systematic manner. Candidates are trained to conduct qualitative research through the coherent study of methodological designs of narrative, phenomenology, ethnography, action research, and case study. Emphasis is placed on recognizing the issues of alternative knowledge claims, validity or trustworthiness, and in-depth fieldwork. Candidates determine the appropriate qualitative research design, data collection tools, and analysis measures to answer their social science research question.

The candidate develops and executes a feasible, ethical, and scientifically valid research study and completes a dissertation to report the development, execution, and completion of the study. The dissertation includes: a logical, organized introduction; synthesized literature review; well-articulated and sound methodology; scientifically valid presentation of data analyses and results; and, well-developed discussion and conclusion. The dissertation is defended before the committee and revised for conformity with program and university publication standards.

 

NOTE: Must take a minimum of eight times. May be repeated for up to 78 credits within the seven-year time limit to earn the degree.

DISSERTATION

Year 3
3 credits

The candidate develops and executes a feasible, ethical, and scientifically valid research study and completes a dissertation to report the development, execution, and completion of the study. The dissertation includes: a logical, organized introduction; synthesized literature review; well-articulated and sound methodology; scientifically valid presentation of data analyses and results; and, well-developed discussion and conclusion. The dissertation is defended before the committee and revised for conformity with program and university publication standards.

 

NOTE: Must take a minimum of eight times. May be repeated for up to 78 credits within the seven-year time limit to earn the degree.

As the culmination of their doctoral program, the dissertations of our EdD candidates are a showcase of their scholarly skills, diligence, and intellect. Click here to browse and read their impressive dissertations.

When you celebrate and recognize educators the way Concordia does, it gives educators that motivation and sense of value that what I'm doing makes a difference in the lives of my community.
WILKIE V LAW, III, EdD in Instructional Leadership
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