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Graduate School

Doctoral and Licensing Program in Educational Administration

Developing Public Intellectuals

The Bethel University Doctoral and Licensing Program in Educational Administration is designed primarily for experienced K-12 educators in public or private education who wish to complete a course of study leading to:

  • Doctor of Education in Educational Administration
  • K-12 Principal license
  • Superintendent license
  • Director of Special Education license (Pending Approval)
  • Combination of these options

Experienced faculty deal broadly with historical, cultural, philosophical, and ethical issues that impact school administrators as they interact with both schools and society.

Program Components

  • Majority of courses are online
  • Courses offered during 3 two-week summer residencies on the Bethel University campus
  • Internship or Directed Study
  • Dissertation
  • Affordable

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Instructional Design and Delivery

The delivery system is designed to provide a highly interactive, collegial learning environment for working professionals. It closely integrates course-based learning with formal research, a structured internship, and day-to-day application of learning to the workplace.

  1. Structured Curriculum
    Courses are scheduled one at a time and sequentially. Two courses are offered in both the fall and spring semesters with an additional course taken during the summer residencies. This allows for content design to be threaded through the program, each course building on previous courses. It also assures "same-time, same-place" progress for students, making interaction and collaboration possible.
  2. Cohort-based organization
    A group of students progresses through the program together, taking one course at a time, with other components—such as dissertation and internship—running concurrently at some points. This format allows for maximum group interaction, collaboration, and mutual support throughout the program. If students step out of the program for a time, they will join another cohort at an appropriate point.
  3. Distance education courses
    The majority of the structured content is taught in eight-week distance education courses, mediated primarily through the internet, using the Blackboard course management system. Internet communication can be supplemented by telephone conference, fax, voice mail, and other media. Content can be presented in print, audio, and video format. Interaction can be carried out by email, online discussion, collaborative work assignments software, chatroom, and audio conference.

  4. Summer residencies
    Two-week residencies on the Bethel University campus are required during each of the three summers that the student is enrolled in course work.

    First residency: Provides substantial orientation to the program; establishes program themes, values, and content overview; introduces the portfolio process; introduces the basic framework, expectations, and techniques of doctoral-level research; and includes the first face-to-face course EDU800: Historical, Cultural, Philosophical Issues Impacting School Administration. During this introductory session, cohort members have opportunities to develop an essential camaraderie with their colleagues through various learning and social activities and also establish a relationship with their cohort advisor.

    Second residency: Focuses again on selected program themes, provides a checkpoint for portfolio development, and offers more instruction and mentoring on research knowledge and skills. Individual meetings with cohort and dissertation advisors are scheduled during this period. Cohort socialization and collegiality are promoted through structured and informal gatherings. A face-to-face course EDU825: Leading in a Complex and Pluralistic Society will be part of this residency.

    Third residency: Carries out similar functions and objectives as the second at a more advanced level and includes the face-to-face course EDU850: Doctoral Research.

  5. Internship
    A supervised internship of 320 hours or eight weeks within 12 continuous months—earning four credits—is scheduled for students as part of the license requirement to accomplish the prescribed learning objectives of the degree program. A partnership between a Bethel internship supervisor and an on-site mentor appointed by the school district guides and evaluates the student's internship experience. The internship may be paid or unpaid, depending on district policies, and may be accomplished within a contracted administrative position. NOTE: A separate internship is required for each license sought.
  6. Dissertation
    The dissertation process incorporates 12 credits. In order to provide research background and skills for this major program component, supporting course work involving research purpose, theory, design, ethics, and technique is offered at appropriate points in the program. A dissertation advisor and committee of two readers work with students in face-to-face meetings, e-mail, and telephone throughout the process. Successful passage of the preliminary written and oral examinations are required prior to formal approval of the dissertation proposal. A formal dissertation defense is conducted by the student's dissertation committee in a face-to-face or video conference environment.
  7. Portfolio Review
    A portfolio review is set up when the candidate has concluded the internship and required courses and is ready to apply for license. It involves the candidate, one faculty member from the program, and two professional school administrators. All candidates answer questions presented to them about artifacts in their portfolio.

Program Design

The Doctoral and Licensing Program in Educational Administration:

  • Is taught by Christian faculty who are experienced, practicing professionals in the field of educational administration and who emphasize the importance of a faith worldview, values, and sound ethical decision making in positions of administrative leadership.
  • Is grounded in the liberal arts, including a foundation in the historical, cultural, and philosophical underpinnings of K-12 education in the United States.
  • Combines the opportunity to receive a doctoral degree along with a license as a K-12 Principal, Superintendent, or Director of Special Education.
  • Employs a learner-centered approach in which students are the focus of the design of the curriculum and where adult learning theory is foundational.
  • Incorporates the rich resources found in the personal and professional experience of educational professionals.
  • Provides experience in the theoretical application to actual practices in adult education.

The curriculum:

  • Is a rigorous, structured, and sequential group of learning experiences that emphasizes the application of theory to actual practice and decision-making processes.
  • Is a unique blend of online course work and three required residency sessions during the summer months.
  • Is Portfolio-based, allowing candidates to receive credit for coursework and/or experience that can be applied toward administrative license and the Ed.D.
  • Incorporates quantitative and qualitative research methodology, with application in field-based problems, measurement and assessment, and dissertation research.
  • Requires the completion of preliminary oral and written examinations, and a dissertation on the topic.
  • Includes a 320-hour Internship or a Directed Study.
  • Includes an emphasis on leadership in technology.

Students:

  • Learn in cohort groups with built-in mechanisms that aid in forming a collective identity to foster personal growth and establish lifelong professional bonds.
  • Are guided by faculty, advisors, and mentors who provide on-going academic, professional, and personal support that will guide them to degree completion.
  • Develop relational skills and abilities including respectful leadership, healthy communication, team building, conflict resolution, and change implementation.
  • Articulate a personal ethical foundation as a basis for administrative leadership decision making, particularly as it relates to the school setting and interaction with multiple constituencies.

Program Outcomes

Bethel University Outcomes

1: Students will provide evidence of personal attributes necessary for effective leadership.
To meet this outcome, students will:

  1. Support the role of faith in society.
  2. Demonstrate leadership in areas of inclusion, multiculturalism. antiracism, and antisexism.
  3. Use ethics and personal/cultural values in the decision-making process.
  4. Interpret the role of education in a democratic society.
  5. Display attributes of sensitivity, tact, and conflict management skills.
  6. Appraise the impact of technology on education and management in today's schools.

2: Students will demonstrate understanding of what it means to be a public intellectual.
To meet this outcome, students will:

  1. Demonstrate evidence of knowledge in the liberal arts.
  2. Apply critical and complex thinking to issues and problems.
  3. Communicate effectively, both orally and in writing.

3: Students will demonstrate ability to understand and apply formal research methodologies and to plan and conduct a formal research project.
To meet this outcome, students will:

  1. Explain the philosophical foundations of research design and methodology.
  2. Assess the validity and relevance of educational research related to ongoing issues in the field of education.
  3. Select appropriate research designs and methodology for studying school system issues.
  4. Identify and apply research tools for testing innovations and disseminating new knowledge.
  5. Prepare a formal research project, conduct a literature review, gather and analyze data, and write and successfully defend the final dissertation.

4: Students will meet the competencies for all Minnesota administrative licenses as stipulated in the Minnesota State Board of Education rules for license of K-12 principals, Superintendents, or Directors of Special Education and in the standards established by the Interstate School Leaders License Consortium. To meet this outcome, candidates for license(s) must demonstrate knowledge, skills, and abilities in the following areas:

Core Leadership Competencies

  1. Leadership
  2. Organizational management
  3. Diversity leadership
  4. Policy and law
  5. Political influence and governance
  6. Communication
  7. Community relations
  8. Curriculum planning and development for the success of all learners
  9. Instructional management for the success of all learners
  10. Human resources management
  11. Values and ethics of leadership
  12. Judgment and problem analysis
  13. Safety and security

Superintendent Competencies

  1. Policy and law
  2. Political influence and governance
  3. Communication
  4. Organizational management
  5. Judgment and problem analysis

K-12 Principal Competencies

  1. Instructional leadership
  2. Monitor student learning
  3. K-12 leadership

Director of Special Education Competencies

  1. Policy and law
  2. Organizational management
  3. Resource allocation