Doctoral and Licensing Program in Educational Administration Courses

Course of Study

Analysis of educational and administrative theories and their application to real-world situations. This is accomplished using on-site visits, case studies, reading assignments, and planned exercises involving the administrator and various constituencies that are a part of educational organizations.
Development of skills in systematic, rigorous quantitative and qualitative research methods in order to be able to understand increasingly sophisticated student performance statistics and accomplish doctoral level research.
Emphasis on the recognition of ethical issues, sound moral decision-making, and the development of moral character.
Preparation for service as public intellectuals—well-informed professionals who will serve in a school community as dynamic, visionary leaders. Graduates are challenged to link their personal values, ethics, and professional expertise to broader community issues and societal concerns. Graduates are equipped to provide principle-based leadership and to make administrative decisions based on the integration of personal faith and learning.

Sample Course Schedule

The Doctoral and Licensing in Educational Administration Program with Principal or Superintendent license is a 61 semester credit degree program. The Ed.D. program with Director of Special Education license is a 65 semester credit degree program. The program requires three years plus a dissertation to complete. Credits are listed in parentheses.

Year 1

Residency 1--Course: EDUC800 • Historical, Cultural, and Philosophical Issues Impacting School Administration 1 (3)
Timeframe: July (2 weeks)
Location: on-campus

Course: EDUC805 • Principles of Organizational Leadership (3)
Timeframe: September - October (8 weeks)
Location: distance

Course: EDUC810 • Curriculum and Instructional Management, and Student Development (3)
Timeframe: November - January (8 weeks)
Location: distance

Course: EDUC815 • Technology in K-12 Education (3)
Timeframe: February - March (8 weeks)
Location: distance

Course: EDUC820 • Doctorate Research I (3)
Timeframe: April - May (8 weeks)
Location: distance

Year 2

Residency 2--Course: EDUC825 • Leading in a Complex and Pluralistic Society (3)
Timeframe: July (2 weeks)
Location: on-campus

Course: EDUC830 • Administration of Essential Educational Programs (3)
Timeframe: September - October (8 weeks)
Location: distance

Course: EDUC840 • Administrative Operations and Personnel Administration (3)
Timeframe: November - January (8 weeks)
Location: distance

Course: EDUC845 • Doctorate Research II (3)
Timeframe: February - March (8 weeks)
Location: distance

Course: EDUC835 • Measurement and Assessment (3)
Timeframe: April - June (8 weeks)
Location: distance

Year 3

Residency 3--Course: EDUC850 • Doctorate Research III (3)
Timeframe: July (2 weeks)
Location: on-campus

Course: EDUC860 • Legal Issues in School Administration (3)
Timeframe: September - October (8 weeks)
Location: distance

Course: EDUC855• Administrators as Agents of Change (3)
Timeframe: November - January (8 weeks)
Location: distance

Course: EDUC870 • Doctorate Research IV (3)
Timeframe: February - March (8 weeks)
Location: distance

Course: EDUC865 • Resource Management in K-12 Education (3)
Timeframe: April - June (8 weeks)
Location: distance

Doctoral students must register individually for the following courses:

EDUC875 • Special Education Policy, Law, and Finance (2)

EDUC876 • Special Education Organization Management (2)

EDUC882 • Directed Study (4)

EDUC886 • K-12 Principal Internship (4)

EDUC887 • Superintendent Internship (4)

EDUC889 • Director of Special Education Internship (4)

EDUC880 • Comprehensive Examination and Portfolio Review (0)

EDUC890 • Dissertation Phase One (6)

EDUC891 • Dissertation Phase Two (6)

Course Descriptions

EDUC800 • Historical, Cultural, and Philosophical Issues Impacting School Administration (3)
Today’s educational and intellectual leaders must understand the historical, cultural, and philosophical roots and trends that have contributed to educational practices today. Current and emerging roles of the administrator are examined in light of these roots and trends in the establishment of policy and practice, both in the school and the community at large. In addition, learners develop an understanding of the currently prevailing cultural and philosophical “drivers” in learners’ home districts.

EDUC805 • Principles of Organizational Leadership (3)
Examination of the theory and practice of leadership applied to K-12 school district operations. Leading organizational leadership theories, both educational and managerial, as well as change theory are analyzed and critiqued, with emphasis on their implementation in practical school district settings. Content emphasis is on the implications of a Christian worldview when incorporated with these theories and practices. Specific foci of content include philosophical and values anchors, vision casting, developing shared priorities and commitments, and implementing vision through policy and program.

EDUC810 • Curriculum and Instructional Management and Student Development (3)
Examination of the fundamentals of curriculum design, effective curriculum planning and implementation, as well as trends, issues, forces, and ideas affecting today’s curriculum. Focus is on synthesizing knowledge gained from the curriculum with knowledge gained from professional experience. Overview of cognitive and behavioral issues and theories of learning as they affect student performance. Examination and practice of effective techniques for working with culturally and academically diverse student populations as well as techniques for managing varied types of student behavior. Implications for staff development are surveyed.

EDUC815 • Technology in K-12 Education (3)
The growing importance of technology in both the administrative and academic affairs of an educational enterprise requires a high degree of technical knowledge and competence in administrative leadership. School administrators will develop personal computing competence relative to administrative functions and educational leadership. Includes grounding in administrative and academic computing applications and systems, district-wide networking, budgeting, and legal/moral issues to enable the administrator to guide district policy. Substantial time is spent hands-on with electronic applications and systems and in visiting prototype educational technology programs. A major project for the course is designing a system-wide technology audit, conducting the audit, and learners’ work environments.

EDUC820 • Doctoral Research I (3)
First in a series of four research methods courses in the Ed.D. program. Throughout these research courses, learners will examine the basic principles of and develop skills relating to, qualitative and quantitative research. Academic writing, literature searches, research design, and the dissertation process will be enhanced within these courses as well. Graded on an A/F or S/U basis.

EDUC825 • Leading in a Complex and Pluralistic Society (3)
Focus is on the conceptual background on the needs of diverse constituencies, and on the skills to lead the school toward a healthy, productive environment for all students. A major project will include the application of the principles of the course as well as assessment and planning for positive change in the learner’s home district.

EDUC830 • Administration of Essential Educational Programs (3)
Learners, as school leaders, will examine their schools in depth to ensure that essential programs are in place. Examination of valuable educational practices that successfully address the needs of students and staff. Development of specific plans for school environment that consists of student engagement, attention to safety, relationships, and creating a learning atmosphere where students and staff thrive. Learners will apply a personal belief system and explore best practices.

EDUC835 • Measurement and Assessment (3)
Introduction to the concepts and skills involved in employing descriptive statistics. Overview of the principles and practices involved in the assessment processes in use in schools and an evaluation of their uses, misuses, and limitations. Ethical issues in assessment and factors that influence test performance. Investigation and discussion of current scholarly research on a specific issue in the field of educational measurement and assessment. A major assignment applies the understanding of assessment principles and practices in the learner’s home district in light of the research review and class discussions.

EDUC840 • Administrative Operations and Personnel Administration (3)
Major categories and practical actions required to lead the operations of a modern school or district by building on many of the philosophical and contextual ideas from earlier courses or learners’ experiences. Development of skills of organizational supervision and management, delegation of authority and accountability, internal and external administrative communications, politics in education, and public and media relations.

EDUC845 • Doctoral Research II (3)
Second in a series of four research methods courses in the Ed.D. program. The focus is on quantitative research. The second major focus is on ethics in research, culminating in the requirement of learners to complete the CITI training modules. Learners continue to build their dissertation prospectus. Graded on an A/F or S/U basis. Prerequisite: EDUC820.

EDUC850 • Doctoral Research III (3)
Third in a series of four research methods courses in the Ed.D. program. The focus is on quantitative research, particularly data collection and analysis. Learners continue to build their dissertation prospectus. Graded on an A/F or S/U basis. Prerequisite: EDUC845.

EDUC855 • Administrators as Agents of Change (3)
Learners will participate in an educational change process designed to help them develop visionary capacity and leadership skills for sustaining meaningful change. It will be accomplished by reading change literature, discussion, and experiencing educational reform by visiting schools and meeting with visionary leaders.

EDUC860 • Legal Issues in School Administration (3)
Focus is on the legal foundations of educational policy, statutory themes, and case law as they affect the needs of the school administrator in the daily execution of responsibilities and administrative practices. In addition, the learner gains an understanding of the legal basis for the relationships between school districts and federal, state, and local units of government. Learners analyze the processes of dealing with the legal issues and risks faced by academic institutions and administrators, including any current issues in learners’ work environments.

EDUC865 • Resource Management in K-12 Education (3)
Learners acquire an understanding of the sources and expenditure of fiscal and other resources in education. Development of specific competencies includes school board/administration resource planning and prioritizing, budgeting, and resource allocation and management. A major course project analyzes and critiques the structure and implementation of the learner’s home district’s budget.

EDUC870 • Doctoral Research IV (3)
Fourth in a series of four research methods courses in the Ed.D. program. Throughout these research courses, learners will examine the basic principles of, and develop skills relating to, qualitative and quantitative research. Academic writing, literature searches, research design, and the dissertation process will be enhanced within this course as well. Graded on an A/F or S/U basis. Prerequisite: EDUC850.

EDUC875 • Special Education Policy, Law, and Finance (2)
Learners will engage in discussion, activities, and reflection that prepare them as educational leaders to implement effective special education programs in local school districts. Primary objectives include assisting learners in understanding special education policy, special education law, and special education finance and applying this learning in an educational leadership role.

EDUC876 • Special Education Organization Management (2)
Learners will engage in discussion, activities and reflection that prepare them as educational leaders to oversee and influence special education organizational management. Primary objectives include assisting learners in understanding the role that policy and procedures play in school district governance and administration, demonstrating knowledge of statutory regulations affecting special education governance, and understanding the various special education administrative models that are utilized in Minnesota.

EDUC880 • Comprehensive Examination and Portfolio Review (0)
Register for this class following completion of the final course. This course includes the comprehensive examination and the portfolio review. Graded on an S/U basis.

EDUC890 • Dissertation Phase One (6)
The doctoral dissertation is the major research project of the degree program that is developed over the duration of the program, beginning with an orientation during the first on-campus residency. Standard doctoral-level academic measurement, statistical, analytical, interpretive, documenting, and writing techniques are required. The courses in qualitative research, quantitative research, and measurement and assessment provide philosophy, theory, and skills support for this component. Topics are developed with the assistance of a dissertation advisor, who will also advise the learner during the development of the dissertation and chair the learner’s dissertation committee. Successful defense of the dissertation is required prior to graduation. Register for this course during the semester in which the dissertation proposal is to be completed. Graded on an S/U basis.

EDUC891 • Dissertation Phase Two (6)
A continuation of EDUC890. Register for this course during the semester following EDUC890. Graded on an S/U basis. This course must be completed within seven consecutive years from the beginning of the course. Prerequisite: EDUC890.

Choose one from EDUC882, EDUC886, EDUC887, EDUC889:

1. EDUC882 • Directed Study (4)
An opportunity to fulfill individual educational objectives in a specific area of study. May consist of independent reading and/or research, or travel with related study. Designed in cooperation with the program director and the cohort advisor. Register for this course during the semester when the directed study is to be completed. The directed study is for students completing the Ed.D. degree and not seeking license. The Directed Study form can be found at blink.bethel.edu.

2. EDUC886 • K-12 Principal Internship (4)
A school-based experience of at least 320 hours (200 hours for those already certified as elementary or secondary principals and seeking K-12 license) scheduled during the second or third year of the program. The placement is under the joint supervision of a Bethel faculty member and an onsite mentor. This internship may be a paid or unpaid, depending on the policies of the host district. Direct experience in administrative duties is required, and a synthesis of learning between the academic program and administrative needs of the host district is accomplished. Note: a separate internship is required for each license sought. Register for this course during the semester in which the internship is to be completed. Graded on an S/U basis.

3. EDUC887 • Superintendent Internship (4)
A school-based experience of at least 320 hours scheduled during the second or third year of the program. The placement is under the joint supervision of a Bethel faculty member and an onsite mentor. This internship may be a paid or unpaid, depending on the policies of the host district. Direct experience in administrative duties is required, and a synthesis of learning between the academic program and administrative needs of the host district is accomplished. Note: a separate internship is required for each license sought. Register for this course during the semester in which the internship is to be completed. Graded on an S/U basis.

EDUC889 • Director of Special Education Internship (4)
A school-based experience of at least 320 hours (40 eight-hour days) to be completed within 12 continuous months. Includes at least 40 hours, or one week, at a special education administrative unit other than the primary experience of the learner. Jointly supervised by a Bethel faculty member and an onsite mentor who must be a licensed and practicing Director of Special Education. This internship may be a paid or unpaid, depending on the policies of the host district. Direct experience in administrative duties is required, and a synthesis of learning between the academic program and administrative needs of the host district is accomplished. Note: a separate internship is required for each license sought. Graded on an S/U basis.

Assessment Plan

Intent of the assessment plan

Measure student competency relative to the goals and objectives of the program.
Enable students, program instructors, and program director to make informed educational decisions contributing to continual improvement of program quality.

Multiple forms of formative and summative assessment are utilized on a frequent basis. Assessment data is collected and analyzed in order to give students feedback on progress and to contribute to program self-study and evaluation. Students are assessed by how well they meet program goals.

Assessments will include, but not be limited to, the following:

Course Assignments. The author and instructor of each course determine specific assignments. Clear performance criteria will be determined for each assignment and links to specific competencies will be established.
Portfolio. A professional portfolio is established and maintained by each student throughout the program. Students will be expected to gather and include artifacts that demonstrate attainment of all program goals and reflect on the relevance and personal value of each. Artifacts may be selected from required program coursework or from experience in the field. The portfolio process will be introduced in the first summer residency with checkpoints during summer residencies two and three. Students must show satisfactory evidence of competency attainment before program graduation may occur.
Projects and exhibitions. Projects, exhibitions, and case study analyses are integrated into courses and the internship and will demonstrate knowledge, ability, and skill in all license competency areas and all program goal areas.
Internship. A 320-hour internship is facilitated by a Bethel supervisor and the on-site mentor/supervisor. Specific competencies are measured during the internship with evidence gathered and included in the student portfolio.
Comprehensive Examination and Portfolio Review. Must be passed prior to commencement. Questions address knowledge and skills taught in individual courses, concepts included in the primary competency categories, and insights and philosophies developed in program goal areas such as: principle-centered leadership; integration of faith into professional life; and the meaning of being a public intellectual and reflective practitioner.
Dissertation. The dissertation proposal must be approved by the dissertation advisor and dissertation readers before dissertation work is undertaken. The dissertation must include independent research, a thorough review of the literature, and be successfully defended before graduation can occur.

The Board of Trustees reserves the right to withdraw, modify, or add to the list of courses or the course descriptions.