Academic Programs

Program Overview

Improving urban education is a national priority, and The Michael D. Eisner College of Education is a national leader in meeting this challenge through innovation and excellence. The college brings these same qualities to its Doctoral Program (Ed.D.) in Educational Leadership. The mission of the program is to create a network of school and college administrators prepared to effect profound change in teaching and learning that leads to improved student achievement.

This selective program is specifically designed to bring together highly motivated, reform-minded leaders. The program features:

• A schedule designed for working professionals;
• Separate cohorts for PK-12 leaders and community college leaders so students can focus on the unique needs of their segment;
• Preparation for advanced-level leadership positions, such as school superintendent, principal, college president or dean;
• A collegial relationship with faculty and a chance to build relationships with change leaders in the field; and
• A focus on research-based best practice to improve student achievement.

Students meet for evening classes once a week on campus at CSUN, in addition to attending occasional Weekend Seminars, participating in online activities, and conducting independent research.

Curriculum

The Doctoral Program faculty, in collaboration with our P14 community partners, has drawn from the latest research and what we know about best practice to design a challenging and relevant curriculum, tailored to the needs of separate PK-12 and Community College cohorts. Students take courses with colleagues who are working in organizations much like their own, learning from each other as well as from professors and mentors in the field.

The Program of Study is 60 units in length and is designed to be completed in three calendar years (including summers). Classes are held one evening a week on the CSUN campus, from 4pm to 9:45pm. In addition, students participate in online activities; attend several Weekend Seminars each year; conduct field-based inquiry at schools/districts or colleges; and do independent research for the dissertation.

• Program of Study for PK-12 Leadership Cohort
• Program of Study for Community College Leadership Cohort

All students complete a dissertation based on a review of the literature and independent research on a problem related to educational leadership, student achievement, and school/community college improvement. Students are assisted in planning, researching and writing the dissertation through research methods courses, Weekend Seminars, and meetings with the chair of their dissertation committee. Students present a dissertation proposal to their dissertation committee at the end of Year II and their final dissertation at the end of Year III, if ready.

The Cohort Model

• The program is based on the cohort model, in which a group of students moves through all classes and phases of the program together. Students benefit from:
• Mutual academic, emotional, and logistical support for program success and timely completion;
• Camaraderie and collaborative learning with experienced colleagues; and
• Lasting personal ties and professional networks that aid in career development, ongoing professional growth, and reform initiatives across schools, districts, or colleges.

The program is based on the cohort model, in which a group of students moves through all classes and phases of the program together. The program is unique in offering two cohort strands: PK-12 and Community College. There are different versions of each course for each cohort, with a small number of specialized courses taken only by PK-12 or Community College Cohort students. This two-strand approach allows for courses that can specifically address the issues, needs and interests distinctive to each level of educational leadership.

Students in the PK-12 or Community College Leadership Cohort will generally be experienced school professionals interested in pursuing advanced leadership positions. In addition to taking classes in school reform, leadership, and research methods, students engage in field-based inquiry and dissertation research to address a problem of educational leadership, student achievement, and school/community college improvement. In the cohort model, students benefit from:

• Mutual academic, emotional, and logistical support for program success and timely completion;
• Camaraderie and collaborative learning with experienced colleagues; and
• Lasting personal ties and professional networks that aid in career development, ongoing professional growth, and reform initiatives across schools, districts, or colleges.

Pre-Admission Advisement

Doctoral Program faculty are available to meet with individuals interested in finding out more about the program. For an appointment, please call the Office of Doctoral Programs at (818) 677-2403.

Preparing for Study at the Doctoral Level

Doctoral study is an intense experience, with higher academic expectations, a stronger research focus, and a greater time commitment than other graduate programs. In addition to leadership experience, prospective students need strong academic, analytical, writing, and time management skills to be successful in the program. They should be interested in studying educational problems in depth, developing advanced-level knowledge and skills, and undertaking a major independent research project (the dissertation). They should also be prepared to make a major three-year time commitment for classes as well as intensive reading, writing, and research outside of class.