The Educational Leadership Program prepares its students to become building, district, and teacher leaders in public, independent and parochial schools, state agencies and higher education. Students gain a deep understanding of school leadership as they explore concepts, share ideas, develop relationships, and make discoveries. They come to know educational agencies, the complexity of schools, challenges of educational problems, and intricacies of change. Through course work and rich, experiential learning in schools where students are employed, they develop evidence and research-based leadership to contribute to the transformation of education and enhancement of student learning.
The summer residency program enables the development of deep, meaningful relationships, which are extended through on-line synchronous and asynchronous learning.
The summer residency dates and courses for Summer 2016 are as follows:
Each student will need two weeks of classes to complete EDUC 804 and 903. The order of the courses is of little consequence. One course in research and another in statistics is required for the two-week residency.
During one week of either time period for the residency (June 6-17 or July 11-22), the doctoral student will need to take a research methods course and a stats course. S/He can take one course in June and the other in July or take both in June or July.
Each course continues for one week. During the scheduled time period, the course starts in the morning at 8:15 AM and then ends at 4:45 PM. Assignments extend into the evening and then beyond the residency for the completion of a significant project in the research course. The stats course is largely self-contained within the week-long course.
Accomplished faculty create engaging, meaningful learning enabling degree completion in three years for those starting the program with a master's degree and five years for those entering the program with a bachelor's degree.
The Ed.D. program is designed through course work, research, and mentored, professional activities for seeking licensure in building, district, or teacher leadership. For some leaders who have acquired the level of licensure desired for their career, this program can serve as the path to a doctoral degree.
The program is developed and approved for licensed educational practitioners who seek Kansas licensure in teacher, building, and district leadership. Your credentials must show that you are licensed as a K-12 educator.
For information about the licensure programs associated with the doctorate or the academic program for the doctor of education, please use the contact information that follows:
1. Complete the online application and submit. (* = Required fields)
Notification of admission is sent after a review of the application and supporting materials. Please contact Jackie.Glasgow@sckans.edu with your questions about application process and getting started in the program.
2. Transcripts for Southwestern College graduates are on file. All other students should arrange for submission of official transcripts of all prior college/university coursework. Applicants must hold a recognized baccalaureate degree with a grade point average of 3.0 or higher (on a 4.0 scale).
You can order transcripts from prior college/university coursework online via the National Student Clearinghouse secure site: www.getmytranscript.com.
3. Two confidential letters of recommendation using the recommendation form for graduate programs (at least one from a current or former employer or professor).
Email the link below to your two references and ask them to fill out the online form:
4. All international learners must show evidence of their English language ability by providing the Test of English as a Foreign Language (TOEFL) report. A score of 550(paper test) or 213 (computer-based test) on the Test of English as a Foreign Language(TOEFL) is considered the minimum acceptable for admission to this program.
Applicants who hold bachelor's degrees from a U.S. institution or from an institution in another English-only speaking country will receive a waiver of the TOEFL. Applicants who are from native English-speaking countries are not required to take the TOEFL.
A candidate’s file must be complete before an admissions decision may be made. It is the responsibility of each candidate to provide all of the information requested above. Candidates will receive an email stating their admission to their graduate program; subsequently they may enroll in their first class.
The following information outlines the intent and to an extent the parameters associated with the employer commitment form.
1) Given that doctoral work is intensive, the program committee wanted the employer to know that an employee wanted to be enrolled in a doctoral program.
2) Some classes will have field based projects. The form is purposeful in establishing the opportunity to request permission from the employer to conduct the field-based projects within the place of employment.
3) The form enables an information stream so the employer may request the doctoral student to conduct a project within the district or school that contributes directly to doctoral studies and field project(s).
4) The form does not stipulate release or reassigned time from the contractual arrangements between the employee and employer.
5) The form does not obligate the employer for reassigned time or release time.
Thus, the commitment form establishes a process of communication between the employer and the employee about his/her interest in doctoral studies to ensure that work related expectations are not hindered by doctoral studies as an unintended consequence, and that when possible the doctoral work can facilitate the needs of both the employer and the employee.
Within the program, each aspirant to the doctorate will need a mentor. The following link provides access to a paper on mentoring. In particular, p.89 of the paper explains the desired intent of the mentorship:http://www.indiana.edu/~acoustic/s685/johnson-mentor.pdf.
If the applicant to the doctoral program already has obtained district level licensure, a mentor form is not required.
Doctoral students have the option of on-campus housing for the 12 day summer sessions.
The doctor of education program requires original research as part of the degree. To learn more about the expectations of the dissertation associated with this degree, click the following link.