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Doctor of Education (Ed.D.) in Instructional Leadership

The new Doctor of Education (Ed.D.) degree in Instructional Leadership will prepare experienced educators to become effective practitioner leaders able to translate current research into practice.  The program will prepare teacher leaders, department chairs, administrators and other education professionals to transform K-12 education, driving better educational outcomes across larger systems.  The program will set them up for success by providing clinically-focused doctoral training and a deep grounding in the best research on educational practice. Students will develop the ability to digest, synthesize, and apply new research quickly to improve educational outcomes for students, and the skills to understand and communicate their insights effectively as leaders.

Program Highlights

Admissions

Course of Study

Sample of Schedule

Course Descriptions

Faculty

FAQ

 

Program Highlights

  • Designed to meet the needs of working educators with a part-time cohort model and practice-focused curriculum over five years
  • Focused on interpreting and translating current research into clinical practice.
  • Leverages the strength and expertise of faculty with a wide range of research and practitioner areas who are engaged with current scholarship and practice.
  • Provides opportunities to expand both the breadth of knowledge across the field and depth of knowledge in a particular area of interest.
  • Institutionally committed to serving the needs of public education with an urban focus.

 

Admissions

  1. Application Form - Create a username and password to submit your online application form here. Complete applications must be submitted by February 15th.  
  2. Application Fee of $125 - Nonrefundable application processing fee payable by check or credit card.
  3. Academic Qualifications - A Master’s degree in education or related field from an accredited college or university with a GPA of at least 3.5. Undergraduate GPA is also a factor in the review process. Applicants who believe their GPA(s) do not accurately reflect their academic abilities are encouraged to address this in an addendum to the Statement of Purpose.
  4. Transcripts - Scan and upload unofficial transcripts for all postsecondary schools attended. Official transcripts are mailed to the Graduate Admissions Office.  Transcripts from universities outside of the United States should be in English or be accompanied by a certified English translation.
  5. Letters of Recommendation - A minimum of two letters of recommendation are required. Letters of recommendation are weighted strongly by the admissions committee. To present a complete picture of yourself, at least one letter should attest to your academic potential to succeed in a doctoral program and at least one letter should attest to your professional experiences and address your potential as an instructional leader. It is advised that applicants ask potential recommenders to write letters of recommendation well before the deadline of the application. The people providing letters of recommendation on your behalf must submit the letters electronically through our application system. In your online application, you must enter the names and contact information for each provider. The recommendation provider must have a valid email address.
  6. Essays - The Instructional Leadership EdD demands high standards academic writing. Toward this end, the admissions committee will be focusing on your writing skills, ability to clearly respond to the writing prompts, and your personal engagement with the writing topic.

    -Statement of Purpose (Essay #1) Approximately 500 words indicating your objectives for graduate study. What has personally inspired you to pursue an EdD? How does the EdD program fit into your professional goals? Upload this essay in the section labeled “Statement of Purpose.”

    -Supplemental Statement (Essay #2) Approximately 500 words describing a specific area of professional interest you want to research in your EdD program and explain how the EdD program fits into your professional goals. Upload this essay in the Supplemental Section labeled “EdD Instructional Leadership Applicants – Additional Essay.”
  7. ExamsApplicants are advised to take the Graduate Record Exam (GRE) by January 15th to ensure receipt of official scores by the application deadline (February 15th). Applications without GRE scores will be considered incomplete and ineligible. GRE scores are valid for up to 5 years. Use ETS Code 2301 to ensure official scores are sent electronically to Hunter College. For further information on how to submit scores, please read information about the GRE here.

    Prospective students whose native language is not English and who have completed all or part of their post-secondary education in a country where English is not the native language need to take the TOEFL exam. For more information on the TOEFL requirement and submitting scores, please read information about TOEFL here.
  8. Resume - Submit a professional resume highlighting the positions you have held, including your current position. Be sure to include any teaching or administrative certifications that you hold on the resume.
  9. Interview - Qualified applicants with complete applications may be invited to interview with members of the School of Education faculty. An on-demand writing activity may be required as part of the interview process.

For Assistance with your Application contact the Office of Admissions at edadmissions@hunter.cuny.edu

Course of Study

The curriculum is structured into five distinct categories

  • 15 credits for the Instructional Leadership Core (ILC)
  • 12 credits for the Research Toolkit, which will serve as the critical and analytic foundation for all students
  • 12 credits of Research on Effective Practice and Curriculum (REPAC)
  • 12 credits of Special Topics courses that will deepen their knowledge of the field, standards of research practice, and the status of current work in the field.
  • Finally, the dissertation sequence of 9 credits will introduce, support, and ultimately supervise a student’s production of original research in the field.

 

Sample Schedule

 

fallSpringSummer
Year 1

Intro Doctoral Seminar

Ed Policy & Reform

Statistics

1st REPAC Course

Instructional Leadership Core Course 1
Year 2

Qualitative Methods

Quantitative Methods

2nd REPAC Course

Special Topics Elective

Instructional Leadership Core Course 2

Instructional Leadership Core Course 3

Year 3

3rd REPAC Course

Special Topics Elective

4th REPAC Course

Special Topics Elective

Special Topics Elective
Students will take a qualifying exam to advance to dissertation candidacy.
FallSpring
Year 4 Dissertation Intro Seminar Dissertation
Year 5 Dissertation Dissertation

Course Descriptions

Instructional Leadership Core

Introductory Doctoral Seminar in Educational Research

This course introduces students to the landscape of educational research by studying the origins of various epistemologies and their impact upon all aspects of research, including: questions asked; theoretical frameworks used; methodological design employed; specific data collection; findings, analysis, and interpretation of data; and, implications for the field of education. By engaging with a broad array of educational research, students will forge connections among research, theory, practice, and policy, to develop a sense of their own philosophical grounding and interests that will inform their future research.

Enhancing Achievement through Family and Community Relationships

This course examines current research on the impact of family, school, and community partnerships on student achievement. Key features of this course include an examination of how social, cultural, economic, and political forces influence such partnerships and a review of researched-based strategies for developing mutually beneficial and sustainable partnerships.

Effective Professional Development of Teachers

In-depth study of research and practice in professional development for educators. Students will explore the literature about effective methods, contexts, and delivery of coaching, mentoring, and professional learning for teachers and other educators. Focus on understanding the strengths and weaknesses of different approaches to professional development, and on learning how to assess the appropriateness of a professional development strategy with respect to content and the teacher population to be served.

Education Policy and School Reform

In this course students will explore educational policy and its effect on practice. Students will analyze current school reform and discuss policy changes facing educators at the local, state and national level. Current school reform topics to be discussed include the Common Core Standards, the rise in charter schools and the evaluation of effective teaching.

Professional Writing

This course explores a range of educational and school-based writing genres and writing for a variety of audiences. Resources and practices related to developing and writing grant proposals and the research process are addressed.

Research Toolkit:

Statistics and Statistics Computing in Education

This course provides students with an introduction to statistical analyses used in educational research, including descriptive statistics, hypothesis testing, t-tests, analysis of variance, correlation, regression, and the use of computer packages for these analyses.

Quantitative Research Methods and Measurement

The purpose of this course is to increase students’ understanding of quantitative research methods and design issues relevant to the pursuit of research in education, with a focus on correlational, experimental and quasi-experimental design. This course also addresses essential issues in the measurement of educational constructs, including the following topics: reliability, validation, item analysis, test bias, dimensionality, item response theory, and the use of high-stakes testing in educational policy.

Qualitative Research Methods

The course will introduce students to qualitative research methods in education.  Topics include the purposes and types of qualitative research, research ethics, designing a qualitative research study, data collection and analysis, and writing up and disseminating the results of qualitative research studies.  

Research on Effective Practice and Curriculum (REPAC):

Research on Effective Practice and Curriculum in Teaching English Language Learners  (REPAC: ELL)

Research on effective pedagogy, instructional practices and curriculum development for English language/Dual language learners.  Emphasis is placed on several areas of inquiry: (1) Second Language Learners and Learning, to include understanding types of multilingual learners; (2) effective Instructional Practices, to include both bilingual and ESL approaches; and (3) research on Content-Language Integrated Curriculum. 

Research on Effective Practice and Curriculum in Special Education  (REPAC: SPED)

This course examines current research in Special Education and its implementation. A host of theoretical approaches to the teaching of students with disabilities will be addressed and critiqued. Particular attention will be paid to research on differentiating instruction and interventions that serve the needs of diverse students in urban schools. 

Research on Effective Practice and Curriculum in Literacy  (REPAC: Content)

This course examines current research in curriculum and its implementation along a variety of contents.  A host of theoretical approaches to the teaching of particular subjects and their relation to skills development will be addressed and critiqued. Particular attention will be paid to research on instruction and interventions that serve the needs of diverse students in urban schools.  

Special Topics:

Special Topics in Research Methods: This course will examine in-depth a selected research method in education. Specific topics include for example, action research , case study method  and program evaluation

Special Topics in Content in Instructional Leadership: This course will examine current research regarding: 1) disciplinary subjects taught in school (e.g.  literacy Math, arts and humanities),  2) the learning process; or 3) other educational processes ( e.g., educational evaluation).

Dissertation Sequence:

Dissertation Proposal Seminar: This course provides an opportunity for doctoral candidates to review and practice completing the principle components of a dissertation with peer and faculty support.

Dissertation Advisement 1: This course provides an opportunity for doctoral candidates to identify an appropriate dissertation topic, identify a dissertation committee, and obtain approval for a dissertation proposal conduct under the supervision of the dissertation chair.

Dissertation Advisement 2: This course provides an opportunity for doctoral candidates to conduct applied research in the field of instructional leadership under the supervision of the dissertation chair.

Dissertation Advisement 3: This course provides an opportunity for to conduct doctoral candidates applied research in the field of instructional leadership under the supervision of the dissertation chair.

Faculty

 

Faculty MemberProgram CoursesDegrees & Disciplines
Laura Baecher Research on Effective Practice and Curriculm in Teaching English Langauge Learners EdD Teachers College, Columbia University; TESOL
Sarah Bonner

1. Quantitative Research Methods and Measurements

2. Program Evaluation

3. Educational Assesment

PhD University of Arizona; Educational Psychology
Carmen Brown Effective Professional Development of Teachers Phd, University at Buffalo
Peggy Chen

1. Research on Effective Practice and Curriculum in Math

2. Program Evaluation

PhD, CUNY; Educational Psychology
Brian Collins Research on Effective Practice and Curriculum in Teaching English Langauge Learners PhD, NYU; Bilingual Education
David Connor

1. Introductory Doctoral Seminar in Educational Research

2. Research on Effective Practice and Curriculum in Special Education

3. Qualitative Research Methods

EdD, Teachers College, Columbia Unviersity; Curriculum and Teaching, Learning Disabilities
Terrie Epstein

1. Dissertation Proposal Seminar

2. Research on Effective Practice and Curriculum in Arts and Humanities

EdD, Harvard University, Education
Tim Farnsworth Educational Assesment PhD, UCLA; Applied Linguistics
Marshall George

1. Introductory Doctoral Seminar in Educational Research

2. Effective Professional Development of Teachers

EdD, University of Tennessee; English Education, Educational Leadership
Sherryl Graves

1. Dissertation Proposal Seminar

2. Enhancing Achievement through Family and Community Relationships

PhD, Harvard University; Clinical Psychology, Public Practice
Yang Hu Dissertation Sequence EdD, Columbia University, Teachers College; English Education
Kimberly Kinsler Action Research PhD, CUNY; Educational Psychology
Karen Koellner

1. Case Studies: Classrooms, Schools & Programs

2. Effective Professional Development of Teachers

3. Research on Effective Practice and Curriculum in Math

PhD, Arizona State University; Elementary Mathematics Education

Gess Le Blanc

Enhancing Achievement through Family and Community Relationships

PhD, CUNY; Developmental PsychologyEd
Janet Patti Effective Professional Development of Teachers EdD, Northern Arizona; Education
Jody Polleck

1. Research on Effective Practice and Curriculum in Literacy

2. Dissertation Proposal

PhD, NYU; English Education
Jennifer Samson Research on Effective Practice and Curriculum in Teaching English Language Learners EdD, Harvard University; Human Development and Psychology
Melissa Schieble

1. Research on Effective Practice and Curriculum in Literacy

2. Professional Communications for Educational Settings

3. Case Studies: Classrooms, Schools & Programs

PhD, University of Wisconsin-Madison; Curriculum and Instruction
Debbie Sonu Research on Effective Practice and Curriculum in Arts and Humanities EdD, Teachers College, Columbia University; Curriculum and Teaching, Urban-Multicultural Education
John Toth Research on Effective Practice and Curriculum in Arts and Humanities PhD, European Graduate School; Media and Communications
Ellen Trief Research on Effective Practice and Curriculum in Special Education
EdD, Teachers College, Columbia University; Visual Impairment, Severe/Multiple Disabilities
Jennifer Tuten Enhancing Achievement through Family and Community Relationships PhD, Fordham University; Language and Literacy Education
Jeanne Weiler

1. Diversity in Schools

2. Program Evaluation

3. Qualitative Research Methods

PhD, SUNY Stony Brook; Social Foundation of Education
Jason Wirtz Professional Communications for Educational Settings PhD, Michigan State University; Rhetoric and Writing

 

Frequently Asked Questions

Q: How do I know if the program is a good fit for me?

This program is for teachers, administrators, district-level professionals, curriculum developers, and those working in educational non-profits who are eager to dig deeply into educational research and practice. Candidates will develop a network of diverse professionals in urban districts with similar and complementary interests to support your future work in education.


Q: How will this program enhance my career?

This program will equip you with additional skills and experiences to succeed in a wide range of positions. We expect our graduates to thrive in positions throughout the educational landscape including public schools, charter schools, private schools and education non-profits.


Q: Can the program be completed part-time or online?

The program is designed to completed alongside a full-time professional schedule. The Ed.D. schedule for students will usually be one or two days per week, with weekday classes starting after 4pm. Classes may also be offered in intensive formats on weekends and in hybrid and online formats.


Q: How long does it take to complete the program?

The program is designed to be completed in five years. The first three years consist of structured coursework, followed by a two-year dissertation cycle.


Q: What concentrations are offered within the Ed.D.?

While there are no specific concentrations offered, there will be opportunities within the program to work with faculty to develop and carry out a focused research agenda. The expertise of our faculty covers a range of educational interests.


Q: Can I transfer credit into the program?

Our courses are specialized and integrated into the program at the doctorate level. Faculty will evaluate requests on an individual basis, though it is anticipated that such requests will be granted infrequently.


Q: How much does the program cost?

The program consists of 60 credits over five years at $635/credit, subject to change and final Board of Trustees approval.


Q: What sort of financial aid and scholarships are available?

As a public institution, financial aid is available under federal rules, and limited scholarships and assistantships may be offered.  Students should fill out a FAFSA as early as possible to become eligible for financial aid.  

Hunter will pre-package loans for Graduate students, effective 2016-2017. Once they are admitted, graduate students who file a FAFSA will automatically get an award notice with the total loan eligibility amount, and will subsequently be able to accept /apply for aid online as soon as they are matriculated/ deposited.

For more information on completing the FAFSA, please visit http://www.hunter.cuny.edu/onestop/finances/financial-aid/graduate-students-faqs

Please contact edd@hunter.cuny.edu with further questions or to request additional information.

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