Education Doctoral Program

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Graduate College of Education

Dean: Judith Munter

Educational Leadership

BH 521
Phone: 415-405-4103

Director: Robert Gabriner, Ed.D.

Special Education

BH 156
Phone: 415-338-1161

Chair: Yvonne Bui
Co-Directors: Marci Hanson (SF State) and Anne Cunningham (UC Berkeley)
Advisors: Courey, Epstein, Friesen, Hanson, Hsia, Hunt, LePage, Lueck, Prinz, Robinson, Rosen, Solomon-Rice, Soto, Wolfberg, Yu

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

The Doctor of Education in Educational Leadership program is an intensive, multidisciplinary three-year program implemented at SF State to accommodate the needs of working professionals and maximize the use of multidisciplinary faculty expertise in the San Francisco Bay Area. The program immerses its students in an exploration of critical challenges with which P-12 school district and community college educational leaders must grapple while providing enriching educational opportunities that are available only in dynamic urban and transitioning communities. The aim of the program is to prepare outstanding educational leaders that will create transformational change and promote equity and scholastic achievement in both the P-12 school districts and community colleges located in the nine counties of the San Francisco Bay Area.

The innovative curriculum addresses three major categories: Leadership and Administration, equity and inquiry.

The distinctive features of the program may be summarized as follows:

  • It is a three-year, multidisciplinary course of study that culminates in a doctoral degree in Educational Leadership (Ed.D.) with specializations in P-12 and community college leadership.
  • Course scheduling accommodates the needs of working professionals. Course work is offered during the summer and on weekends during fall and spring semesters.
  • The student cohort model provides ongoing support and builds professional networking opportunities among peers.
  • Dissertation research addresses real issues in diverse educational settings.
  • Equity and diversity are incorporated into the program.
  • Multidisciplinary and distinguished faculty expertise promotes high-quality educational research and practice.
  • Substantial community partnerships with P-12 and community college leaders address regional needs through their active involvement in program design, candidate recruitment and admissions, teaching, and program assessment and evaluation (Senate Bill 724, Chapter 269, Statutes of 2005; Summary of Provisions, by CSU Chancellor’s Office).

Admission Requirements

The program encourages individuals to apply who have a background, experience and/or potential in educational leadership who seek a Doctor of Education (Ed.D.) degree in Educational Leadership with a specialization in P-12 or community college leadership.

The program requires the following for admission:

  • A baccalaureate degree and master's degree from accredited institutions of higher education with a cumulative grade point average in graduate study of 3.0 or above.
  • Demonstrated competence in writing as determined by the Ed.D. Program and Graduate Studies at SF State. Applicants must score a 4.0 or above on the analytical writing portion of the Graduate Record Exam (GRE); conditional admission may be offered to applicants with lower GRE writing scores.
  • Non-native speakers of English must score 590 on the written test, 243 on computer-based or internet-based test, 96 on the computer-based TOEFL, or 7.0 on the IELTS.
  • Submission of Graduate Record Examination (GRE) scores on the three sections of the General Test. GRE scores from the previous five (5) years are valid for this purpose.
  • Demonstrated educational leadership potential and skills, including successful experience in school, postsecondary, community, and/or policy leadership.
  • Demonstrated academic excellence, problem-solving ability, technology proficiency, and interest in critically assessing and bringing about improvements in current educational policies and practices.
  • Professional resume, including whether the applicant has proficiency in a second language (although a second language is not required).
  • Three letters of recommendation attesting to the leadership and scholarship potential of the candidate.
  • A written personal statement reflecting an understanding of the challenges facing the public schools or community colleges/institutions of higher education in California.
  • Submission of a statement of time commitment to complete the Ed.D. Program within three years.
  • A statement of support for the candidate’s doctoral studies from his/her employer or, in cases where this is not provided, an indication of the candidate’s plan for meeting the demands of the program and his/her professional responsibilities.
  • A personal interview with the admissions committee.

Students planning to earn a Tier II Credential (Professional Clear Administrative Services) by completing coursework in the program must hold a Tier I Credential.

Meeting the minimum requirements qualifies an individual for consideration, but does not guarantee admission to the program. Admission will be granted on a competitive basis. The Ed.D. in Educational Leadership does not include a second-language requirement.

Program Requirements

Criteria for Continuing in the Program

  • Students are expected to maintain satisfactory progress toward approved academic objectives.
  • Students must advance to candidacy and complete all courses and examinations satisfactorily.
  • Students are expected to make progress in accordance with the Ed.D. cohort structure and program of study.
  • Students must maintain at least a 3.0 cumulative grade point average.
  • Students may not have a grade point average below 3.0 in two successive semesters.
  • Students must pass all required examinations within two attempts.

Unit Requirements

The program expects the following of students in completing unit requirements:

  • The curriculum shall be organized as a cohort-based program and shall include learning experiences that balance research, theory, and practice. The core curriculum shall provide professional preparation for leadership, including but not limited to, theory and research methods, the structure and culture of education, and leadership in curriculum and instruction, equity, and assessment.
  • The program of study shall be composed of at least 60 semester units earned in graduate status.
  • At least 42 semester units shall be completed in residence at SF State. The graduate coordinator may authorize the substitution of credit earned by alternate means for part of this residence requirement.
  • A grade point average of 3.0 (grade of B) or better shall be maintained in all courses taken to satisfy the requirements for the degree, except that a course in which no letter grade is assigned shall not be used in computing the grade point average.
  • No more than 12 semester units shall be allowed for the culminating experience or dissertation.

Program Milestones

Although students continuously self-reflect and receive feedback from faculty on their learning, there are three formal milestone assessments during the program:

  • The initial milestone occurs after the first year of coursework, when the student must pass the qualifying examination to advance to the second year. The qualifying examination consists of a 15-page paper that is read and scored by a faculty panel.
  • The second milestone occurs at the end of the second year of coursework, when the student presents a proposal for conducting research related to a significant problem or issue in P-12 or community college/ postsecondary education.
  • The third and final milestone is the culmination of the student’s dissertation research, in which the student presents an oral defense of her/his written manuscript.

During years two and three, the dissertation research will normally focus on a significant professional problem or issue and have the potential to contribute—generally or in the context of a particular educational institution—to improving of public P-12 or community college/postsecondary education. Work in support of the dissertation is embedded throughout the curriculum. However, formal dissertation research is subject to passage of the dissertation proposal examination and human subjects approval by the Committee for the Protection of Human Subjects (CPHS). The dissertation must demonstrate a strong scholarly and professional foundation of knowledge on the part of the student and the ability to apply this knowledge to rigorous study of P-12 or community college/postsecondary education.

Contact Information

For application details, please visit the Ed.D. in Educational Leadership web site: http://edd.sfsu.edu.

Dr. Robert Gabriner, Director
Ed.D. in Educational Leadership
San Francisco State University
1600 Holloway Avenue, BH 521
San Francisco, CA 94132
Phone: 415-405-4103
Fax: 415-338-7019
Email: edd@sfsu.edu

Educational Leadership Discipline Courses

EDDL 910Transformational Leadership and Coalition Building3
EDDL 911Organizational Behavior, Change, and Systemic Reform3
EDDL 912Advanced Educational Leadership Seminar3
EDDL 920Literacy and English Language Learners3
EDDL 921Theories of Learning and Student Development in Math and Science3
EDDL 930Qualitative Analysis of Race, Class, and Gender in Society and Education3
EDDL 931Quantitative Analysis of Structural Inequality in Education3
EDDL 932Transformational Strategies to Address Inequality in Education and Society3
EDDL 940Policy, Law and the Political Economy of Education3
EDDL 941Accountability and Performance of Educational Organizations3
EDDL 942Integrated Planning and Budget3
EDDL 944Human Resource Management in Education3
EDDL 945Communication Techniques & Strategies in Educational Leadership3
EDDL 952Field-Based Residency in Educational Leadership3
EDDL 961American Education Leadership3
EDDL 962Analyzing Critical Issues in Education3
EDDL 963Seminar: Linking Theory with Practice3
EDDL 964Research Seminar: Analyzing Critical Issues in Teaching and Learning3
EDDL 965Dissertation Research Design3
EDDL 966Dissertation Data Collection3
EDDL 998Dissertation3
EDDL 999Independent Study3

Educational Leadership (Ed.D.) — minimum 60 units

Eighteen courses comprise the current curriculum of the Educational Leadership Doctoral Program under three main themes: Leadership, Equity and Inquiry. The courses are described below with themes identified for each:

EDDL 910Transformational Leadership and Coalition Building3

Themes: Leadership and Equity

Reviews research about leadership, with an emphasis on transformational leadership, creation and implementation of a vision; develops skills in how to identify, interact, and mobilize key community organizations and constituents with an emphasis on board relations. Will include examples of and introduction to important leaders in the field.

EDDL 911Organizational Behavior, Change, and Systemic Reform3

Themes: Leadership and Equity

Presents key constructs from organizational theory that are critical to understanding, analyzing, and implementing organizational and systemic reform; discusses key measures of accountability used in California; provides case studies of district and college systemic reform efforts.

EDDL 912Advanced Educational Leadership Seminar3

Themes: Leadership and Equity

This course addresses key educational challenges facing leadership in the schools and community colleges. It focuses on alternative strategies for addressing key leadership issues in providing educational quality and equity, and it draws on the perspectives of leadership from schools and community colleges in the Bay Area.

EDDL 920Literacy and English Language Learners3

Themes: Leadership and Equity

Reviews recent research on best practices for developing the academic skills of English Language Learners and students with low levels of literacy; includes curriculum and instruction issues at the administrative level, supervision of instruction and teacher evaluation, and approaches for implementing best practices.

EDDL 921Theories of Learning and Student Development in Math and Science3

Themes: Leadership and Equity

Using the issues of teaching and learning of mathematics and science, students will study theories of learning and theories of student development to address the construction of curricula that is student and learning centered.

EDDL 930Qualitative Analysis of Race, Class, and Gender in Society and Education3

Theme: Inquiry

Presents research on issues of race, class, gender and disability in education in historical and contemporary contexts; emphasizes evidence-based data analysis, specifically qualitative analysis of data; introduces qualitative analysis of data, assumptions, designs, collection, analysis, and research ethics.

EDDL 931Quantitative Analysis of Structural Inequality in Education3

Theme: Inquiry

Reviews research on issues of structural inequality and education from contemporary and historical perspectives; emphasizes evidence-based data analysis, specifically quantitative analysis of data on equity and achievement gap in education; addresses quantitative methods, descriptive analysis, measurement issues, and research ethics.

EDDL 932Transformational Strategies to Address Inequality in Education and Society3

Themes: Leadership and Equity

This course is designed to give students access to theories and grounded research that critique some prevailing strategies for improving urban education and others that explore promising strategies for transforming urban schools and colleges. Using social theory, students will gain a greater understanding of the various challenges and opportunities facing urban public education. Special attention will be given to explorations of pedagogical strategies that align theory and practice with a focus on achieving racial and social equity.

EDDL 940Policy, Law and the Political Economy of Education3

Themes: Leadership and Equity

Reviews public policy processes and legislation related to schooling and education; public financing structures; schooling and school law, including fairness and justice, as well as common problems encountered in districts; special needs learner issues (i.e older adult learners and students with disabilities.)

EDDL 941Accountability and Performance of Educational Organizations3

Themes: Leadership, Equity and Inquiry

Addresses the development of performance and institutional measures of effectiveness, including California education accountability structures and introduction to program evaluation, incorporating quantitative and qualitative data.

EDDL 942Integrated Planning and Budget3

Themes: Leadership and Equity

Focuses on the skills needed to integrate the processes of planning, budgeting and financial management, utilizing data from performance accounting, measurement and evaluation systems.

EDDL 945Communication Techniques & Strategies in Educational Leadership3

Themes: Leadership and Equity

Review of research in communication styles and techniques with emphasis on cross cultural communication; training in public communication techniques and analysis and improvement of communication styles; use of technology, communication with public media, and date presentation.

EDDL 961American Education Leadership3

Themes: Equity and Inquiry

This research seminar, using the content of the two courses in the first semester of the program, introduces new Ed.D. students to doctoral-level reading, writing, research skills, and research problems in the field of educational leadership.

EDDL 962Analyzing Critical Issues in Education3

Themes: Leadership, Equity and Inquiry

The purpose of this course is for doctoral students to continue developing reading, writing and peer-review strategies, research skills, use of library resources, and researching problems in the field of education leadership. This course is a research seminar and will hone reading and writing strategies in the context of the two content courses offered during this Spring I semester.

EDDL 963Seminar: Linking Theory with Practice3

Theme: Inquiry

Students will present and receive critical feedback from practitioners in the field in which the student plans to conduct research. Students will apply the reading, writing and peer-review strategies, research skills, use of library resources they have developed during Fall I and Spring I.

EDDL 964Research Seminar: Analyzing Critical Issues in Teaching and Learning3

Theme: Inquiry

Reviews qualitative and quantitative research methods; includes qualitative problem statements, data collection, and coding of qualitative data; addresses descriptive statistics, table statistics, correlation; students conduct applied small-scale study of a specific teaching and learning problem using quantitative and qualitative techniques.

EDDL 965Dissertation Research Design3

Theme: Inquiry

Reviews research designs such as case studies, ethnographies, focus groups, survey research, correlational, experimental, and quasi-experimental; describes application of research designs to program evaluation; students develop methodology chapter of dissertation.

EDDL 966Dissertation Data Collection3

Theme: Inquiry

This seminar provides focused support for students in the initial stage of collecting data for the dissertation.

EDDL 998Dissertation (repeatable for up to 9 credits)3

Theme: Inquiry

Independent student research leading to the completion of the doctoral dissertation; includes dissertation support seminar for sharing and critique of preliminary research findings; may be repeated for a total of 12 units.