Graduate Studies

Educational Leadership
2014-2015

Admission | Courses | Program | Requirements | Profile

Interim Chairperson:  Gloria Delany-Barmann
Graduate Committee Chairperson: Carol E. Webb
Office: Horrabin Hall 81
Telephone: (309) 298-1070 Fax: (309) 298-2080
E-mail: ce-webb@wiu.edu
Website: wiu.edu/edl
Location of Program Offering: Macomb, Quad Cities, Grayslake

Graduate Faculty
Professors

  • Dean L. Halverson, Ph.D., University of Iowa
  • Lloyd C. Kilmer, Ph.D., University of Nebraska-Lincoln
  • Sandra G. Watkins, Ph.D., University of Nebraska-Lincoln

Associate Professors

  • Zhaohui Sheng, Ph.D., University of Missouri-Columbia
  • Carol E. Webb, Ph.D., University of Iowa
  • Stuart O. Yager, Ph.D., University of Iowa

Assistant Professor

  • Lora Wolff, Ph.D., University of Iowa

Associate Graduate Faculty
Assistant Professor

  • Rene Noppe, Ed.D., Illinois State University

 Program Description

The Department of Educational Leadership provides a comprehensive graduate academic program in educational leadership that offers a Master of Science in Education (M.S.Ed.), an Education Specialist (Ed.S.), and an Educational Doctorate (Ed.D.) degree. The master's program concentrates on the general background and skills needed for entry into positions of educational leadership. Courses at the education specialist level expand this base and add elements that contribute to continued professional growth and those required to qualify for the position of superintendent of schools. The doctoral program aims to develop instructional leaders who enable educational institutions, regardless of the obstacles, to exceed the No Child Left Behind annual progress requirements. This aim is achieved by means of a collaborative, inquiry-based learning structure that unites a group of practicing professionals to explore how theory, research, applied technology, and heightened political understanding serve to resolve the issues educational leaders regularly face.  

Administrative Licensure

Persons seeking a principal endorsement on an administrative license through Western Illinois University must have a master’s degree or complete the master’s degree in Educational Leadership. The principal preparation program includes the following: 36 semester hours of course work and EDL 555 and 556 (Internship).

EDL 500 Leadership Development (3)
EDL 504 Leading the Core Curriculum (3)
EDL 508 School Leadership and Technology (3)
EDL 510 Data for School Leaders (3)
EDL 515 Fundamentals of School Law (3)
EDL 520 Leadership for Special Needs (3)
EDL 525 Integrating Curriculum, Instruction, and Assessment (3)
EDL 528 Supervision of Instruction (3)
EDL 530 Managing School Finance, Facilities, and Contracts (3)
EDL 540 School Improvement (3)
EDL 545 School, Parent, and Community Relations (3)
EDL 550 Principal as Instructional Leader (3)
EDL 555 Principal Internship I (2)
EDL 556 Principal Internship II (2)

TOTAL PROGRAM: 40 S.H.

Superintendent’s Licensure - Ed.S. degree

Persons seeking Type 75S superintendent's licensure through Western Illinois University must complete a licensure program including the following: 36 semester hours of course work, EDL 655 & 656 (Internship), and a minimum of two years of administrative experience requiring a Type 75 Administrative License or its equivalent.

EDL 600 Organizational Leadership (3)
EDL 617 Legal Aspects of Education Governance (3)
EDL 620 Superintendent and Educational Governance (3)
EDL 622 Management of Administrative Personnel (3)
EDL 623 Collective Bargaining (3)
EDL 627 School Business Management (3)
EDL 635 Educational Facilities (3)
EDL 640 The Educational Executive (3)
EDL 660 Instructional Leadership (3)
EDL 671 Curriculum Theory (3)
EDL 681 Research in Educational Administration (3)
EIS 607 Implications of Diversity for Educational Leaders (3)

 Admission Requirements

Master’s and Specialist degrees

Admission to the degree programs is contingent upon unqualified admission to the School of Graduate Studies. By the time nine semester hours of educational leadership program course work at WIU have been completed, a candidate must have fulfilled all School of Graduate Studies and department admission requirements. The final decision on admission is made by the Departmental Graduate Committee.

Evaluation for admission to the Master of Science program or Type 75 License program is based upon assessment of applicant's a) personal references; b) principal recommendation c) on-site written essay; d) grade point average requirements (information available through the department upon request); e) transcript of all undergraduate and graduate work; f) interview; g) application portfolio; h) official Graduate Degree Plan approved by the department; and i) successful completion of EDL 500 and 504 with grades of B or better.

Evaluation for admission to the Education Specialist or Type 75S License is based upon a) a master’s degree in Educational Administration/Leadership from an accredited university; b) recommendation by a superintendent; c) transcript of all graduate work; d) official Graduate Degree Plan approved by the department; e) completed application form; and f) successful completion of nine hours of 600 level courses with grades of B or better.

International students must have an overall TOEFL score of at least 231 (575 paper score) with a listening comprehension score of 23 (58 paper score).

Admission and retention of students and the structure of their degree plans are under the direct supervision of the assigned faculty program advisor, the Graduate Coordinator, and the Departmental Graduate Committee. The graduate committee, through the faculty program advisor, investigates candidates and evaluates their professional experience, scholastic aptitude, and personal/professional characteristics that may bear upon their educational leadership potential.

Doctoral degree

Applicants for admission to the Doctorate of Education degree program in Educational Leadership must hold both a master’s degree and an educational specialist degree in educational leadership (or their equivalents) from an institution that is accredited by the appropriate U.S. Department of Education regional institutional accrediting agency.  All students will be school district administrators (principals, assistant principals, curriculum directors, assistant superintendents, superintendents, or equivalent administrative position in an educational field).  Students must have, or be eligible for, superintendent licensure.

Letters of recommendation, including a rating scale, from a superior and a subordinate are required in addition to a current vita or resume. Applicants should request official transcripts (one copy of each) documenting bachelor’s degree and all graduate level coursework attempted be sent directly to the School of Graduate Studies from the credit-granting institution. All applicants must submit official Graduate Record Examination (GRE) scores (the General Test in areas of verbal, quantitative, and writing) to the Graduate School before their academic records will be evaluated and transmitted to the Educational Leadership department for consideration.

The screening committee will evaluate the GRE scores, transcripts, vita or resume, and letters of recommendation of each applicant to determine the candidates that will be invited to campus for interviews.

At the campus interview, applicants will be given a writing prompt and asked to write on a given topic. Applicants will also be asked to present a professional portfolio that highlights their leadership and professional accomplishments with an emphasis on data and results.  The presentation should be approximately 30 minutes in length and may be presented via electronic format, video format, notebook configuration, or any combination of the aforementioned.

Applicants should apply for admission to the doctoral program simultaneously with application for admission to the School of Graduate Studies. Applications for admission to the School of Graduate Studies must be made using forms obtained on-line at wiu.edu/grad. Departmental admission forms should be obtained directly from the Department of Educational Leadership or on-line at wiu.edu/edl.

 Degree Requirements

The master's degree requires the successful completion of a minimum of 33 semester hours. The education specialist degree requires a minimum of 35 semester hours beyond an acceptable master's degree. The doctoral degree requires 43 semester hours beyond an acceptable Education Specialist degree or equivalent. Study programs will require additional hours if administrative licensure is sought beyond the degree. Further, at the education specialist and doctoral levels, course work in excess of minimums may be necessary to eliminate deficiencies or meet prerequisite requirements.

I. Master of Science in Education

The Master of Science in Education (M.S.Ed.) degree in educational leadership requires a minimum of 33 semester hours (24 or more in educational leadership from Western Illinois University) to be selected in consultation with the student's advisor if approved by the Graduate Committee. The student may earn a principal endorsement on an administrative license after completing the degree program.

Courses required of all M.S.Ed. degree candidates:

EDL 500 Leadership Development and Self-Assessment (3)
EDL 504 Leading the Core Curriculum (3)
EDL 508 School Leadership and Technology (3)
EDL 510 Data for School Leaders (3)
EDL 515 Fundamentals of School Law (3)
EDL 520 Leadership for Special Needs (3)
EDL 525 Integrating Curriculum, Instruction, and Assessment (3)
EDL 528 Supervision of Instruction (3)
EIS 500 Methods of Research (3)
or
LEJA 503 Research Methodology in Criminal Justice (may be substituted for EIS 500 with permission of EDL department chair)

Electives to be selected in consultation with the student's adviser (6)

TOTAL PROGRAM: 33 s.h.

II.  Education Specialist

The Education Specialist (Ed.S.) degree in educational leadership requires a minimum of 35 semester hours to be selected in consultation with the student's advisor if approved by the Graduate Committee. The student may earn licensure in K-12 administration (Type 75S) after completing the degree program.

Courses required of all Ed.S. degree candidates:

EDL 600 Organizational Leadership (3)
EDL 623 Collective Bargaining in Education (3)
EDL 640 The Educational Executive (3)
EDL 660 Instructional Leadership (3)
EDL 671 Curriculum Theory (3)
EDL 681 Research in Educational Leadership (3)
EIS 607 Implications of Diversity for Educational Leaders (3)
Electives to be selected in consultation with the student's adviser (14)

TOTAL PROGRAM: 35 s.h.

III. Doctorate

The Doctorate in Education (Ed.D.) degree in educational leadership requires a minimum of 43 semester hours.

Courses required of all Ed.D. degree candidates:

EDL 700 Seminar in Doctoral Studies (2)
EDL 701 Quantitative Research in Educational Leadership (3)
EDL 710 Facilitating a Vision of Excellence (3)
EDL 711 Improving the Learning Environment and Instructional Program (3)
EDL 712 Managing the Organization, Operations, and Resources (3)
EDL 715 Research in Schools and Communities (5)
EDL 725 Prospectus Development (3)
EDL 770 Comprehensive Examination in Educational Leadership (0)
EDL 790 Doctoral Research and Dissertation (9)
EIS 701 Quantitative Research for Educational Leaders (3)
EIS 747 Politics of Education. (3)
IDT 756 Planning for Technology (3)
SPED 613 Families, Diversity, and Social Issues (3)

TOTAL PROGRAM: 43 s.h.

 Course Descriptions

Educational Leadership (EDL)

500 Leadership Development. (3) Leadership styles and theories; organizational cultures, structures, and contexts; change processes; decision-making; communication skills; motivation; and effective team-building.

504 Leading the Core Curriculum. (3) Best practices in core curriculum instruction; program and progress monitoring; assessment; integrating literacy and numeracy across the curriculum; and classroom observation models for principals. Prerequisites: Admitted to program, EDL 500, or permission of the instructor.

508 (formerly EDL 518) School Leadership and Technology. (3) Educational applications of available and developing technology. Utilization of existing technologies and Web 2.0 resources for administration and supervision. Prerequisites: Admitted to program, EDL 500 and EDL 504, or permission of the instructor.

510 (formerly EDL 507) Data for School Leaders. (3) Uses of data for school improvement. Data collection, data analysis, data interpretation, action plan research process, and leadership strategies for planning, implementing, and monitoring school improvement plans. Prerequisites: Admitted to program, EDL 500 and 504, or permission of the instructor.

511 Educational Planning. (3) Purposes and processes of planning comprehensive school programs and short-range, individual projects. A variety of planning modes and analytical tools is considered, along with examples of their applicability for educational planning and problem solving. Prerequisites: Admitted to program, EDL 500 and EDL 504, or permission of the instructor.

515 (formerly EDL 517) Fundamentals of School Law. (3) Legal context of PK-12 public elementary and secondary schools. Rights and responsibilities of teachers and administrators, case law, statutory law, due process, equity, safety, FERPA, federal and state regulations. Prerequisites: Admitted to program, EDL 500 and EDL 504, or permission of the instructor.

520 (formerly EDL 539) Leadership for Special Needs. (3) Principles and practices necessary for an inclusive school environment in which each student can be successful. Regulations, programs, and services for special needs groups; evidence-based instructional practices; intervention models for literacy, numeracy, and behavior; school-wide programs that foster high levels of student achievement; and professional learning. Prerequisites: Admitted to program, EDL 500 and EDL 504, or permission of the instructor.

522 Management of School Personnel. (3) Administration of professional and support personnel in local schools and school districts. Emphasis is given to needs assessment, personnel planning, recruiting, orienting, inducting, assigning, appraising, and compensating school employees. Prerequisites: Admitted to program, EDL 500 and EDL 504, or permission of the instructor.

525 (formerly EDL 571) Integrating Curriculum, Instruction, and Assessment. (3) Components of curriculum design; evidence-based instructional strategies; standards-based curriculum, instruction, and assessment alignment; curriculum auditing; research-based intervention models; culture and climate of the school organization; AYP subgroup best practices; and developmental needs of Pre-K-12 students. Prerequisites: Admitted to program, EDL 500 and 504, or permission of the instructor.

528 (formerly EDL 560) Supervision of Instruction. (3) Supervisory function in elementary and secondary schools. Evaluation and improvement of classroom instruction. Prerequisites: Admitted to program, EDL 500, EDL 504, and EDL 515, or permission of the instructor.

530 (formerly EDL 514) Managing School Finance, Facilities, and Contracts. (3) Fiscal, facility, and contract management. Illinois funding, budgeting, and fiscal reporting requirements. Budget administration of local, state, and federal grant programs and revenue/expenditure process. Facility management related to student learning, instructional practices, and student safety/compliance issues. Collective bargaining agreements. Prerequisites: Admitted to program, EDL 500 and EDL 504, or permission of the instructor.

540 (formerly EDL 505) School Improvement. (3) School improvement process, qualities of an effective change agent, mission and vision alignment, and planning for implementation of school change. Prerequisite: Admitted to the program, EDL 500 and EDL 504, or permission of the instructor.

545 (formerly EDL 519) School, Parent, and Community Relations. (3) Effect of school-community relations on student achievement. Essential elements to enable regular, purposeful, and effective communication with diverse community publics. Prerequisites: Admitted to program, EDL 500 and EDL 504, or permission of the instructor.

550 (formerly EDL 538) Principal as Instructional Leader. (3) Tools for principals to assist teachers in improving instruction. Research on effective instruction, conferencing skills, lesson plan and instructional materials’ evaluations, and formative and summative evaluation of teaching. Application of a research-based model for assessment of instructional artifacts and instructional evaluation. Prerequisites: Admitted to program, 20 semester hours of graduate course work in Educational Leadership, including EDL 528.

555 Principal Internship I. (2, repeatable to 4) Clinical field experience in the student's major area(s) of specialization under the supervision of a local school or school district administrator and a department faculty member. The internship requires a minimum of 75 clock hours of planned activity for each semester hour of credit. Students must file an internship application with the department by the fall deadline of September 15 for placement in the spring semester, and February 15 for placement in the fall semester. EDL 555 is required for all candidates for the supervisory, administrative, or chief school business official endorsement to the administrative license. Prerequisites: Admitted to the program, completion of an approved internship application by the specified deadline, EDL 550 with a grade of B or better, 23 semester hours of graduate course work in Educational Leadership and permission of the Department Graduate Committee.

556 Principal Internship II. (2) Capstone experience for principal licensure. Demonstration of knowledge and skills for effective school leadership and meets requirements for 23 IAC Administrative Code 30 for licensing Illinois school administrators. Prerequisites: Completion of the Educational Leadership coursework and EDL 555.

557 Special Problems in Educational Leadership. (1–5, repeatable) Students are provided opportunities to apply a problem‑solving approach to the solution of specific educational problems applicable to the school setting. Degree candidates may receive credit toward program requirements only with the permission of their faculty program advisors.

561 Iowa Evaluator Approval. (0) This course is taken in conjunction with EDL 528, Supervision of Instruction, and will enable students seeking administrative licensure in Iowa to meet the requirement of completing the required Iowa Evaluator Training for principal licensure. Graded S/U. Prerequisites: EDL 500, 504, and concurrent enrollment in EDL 528.

599 Independent Study. (1–6, repeatable) Investigation of a specific topic related to the student's major interest or area of study. A substantial written report or project is required. Reserved for students working at the master's level. Students enrolling in independent study should contact the department for special guidelines and instructions. Degree and licensure candidates may receive credit toward program requirements to a maximum of six semester hours with the permission of their faculty program advisors. Prerequisites: Completion of contract and permission of the instructor.

Alternative Licensure Initiative

601 The Superintendency: Facilitating a Vision of Educational Excellence.  (1-6) The school superintendent is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of educational excellence that is shared and supported by the school community.  Graded S/U.  Not to be used for degree purposes.  Prerequisites: Satisfactory completion of the Assessment Center, possession of an M.S. in a management field or a bachelor’s degree and the documented life experience equivalent of a master’s degree in a management field, have been employed for at least five years in a management level position, satisfactory completion of the Basic Skills component of the Illinois State Licensure Test and admission into the graduate school.

602 The Superintendency: Developing a Learning Environment and Instructional Program. (1-6) The school superintendent is an educational leader who promotes the success of all students by advocating and nurturing a constantly improving learning environment and an instructional program based upon educationally sound principles of curriculum development, learning and teaching theory, and professional development. Graded S/U.  Not to be used for degree purposes. Prerequisite: Successful completion of ACI 601 or demonstrated achievement of the outcomes contained in ACI 601.

603 The Superintendency: Managing the Organization.  (1-6) The School superintendent is an educuational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.  Graded S/U.  Not to be used for degree purposes.  Prerequisite: Successful completion of ACI 602 or demonstrated achievement of the outcomes contained in ACI 602.

604 The Superintendency: Knowing and Understanding the Laws, Regulations and Professional Ethics.  (1-6) The school superintendent is an educational leader who promotes the success of all students by understanding an applying knowledge of laws, regulations, and professional ethics related to schools and children.  Graded S/U.  Not to be used for degree purposes.  Prerequisite:  Successful completion of ACI 603 or demonstrated achievement of the outcomes contained in ACI 603.

605 The Superintendency: the Practicum. (6) Practicum experience under the supervision of a local school district administrator and a department faculty member, and is one year in length.  ACI 605 is required for all candidates for alternative licensure.  Graded S/U.  Not to be used for degree purposes.  Prerequisites: Successful completion of ACI 601, 602, 603, 604 and Phase II student evaluation/portfolio, evidence of passing score on the superintendent examination of the Illinois State Licensure Test, receipt of provisional license and permission of ACI Director(s).

Prerequisite for the following courses is a master’s degree or permission of the instructor.

600 Organizational Leadership. (3) Synthesis of the several components of the Educational Leadership Program including evolution of thought and practice in educational leadership; the instructional, political and managerial roles of the educational executive; and the ethics of educational leadership. Required for admission to candidacy.

617 Legal Aspects of Education Governance. (3) Selected problems and issues in school law. The case study method is used to examine relevant state and federal court decisions. Case law and state statutes are applied in assessing the legality of school district policies.

620 Superintendent and Educational Governance. (3) Instructional, managerial, and political roles of the chief school administrator and central office staff; school district organization and governance; relationships with federal and state governments; and the role and operation of the board of education.  Prerequisites: Admitted to the program; 20 semester hours of graduate course work in Educational Leadership, including EDL 600, EDL 640, EDL 617, and EDL 627, or equivalent courses; or permission of the instructor.

622 Management of Administrative Personnel. (3) Selection, development, and appraisal of school administrators and supervisors.

623 Collective Bargaining in Education. (3) Historical development, processes, effects, and issues. Students participate in a simulated bargaining exercise which provides realistic experience in preparing for negotiations and selecting and utilizing appropriate table tactics.

627 School Business Management. (3) School district business administration policies and procedures essential to the conservation and effective utilization of funds, facilities, equipment, and personnel.

635 Educational Facilities. (3) Education facilities should support the educational program. Participants will evaluate existing facilities for program worthiness, structural barriers, handicapped accessibility, health and life safety code compliance, AHERA compliance, and structural integrity. Emphasis will be placed on remodeling of existing facilities, with some discussion on new construction.

640 The Educational Executive. (3) Theories of organizational leadership and their relevance for, and application to, schools and school districts; structural, human resources, political and symbolic approaches to leadership and change; and the development of interpersonal competence. Prerequisite: EDL 600

655 Superintendent Internship I. (2-4, repeatable to 6) Clinical field experience in the student's major area(s) of specialization under the supervision of a local school or school district administrator and a department faculty member. The internship requires a minimum of 75 clock hours of planned activity for each semester hour of credit. Students must file an internship application with the department by the fall deadline of September 15 for placement in the spring semester, and February 15 for placement in the fall semester. EDL 655 is required for all candidates for the superintendent endorsement to the administrative license. Prerequisites: Admitted to program, completion of an approved internship application by the specified deadline, EDL 620 (enrollment can be concurrent with the first semester enrollment in EDL 655), 20 semester hours of graduate course work in educational leadership, and approval of his/her advisor.

656 Superintendent Internship II. (2) Clinical field experience for superintendent licensure. Demonstration of knowledge and skills for effective school district leadership and meets requirements for the Illinois Administrative Code for licensing Illinois school district administrators. Prerequisites: Completion of at least twenty semester hours of the Educational Leadership coursework including EDL 600, EDL 617, EDL 620, EDL 640, and EDL 655.

660 Instructional Leadership. (3) Current images of leadership, leadership and management practices, school culture and contexts, and professional development as they apply to instructional leadership at the school and school district levels.

671 Curriculum Theory. (3) Learning‑instructional‑curriculum theories, curriculum philosophies, politics of curriculum policy, and future curriculum needs in the public elementary and secondary school.

681 Research in Educational Leadership. (3) Consideration of quantitative and qualitative procedures in reviewing and conducting educational research investigations. Students will consider the requirements of professional writing and prepare a research proposal or grant proposal. 

699 Independent Study. (1–6, repeatable) Investigation of a specific topic related to the student's major interest or area of study. A substantial written report or project is required. Reserved for students working at the education specialist level. Students enrolling in independent study should contact the Department for special guidelines and instructions. Degree and certification candidates may receive credit toward program requirements to a maximum of 6 semester hours with the permission of their faculty program advisors. Prerequisites: Completion of contract and permission of the instructor.

Prerequisite for the following courses is acceptance into the Ed.D. program.

700 Seminar in Doctoral Studies. (2) The course will be an introduction to the doctoral program.  This seminar will focus on the dialogue and development of a research-based perspective on effective schools. A comprehensive review of the literature and resulting paper will serve as the basis for the development of a possible research agenda and for students’ required research for EDL 715 in high performing schools. Students will also initiate the development of a standards-based developmental electronic portfolio. Corequisite: Concurrent enrollment in EIS 701.

701 Quantitative Research in Educational Leadership. (3) This course will build upon students’ prior experience in analysis, interpretation, and application of research data. The course addresses descriptive statistics, sampling theory, statistical inference, chi-square, correlation, regression, and analysis of variance using SPSS for analyzing data in educational settings.

710 Facilitating a Vision of Excellence. (3) The focus of this course is to facilitate the development, articulation, implementation, and stewardship of a vision of excellence which is shared and supported by the school/community. Emphasis is placed on the superintendent’s leadership role in the school district. Prerequisites: Completion of EDL 700.

711 Improving the Learning Environment and Instructional Program. (3) This course emphasizes the role of exemplary superintendents in advocating and nurturing a constantly improving learning environment and an instructional program based upon educationally sound principles of curriculum development, learning theory, and professional development. Corequisite: Concurrent enrollment in EDL 715. Prerequisites: Completion of EDL 710.

712 Managing the Organization, Operations, and Resources. (3) The emphasis of this course is on managing the school organization, operations, and resources for a safe, efficient, and effective learning environment. Corequisite: Concurrent enrollment in EDL 715. Prerequisite: Completion of EDL 711.

715 Research in Schools and Communities. (1, repeatable to 5) In conjunction with the three leadership courses in the program (EDL 710, 711, 712), students in the first three semester hours will be developing a case study of an effective school as denoted by the Illinois State Board of Education (Blue Ribbon Schools, Spotlight School). The focus of the study will be on the administrative practices that contribute to excellence with special attention to the development of school district mission, professional development, curriculum development, instructional practices and financial practices. The results of the student research will be incorporated into EDL 710, 711, and 712 and a final report generated. For the last two hours of EDL 715, students will be assigned to work with the administrative team of a low-performing school to determine ways to improve student achievement.  While students will be completing the last two hours of EDL 715 at the same time they are enrolled in SPED 613 and IDT 756, the research will not be incorporated into the two classes. Corequisite: EDL 710, EDL 711, EDL 712, SPED 613 or IDT 756. Prerequisite: Completion of EDL 700 and EIS 701.

720 Coalition Building. (3) The emphasis of this course is on building coalitions with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Corequisite: Concurrent enrollment in EDL 725. Prerequisite: Completion of SPED 613 and IDT 756.

725 Prospectus Development. (1, repeatable to 3) This course is the development of the dissertation proposal required of all students during their second year of the Ed.D. program. No grade will be issued until a satisfactory prospectus has been developed and approved by the student’s dissertation committee. Graded S/U. Corequisites: Concurrent enrollment in EDL 720, SPED 613, or IDT 756. Prerequisites: Completion of EDL 700 and 701, and completion of first yearlong block including EDL 710, EDL 711, EDL 712, and EDL 715.

770 Comprehensive Examination in Educational Leadership. (0) The student is required to pass a written and/or oral comprehensive examination, covering a specific body of knowledge inherent in the program. The Comprehensive Examination must be satisfactorily completed before admission to candidacy. Graded S/U. Prerequisites: Completion of EDL 700 and 701; completion of the first yearlong block including EDL 710, 711, 712, and 715; and completion of the second yearlong block including SPED 612, IDT 756, EDL 715 and 720.

780 Electronic Portfolio. (0) An electronic portfolio will be produced in this course, which reflects the candidate’s original work and best efforts from his or her doctoral program’s coursework. The electronic portfolio must be submitted and approved before the degree will be awarded. Graded S/U. Prerequisites: completion of the first yearlong block including EDL 710, 711, 712, and 715; and completion of the second yearlong block including EDL 715 and 720, SPED 613, and IDT 756.

790 Doctoral Research and Dissertation. (3, repeatable to a minimum of 9) A significant contribution of knowledge to an educational problem or situation. Graded S/U. Prerequisite: Approval of a prospectus by the dissertation committee.