DOCTOR OF EDUCATION in Educational Leadership
Developing Christian Education Servant Leaders with Global Vision
DOCTOR OF EDUCATION in Educational Leadership Developing Christian School Servant Leaders with Global Vision |
GOALS AND ASSESSMENT
The Doctor of Education program calls for students to demonstrate learning in specified areas of leadership. To this end, the program specifies 19 competencies which students must satisfactorily demonstrate for completion of degree requirements. Nine competencies will be addressed in a summative portfolio of student assignments and projects; eight will be addressed in the qualifying exam taken at the conclusion of coursework; and two will be addressed through the doctoral dissertation.
All of the competencies are supported by program courses.
All candidates must demonstrate satisfactory competence on the required outcomes. No competencies will be waived. Students who do not take a specified program course or elective which is associated with a specified competency must still prepare to demonstrate that outcome through the portfolio or qualifying exam.
(Scroll down for list of competencies)
| Educational Foundations Core | Supporting Courses | Possible Assessment Methods | |
| Candidates will understand biblical perspectives, foundational theories, research findings, cultural/sociological dynamics, and alternative models for educating diverse learners in contemporary Christian schools, and they will analyze, synthesize, and evaluate these elements so as to enhance Christian school education. They will demonstrate their competency by their ability to: | |||
| 1- analyze various theories and models of curriculum and create a set of principles to guide the development of Christian school curricula taking important theories of teaching and learning into consideration. | Curriculum Theory and Design Teaching and Learning Theory | Qualifying exam question | |
| 2- construct curricular elements based on Biblical foundations of curriculum structure. | Biblical Foundations for Curriculum | Activities in Biblical Foundations for Curriculumcourse. (To be included in summative portfolio for submission at time of qualifying exam.) | |
| 3- construct one’s personal Christian philosophy of education and defend its merits in light of the historical and philosophical development of education through history. | Historical and Philosophical Perspectives on Education | Assignment related to Historical and Philosophical Perspectives on Education course. (To be included in summative portfolio for submission at time of qualifying exam.) | |
4- evaluate and prioritize essential understandings and sensitivities required to lead Christian schools situated in urban or culturally/linguistically diverse settings.
| Education in Urban and Cross-Cultural Settings | Qualifying exam question | |
| 5- analyze important elements of measurement and assessment theory and author a position paper which guides Christian schools in establishing programs for measuring and assessing student outcomes. | Measurement and Assessment Theory | Assignment related to Measurement and Assessment Theorycourse. (To be included in summative portfolio for submission at time of qualifying exam.) | |
| 6- interpret and defend Christian school perspectives, with commitment and reasoned eloquence, in a pluralistic arena of dialogue through written or spoken communication. | Historical and Philosophical Perspectives on Education Christian Education and Contemporary Culture
| Evidence of participation in a one-hour discussion. (To be included in summative portfolio for submission at time of qualifying exam.) | |
| 7- using an understanding of contemporary culture, analyze the role (present and future) of the Christian school in American society and the Christian subculture, and apply this analysis to project relevant student outcome goals in the Christian school for the early 21st century. | Qualifying exam question. | ||
| Leadership in Organizations Core | Supporting Courses | Possible Assessment Methods | |
| Candidates will understand biblical perspectives, theoretical approaches, research findings, and alternative models of effective leadership and functioning of organizations, and groups and individuals within organizations, and they will analyze, synthesize, and evaluate these elements so as to enhance their understanding of quality Christian school leadership. They will demonstrate their competency by their ability to: | |||
1- using biblical principles, leadership theory and biblical leadership models, analyze the styles and behavior of five current Christian school leaders and five current organizational leaders and synthesize findings into major principles of effective leadership.
| Biblical Leadership Leadership and Organizational Behavior | Project to be included in summative portfolio for submission at time of qualifying exam. | |
| 2- conduct an organizational analysis for a given Christian school and recommend organizational improvements, using theories and research related to organizational systems, climate, change, and motivation. | Leadership and Organizational Behavior Models of Strategic Planning and Organizational Assessment | Project embedded in Leadership and Organizational Behaviorcourse. (To be included in summative portfolio for submission at time of qualifying exam.) | |
| 3- compare models for organizational planning, development, and assessment and recommend a structure which is compatible with biblical principles that could be implemented in Christian schools. | Models of Strategic Planning and Organizational Assessment | Qualifying exam question | |
| 4- analyze models for team-building within organizations in light of biblical principles and synthesize into foundational principles and practices for enhancing cohesiveness within Christian school employee groups. | Principles of Organizational Team Building | Assignment related to Principles of Organizational Team Building course. (To be included in summative portfolio for submission at time of qualifying exam.) | |
| 5- evaluate the characteristics of the various Christian school organizational models and construct a philosophy of operation for each which, if followed, would lead to effective, harmonious functioning. | Christian School Organizational Models and Politics | Assignment related to Christian School Organizational Models and Politics course. (To be included in summative portfolio for submission at time of qualifying exam.) | |
| Educational Research Core | Supporting Courses | Possible Assessment Methods | |
| Candidates will understand the components and process of quantitative and qualitative research which produce new theory, knowledge of effective practices, and solutions to educational questions/problems within a school. They will demonstrate their competency by their ability to: | |||
| 1- develop a research topic pertinent to the Christian school enterprise, construct and execute an appropriate research design, and compose a complete research report (dissertation) which engages analysis of relevant theories and research data in a manner which contributes to the theory base or effective practices knowledge regarding Christian school education and/or leadership. | Advanced Educational Research Design Qualitative Research Doctoral Dissertation | Doctoral dissertation | |
| 2- disseminate dissertation findings through publications and/or presentations. | Research and Authorship for Publication | Documentation of publication or scholarly presentation | |
| 3- employ action research procedures to solve a problem in a Christian school, and prepare a research report. | Models of Strategic Planning and Organizational Assessment Research and Authorship for Publication | Project to be included in summative portfolio for submission at time of qualifying exam. | |
| Educational Leadership and Management Concentration | Supporting Courses | Possible Assessment Methods | |
| Candidates will understand biblical perspectives, theoretical foundations, alternative models, and research results regarding the management and supervision of personnel, resources, planning, technology, and legal responses which should characterize Christian schools and leaders. Candidates will analyze, synthesize, and evaluate these components so as to enhance Christian school education. They will demonstrate their competency by their ability to: | |||
| 1- evaluate philosophies of human resource management and create a statement of guiding principles for Christian school personnel policy manuals so that they effectively speak to important biblical principles, best administrative practices, and legal requirements in management of human resources. Include rationale for the selection of principles. | Management of Human Resources The Legal Environment and the Christian School | Assignment related to Management of Human Resourcescourse. (To be included in summative portfolio for submission at time of qualifying exam.) | |
2- apply principles of effective fiscal management to the analysis of financial and business plans (3-year projections for enrollment, tuition/fees, income, contributions, expenses, projected annual budgets, and rationales for projection calculations) of at least three Christian schools.
| Management of Fiscal Affairs Models of Strategic Planning and Organizational Assessment | Assignment related to Management of Fiscal Affairscourse. (To be included in summative portfolio for submission at time of qualifying exam.) | |
| 3- evaluate three school management software packages for use in Christian schools, using such criteria as (1) optimization of information access, retrieval, and manipulation, (2) support of staff productivity, (3) facilitation of communication and operational efficiency. | Information and Communication Technology in Education | Assignment related to Information and Communication Technology in Education course. (To be included in summative portfolio for submission at time of qualifying exam.) | |
| 4- relate the various clinical supervision models to biblical principles and theories of teacher motivation, and synthesize into a philosophy and guiding principles for leading and supervising teachers toward instructional improvement in Christian schools. | Supervision and Instructional Leadership | Qualifying exam question. | |
5- analyze the legal philosophies and trends impacting Christian school education in America and critique the responses/accommodations of Christian schools in general.
| The Legal Environment and the Christian School | Assignment related to The Legal Environment and the Christian School. (To be included in summative portfolio for submission at time of qualifying exam.) | |
| 6- evaluate various approaches and philosophies for public relations and fund-raising in Christian schools and construct guiding principles which are based on biblical perspectives. | Developing Institutional Support | Qualifying exam question | |
| 7- construct and support a model process for initially developing key structures (mission, vision, and philosophy statements; personnel policies; curriculum analysis; assessment of institutional effectiveness; parent relations; financial policies; etc.) when starting a Christian school. | All courses contribute to outcomes 7 and 8 | Qualifying exam questions. | |
| 8- formulate a position paper, and defend it orally, which sets forth the integrative relationships between biblical principles/doctrines and the policies/practices of leadership and administration which should operate in the Christian school setting. | |||
RETURN TO TOP | INTRODUCTION | ADMISSION | PRE/CO-REQUISITES | PLAN | CURRICULUM| COURSES | SCHEDULE | GRADUATION | FACULTY | FINANCIAL| FORMS
GOALS AND ASSESSMENT
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