The Doctor of Educational Leadership (Ed.D-DEL) in K-12 Educational Administration adopts Michigan State University’s core institutional values of quality, inclusiveness, and connectivity. We apply these values to the design and implementation of the program and aim to enroll diverse professionals with a passion for improving the life chances of young people, bringing new spirit to communities, and leading deliberative democratic conversations on matters of common interest. The program is particularly committed to enrolling leaders representing under-served communities.
The program prepares students to embed these values in their own organizations and to further develop the professional knowledge, skills, and dispositions to navigate the complex demands of leading effective schools and education systems. Key objectives guiding the Doctor of Educational Leadership (Ed.D-DEL) program are:
- to prepare educational leaders to lead excellent, equitable, and responsive educational systems;
- to qualify graduates for the Michigan Central Office Administrator certification;
- to provide intellectual leadership around educational issues for school leaders, policy makers, politicians, community leaders, and other interested stakeholders;
- to convene forums for democratic deliberation of educational, social, and economic issues so as to play an active role in redevelopment efforts in Michigan while also preparing students to be agents for change within their own districts or areas;
- to support high caliber collaborative action research that puts innovative solutions to work while advancing outreach, engagement, and economic development and strengthening linkages to other MSU units and to external partners.
Program Structure and Content
The Doctor of Educational Leadership (Ed.D-DEL) is an intensive three-year program. It is designed for working educators and uses hybrid learning arrangements that blend face-to-face and online learning Saturdays, evenings, and summer.
The Program Requirements table illustrates the structure of the program. Year 1 focuses on core knowledge required by educational leaders, policymakers, and researchers. Year 1 also follows a unique schedule of three consecutive 11-week courses running late August to mid-May. One other Year 1 course, (EAD 921 Leadership for Transformation), meets monthly over this same period.
Summer 1 courses run mid-May through July, with a 2-week break. Students end Year 1 by taking a Preliminary Doctoral Examination.
YEAR ONE
Year 1 of the EdD program divides the academic year into three 11-week course segments. Classes meet Saturdays from 9:00 a.m. – 1:00 pm and mix face-to-face, live-online and asynchronous formats.
| Course | Title | Offered Dates |
|---|---|---|
| EAD 920 | Political Economy of Schooling | Sept –November |
| EAD 922 | Analyzing Education Systems | November – February |
| EAD 923 | Organizing for Learning | February – May |
| EAD 921 | Leadership and Transformation | monthly, August – May |
| EAD 929 | Collaborative Inquiry | Summer (mid-May – June) |
| EAD 980 | Engaged Leadership or | Summer (mid July – August 1) |
| EAD 991 | Human Resources Management | Summer (mid July – August 1) |
PRELIMINARY EXAM
YEAR TWO
| Course | Title | Offered Dates |
|---|---|---|
| EAD 924 | Data and Decisions | Fall Semester |
| EAD 927 | Leadership for Social Justice | Fall Semester |
| EAD 926 | School Finance and Operations | Spring Semester |
| EAD 995 | Leadership and Transformation | Summer (mid-May – June) |
| EAD 980 | Engaged Leadership or | Summer (mid July – August 1) |
| EAD 991a | Human Resources Management | Summer (mid July – August 1) |
COMPREHENSIVE EXAM
YEAR THREE
| Course | Title | Offered Dates |
|---|---|---|
| EAD 981a | Group Research | Fall Semester |
| EAD 982a | Dissertation in Practice Seminar | Fall Semester |
| EAD 981b | Group Research | Spring Semester |
| EAD 982b | Dissertation in Practice Seminar | Spring Semester |
DOCTORAL COMMENCEMENT
Year 2 follows a regular semester schedule. It deepens students’ core knowledge of leadership and begins exploration of possible dissertation-in-practice topics.
Summer 2 courses run mid-May through July, with a 2-week break. Students end Year 2 by producing a Comprehensive Doctoral Examination paper.
Year 3 is dedicated to the completion of a collaborative, group dissertation-in-practice. We define a group dissertation-in-practice as a significant, time-bound, inquiry undertaken by a group working interdependently to address a problem of practice in collaboration with one or more partners