The doctoral program is framed around five key (overarching) outcomes. Following each program outcome statement are several statements that describe what each candidate should be able to know and do as it relates to the goal.
Develop visionary leaders who turn around low performing schools and enhance schools that are already succeeding.
- Engage in self-reflective analysis by applying research on theories of leadership and emotional and social intelligence.
- Create a self-growth plan to build on candidates’ leadership strengths and address leadership aspects that need further development.
- Articulate a personal vision for educational leadership that is crafted from a synthesis of theoretical principles, research, collaborative discourse, and metacognitive reflection.
- Develop new insights about how leadership decision-making can be enhanced through a deep understanding of one’s metacognitive skills and processes.
- Identify and cultivate a collaborative leadership style that focuses on fostering human relations in socially diverse educational settings and that advocates for equitable and equal education for PreK-12 students, families and communities.
- Establish a professional philosophy of change leadership that is grounded in a knowledge of urban school reform research, powerful teaching practices, learning theory, and change theory.
- Demonstrate the ability to analyze ethical problems, and apply viable and just courses of action by basing decisions on thorough data analyses and empirical research.
Develop visionary leaders who implement systemic educational reforms for the improvement of teaching and learning.
- Identify and use appropriate leadership models that will strengthen candidates’ ability to support systemic reforms to promote powerful teaching and learning for all PreK-12 students.
- Promote social justice, equity, opportunity, and success for all children through the application of transformational leadership practices within schools, districts and communities.
- Identify the common characteristics of adults who are actively engaged in various types of learning, the diverse social contexts and environments in which adult learning occurs (including self-directed adult education, informal, and formal education), and use that knowledge to create appropriate strategies for individual and organizational development.
- Identify ways to overcome policy and organizational barriers to more effectively integrate information and communication technologies into systems and practices that enhance teaching and learning.
- Identify political strategies that can be used to galvanize the support and constructive investment by educational stakeholders toward the improvement of teaching and learning.
- Conduct qualitative, quantitative, or mixed-method research to improve leadership support for PreK-12 instruction, including, but not limited to literacy, second language learning, mathematics, and science.
Develop visionary leaders who are grounded in knowledge of adult learning, organizational culture and organizational behavior.
- Identify ways in which effective leaders apply structural, human relations, political, and symbolic perspectives to resolve complex organizational problems and dilemmas.
- Use on-the-job experiences to advance the professional growth and development of teachers and school and school district administrators.
- Lead organizational change and reform by applying knowledge of the diverse ways in which personal and societal influences can influence an individual’s sense of self evolve over time and impact individual professional development needs, ways of learning, and receptiveness to change.
- Develop analytic thinking skills toward the resolution of problems and issues related to organizational culture, organizational behavior, and adult learners.
- Demonstrate a thorough and clear understanding of how adults learn, develop and grow in organizations.
- Demonstrate an understanding of how to apply theories of adult motivation in the workplace to advance individual performance and organizational effectiveness in pursuit of powerful teaching and learning for all children.
Develop visionary leaders who plan and provide resources to effectuate systemic educational reforms related to adults in organizations.
- Apply appropriate leadership models to strengthen candidates’ ability to plan for and provide resources within their organizations to effectuate systemic reform.
- Learn how to apply appropriate technologies to promote powerful teaching and learning in schools and school districts.
- Learn how to work constructively within micro-political environments while adhering to the broader goals and objectives of educational systems and structures.
- Examine and develop strategies for advancing school reform initiatives by working constructively with teacher labor unions, boards of education, state and federal policy makers, and other interest groups.
- Understand how the four basic policy values (quality, efficiency, equity, and choice) can impact federal, state, and local educational reform efforts.
- Effectively and ethically navigate through complex and increasingly pluralistic legal contexts (e.g., local, state, federal) in order to advocate for and procure important resources and policy initiatives that will advance educational equity, quality and student achievement.
- Identify important district, school, and community resources (e.g., fiscal, material, human) that can advance powerful teaching and learning, while working productively through existing collective bargaining and Education Code frameworks and regulations.
Develop visionary leaders who engage, build and strengthen community and school partnerships for student success.
- Understand how to apply principles of cultural competency to engage, build, and strengthen community and organizational partnerships in ways that improve student achievement.
- Learn how to tactfully apply concepts of authority, power, influence, and compliance toward the development of positive relationships and partnerships with all educational stakeholders.
- Learn strategies to effectively overcome current conditions and the historical and philosophical forces that limit PreK-12 students’ access to an equitable and appropriate education (e.g., respect, voice, limited opportunities for full participation and success as learners or members of an educational community).
- Effectively communicate a commitment to the principles of democracy, educational and technological equity, and cultivating social justice for all members of an educational community.
- Conduct assessments of internal organizational cultural norms, external influences, and the alignment of stakeholder beliefs, missions, and visions to develop leadership strategies that enhance community and organizational capacities.
- Use data and research to help establish productive and mutually beneficial relationships between educational organizations, agencies, and communities.