Doctorate of Education

Program Outcomes

BUILDING LEADERSHIP

Early Childhood through Late Adolescence/Adulthood
PreK-12

  • The building level administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school and community.

  • The building level administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a building climate and instructional programs conducive to student learning and staff professional growth.
  • The building level administrator is an educational 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.
  • The building level administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community needs and interests, and mobilizing community resources.
  • The building level administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.
  • The building level administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

DISTRICT LEADERSHIP

Early Childhood through Late Adolescence/Adulthood
PreK-12

  • The district level administrator is an educational leader who promotes the success of all students and staff in the district by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the community.

  • The district level administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a district climate and instructional programs conducive to student learning and staff professional growth.
  • The district level administrator is an educational 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.
  • The district level administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community needs and interests, and mobilizing community resources.
  • The district level administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.
  • The district level administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

TEACHER LEADER

PreK-12

  • The teacher leader is able to apply strategies of adult learning across teacher leadership activities.

  • The teacher leader is able to advance the professional skills of colleagues by demonstrating and applying expertise in observational skills and in providing quality feedback in order to support reflective practice focused on improving curriculum, instruction, and assessment.
  • The teacher leader is able to improve the quality of colleagues’ collaboration and interaction with families and other stakeholders.
  • The teacher leader is able to initiate and facilitate colleagues’ design and implementation of action research and analysis of data for individual and group decision making.
  • The teacher leader is able to develop and support collaborative teams and promote collegial interactions that improve the effectiveness of practice.
  • The teacher leader is able to identify and assess opportunities for educational improvement, and advocate effectively for them within and beyond the school community
  • The teacher leader is able to inform and facilitate colleagues’ selection or design, use, and interpretation of multiple assessments, along with other available data, to make informed decisions that improve the quality of instruction and student learning.
  • The teacher leader is able to inform and facilitate the design and implementation of coherent, integrated and differentiated professional development based on assessed student and teacher needs.