| 253.535.7272 | www.plu.edu/education/ | educ@plu.edu |
| Allison Drago, Ed.D., Associate Dean |
The Ed.D. in Educational Leadership prepares school leaders to meet the demands of school and district leadership. The program equips leaders to implement programs, policies, and practices to improve outcomes for all students.
Students can apply to one of two options within the doctorate of education:
- The Ed.D. with Washington Superintendent Certification includes a year-long internship in a P-12 district. Candidates are eligible for the Superintendent certificate at the end of the second summer. Candidates can complete all degree requirements within a three-year time frame.
- The second option provides a pathway for certified Superintendents to complete a doctoral degree. Candidates can complete all degree requirements within a three-year time frame.
Admission Criteria
- Master’s Degree from a regionally accredited college or university
- A minimum cumulative GPA of 3.00 (B) on a 4.00 scale for all college work
- Submission of PLU Graduate Application forms and non-refundable fee
- Official transcripts from each college and university attended
- Current professional resumé
- Statement of professional goals
- Two letters of recommendation
- Three years of building or district level leadership experience
- For Ed.D. plus Superintendent Credential
- Valid Washington State Teaching, Administrator, or ESA Certification
Applicants from other states who hold a certificate in that state may be admitted but will not be eligible for Washington state Superintendent Certification - Letter of District Internship Support
- OSPI Forms-4001 F-C & 4201
- Valid Washington State Teaching, Administrator, or ESA Certification
- For Superintendent to Ed.D.
- Washington state Superintendent Certificate completed at a Professional Educator Standard Board approved superintendent program.
Applicants who have completed superintendent credentials at regionally accredited college or universities in other sates may be able to transfer courses. They will be reviewed on a course-by-course basis.
- Washington state Superintendent Certificate completed at a Professional Educator Standard Board approved superintendent program.
Ed.D. in Educational Leadership with Superintendent Certification
This terminal degree program is designed for school leaders to obtain their Ed.D. and superintendent credentials in three years. The P12 (preschool through grade 12) School District Superintendent Certificate is embedded in the first year of the program. The superintendent credential is followed by two years of advanced leadership and research course work. The program culminates with two job-embedded applied projects focused on program evaluation and instructional leadership equity impacts in P12 schools and districts.
Degree Requirements
Ed.D. with Superintendent Certification
60 semester hours
- Superintendent Strand – 16 semester hours
- EDUC 741: Educational Law, Policy, and Governance (2)
- EDUC 742: Human Resources in K-12 (2)
- EDUC 743: Educational Finance in P12 (2)
- EDUC 744: Community & Family Engagement (2)
- EDUC 745: School Board Relations (1)
- EDUC 746: Crisis, Conflict, Emergency Management (2)
- EDUC 747: Central Office and Programmatic Leadership (2)
- EDUC 795: Executive Leadership Internship (1)
- Taken three times for a total of 3 credits
- Educational Leadership Strand – 18 semester hours
- EDUC 700: Educational/Instructional Leadership Orientation & Introduction (3)
- EDUC 731: Educational Leadership: Instructional Leadership (3)
- EDUC 732: Current Trends and Challenges in Educational Leadership (3)
- EDUC 760: Evaluation and Supervision in Educational Leadership (2)
- EDUC 761: Educational Leadership: Equity and Social Justice (3)
- EDUC 762: Educational Leadership: Systems Leadership (3)
- EDUC 763: Collaboration and Contributions to the Profession (1)
- Applied Research Strand – 26 semester hours
- EDUC 701: Educational Research I (4)
- EDUC 711: Educational Research II: Qualitative Research (1)
- EDUC 721: Educational Research III: Program Evaluation (2)
- EDUC 790: Program Evaluation Applied Project & Seminar (3)
- EDUC 791: Program Evaluation Applied Project & Seminar (4)
- EDUC 792: Applied Project Seminar (2)
- EDUC 793: Instructional Leadership & Equity Applied Project & Seminar (4)
- EDUC 794: Instructional Leadership & Equity Applied Project & Seminar (5)
Ed.D. for Certified Superintendents
47 semester hours
This program track is designed for individuals who have already completed a Superintendent credential program at another PESB-approved administrator program.
- Advanced Educational Leadership Strand – 3 semester hours
- EDUC 795: Executive Leadership Internship (1)
- Taken three times for a total of 3 credits
- EDUC 795: Executive Leadership Internship (1)
- Educational Leadership Strand – 18 semester hours
- EDUC 700: Educational/Instructional Leadership Orientation & Introduction (3)
- EDUC 731: Educational Leadership: Instructional Leadership (3)
- EDUC 732: Current Trends and Challenges in Educational Leadership (3)
- EDUC 760: Evaluation and Supervision in Educational Leadership (2)
- EDUC 761: Educational Leadership: Equity and Social Justice (3)
- EDUC 762: Educational Leadership: Systems Leadership (3)
- EDUC 763: Collaboration and Contributions to the Profession (1)
- Applied Research Strand – 26 semester hours
- EDUC 701: Educational Research I (4)
- EDUC 711: Educational Research II: Qualitative Research (1)
- EDUC 721: Educational Research III: Program Evaluation (2)
- EDUC 790: Program Evaluation Applied Project & Seminar (3)
- EDUC 791: Program Evaluation Applied Project & Seminar (4)
- EDUC 792: Applied Project Seminar (2)
- EDUC 793: Instructional Leadership & Equity Applied Project & Seminar (4)
- EDUC 794: Instructional Leadership & Equity Applied Project & Seminar (5)
Continuation Requirements:
To continue in the program, a candidate must maintain a 3.00 GPA, demonstrate dispositions in line with the National Educational Leadership Preparation (NELP) standards and those published by the School of Education, and successfully complete the Superintendent Portfolio and each Applied Project.
Program Requirements for Washington State Superintendent Certification
Candidates who successfully complete a program of professional studies in the school, who meet all related academic requirements for a degree or a certificate, and who meet all state requirements will be recommended by the school for a Washington State superintendent certificate. Specific requirements for the Superintendent Certificate include completion of a supervised internship of 360 hours and completion of a professional portfolio.
Additional state requirements include: minimum age of 18, good moral character, and personal fitness as evidenced by completion of Washington State Patrol/FBI background check via fingerprint clearance, completion of state certification application, and payment of state certification fee. Information regarding all state requirements and procedures for certification is available from the certification officer in the school. State requirements are subject to immediate change. Candidates should meet with school advisors each semester and the certification officer for updates in program or application requirements.
Note: The school will make every reasonable attempt to obtain and distribute the most current information regarding Washington State certification requirements, but cannot guarantee that state requirements will remain unchanged.
Doctor of Education (EDUC) - Graduate Courses
EDUC 700 : Educational/Instructional Leadership Orientation & Introduction
This course is to prepare students for executive/advanced school leadership roles in districts. The course emphasizes the character, dispositions, and skills, as well as the values and beliefs, which inform effective school and organizational leadership and support the development of a districtwide vision. Additionally, this course will introduce students to the PLU Ed.D. program and build relationships among cohort members and faculty. (3)
EDUC 701 : Educational Research I
This course provides foundational concepts in educational research including various methodologies. The course will address criteria for evaluating and using educational research in their own practice. Students will develop skills in understanding and evaluating research claims. Course concepts include descriptive and inferential statistics and quantitative research designs. Students will also develop knowledge and skills of action research. (4)
EDUC 711 : Educational Research II: Qualitative Research
This second course in the research methods sequence addresses major concepts of qualitative research methods. Students will learn the major methodologies and ethical implications of qualitative research including appropriate research questions. Students will learn and implement qualitative data collection and analysis techniques. (2)
EDUC 721 : Educational Research III: Program Evaluation
This third course in the research methods sequence addresses major concepts of program evaluation. This course prepares students to plan, implement, evaluate, and disseminate the results of a job-embedded Program Evaluation for their Applied Project. The course addresses the similarities and differences between program evaluation and other forms of education research and related ethical implications. Students will learn the steps in designing and conducting a program evaluation, as well as considerations when contracting for program evaluations, as many educational grants and programs require outside evaluation. (2)
EDUC 731 : Educational Leadership: Instructional Leadership
In this course, students will learn both the field's best knowledge of what high-quality learning is and how to generate it at a systems level. Students will read, discuss, collect and analyze data around learning at all levels of a school district's system; including, students, teachers, and school and district leaders. Concurrently, students will examine the leadership actions and formal and informal organizational systems that serve as levers for learning. Students will be guided by three key questions at each level of analysis: what is the learning, how does the learning occur, and when and under what conditions do people learn? (3)
EDUC 732 : Current Trends and Challenges in Educational Leadership
Educational leaders serve in districts impacted by many social, economic, and political factors; thus, leaders must maintain a clear understanding of these issues in order to implement change. This course will provide an in-depth analysis of current trends and issues impacting leadership. This will enable the candidate to focus on personal growth and development of characteristics of leadership. This course will explore and study the current issues and trends related to the field of education leadership through several case studies. Emphasis will be placed on current problems of practice, research, and analysis of practices related to effectiveness. (3)
EDUC 741 : Educational Law, Policy, and Governance
The primary goal of this course is to assist the school leader to develop the attitudes, knowledge, and skills necessary to effectively practice high quality, ethical and legal practices based on the law and appropriate policy application. This course explores federal and state law that school administrators and superintendents are responsible to know and administer. This course is a requirement for all students in the Ed.D. program and for the superintendent certification. (2)
EDUC 742 : Human Resources in P12
This course provides learning of concepts, skills, theories, and techniques involving human resource management and a review of examples of HR practices in P-12 school systems. This course extends what building leaders know and understand about HR and looks at it through a district and superintendent role. There will be an examination of human resource planning, development, and utilization in modern organizations. Topics include: recruitment, selection, training and development, performance appraisal, collective bargaining, contracts, benefit programs, relationships, and role of the human resource department. (2)
EDUC 743 : Educational Finance in P12
The primary goal of this course is to help aspiring school leaders understand school finance and the systemic and political impacts on P12. Students will look at school funding, applying an equity and instructional lens, to help prioritize and guide district level funding. Particular emphasis will be placed on the role of the superintendent or program leader in advocating for students and programs. (2)
EDUC 744 : Community & Family Engagement
The primary goal of this course is to assist district leaders in developing the knowledge, skills, and cultural understanding to improve learning and achievement by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Students will explore the roles and responsibilities of school leaders in co-creating with families and communities to establish social networks of shared responsibility for student learning and development. This course is a requirement for all students in the Ed.D. program and for the superintendent certification. (2)
EDUC 745 : School Board Relations
The school board governs and the superintendent administers the school district. While this may sound simple, it is often the most difficult area for the board and superintendent to clarify. Not having a clear understanding of the board and superintendent's proper role can lead to poor communication, mistrust, and, in the end, conflict and educational failure. This course will focus on the role of the superintendent, board, and the relationship between the two. (1)
EDUC 746 : Crisis, Conflict, Emergency Management
Effectively managing crisis, conflict, and emergencies is a critical responsibility of a school leader. This course focuses on how educational leaders plan for, manage, and address crises at the institutional level. This course provides practical experiences where students analyze and apply knowledge related to crisis management systems essential to the health and safety of employees and students. (2)
EDUC 747 : Central Office and Programmatic Leadership
This course focuses on superintendent or school district leader roles in establishing effective central management and the integration of special programs; including, Title I, LAP, student services, early childhood, career and technical education, and special education. The course also includes systems and strategies to evaluate program leaders and principals across the system. Students will explore approaches to improve central district systems and student learning for historically underserved populations. (2)
EDUC 760 : Evaluation and Supervision in Educational Leadership
The primary goal of this course is to develop knowledge, skills, dispositions, and cultural competence required of the aspiring school leader to effectively assess instruction and provide feedback to teachers for the improvement of practice and pedagogy in the P-12 setting. This course will cover the evaluation and supervision of certificated staff; including, teachers, principals, and central office/program administrators. During this course, the school leader will conduct several classroom, school, and district observations using the Washington State Teacher and Principal Evaluation (TPEP), one of the three approved instructional frameworks, and the AWSP principal framework. (2)
EDUC 761 : Educational Leadership: Equity and Social Justice
This course will prepare students to serve as leaders who can demonstrate effective diversity leadership for all students; including, students of all races, students who are linguistically diverse, students with disabilities, students from low-income families, and students along the gender/sexual identity spectrum and their intersections. This course supports students in creating equitable and rich school and district cultures where staff, students, and members of the wider school community are engaged and work together to create a dynamic, inclusive learning environment. (3)
EDUC 762 : Educational Leadership: Systems Leadership
The goal of this course is to expand the students' understanding of systems thinking (a) the role of the leader in evaluating systems theory and frameworks used by educational organizations, particularly in the creation and maintenance of organizational identity; (b) knowledge and skill of policy formulation, evaluation, and advocacy; including, methods of influence, building strategic alliances, and setting policy agendas; (c) the role of the educational leader in working with multiple constituencies (government, legislature, lobbyists, special interest groups, media); and (d) purposes and effective strategies for building teams in leadership settings. (3)
EDUC 763 : Collaboration and Contributions to the Profession
This course supports Ed.D. students/candidates by offering opportunities for them to engage in providing and receiving professional growth and development, mentorship, and networking within the P-12 system. Students in this course will partner with local school and local system leaders, community leaders, current cohort members, and alumni to advance connections and identify next career steps. (1)
EDUC 790 : Program Evaluation Applied Project & Seminar
This is the first course in the Ed.D. Program Evaluation Applied Project Series. Throughout this sequence the Ed.D. student will plan, implement, evaluate, and disseminate the results of a job-embedded Program Evaluation. (3; 1 didactic, 2 clinical)
EDUC 791 : Program Evaluation Applied Project & Seminar
This is the second course in the Ed.D. Program Evaluation Applied Project Series. Throughout this sequence the Ed.D. student will plan, implement, evaluate, and disseminate the results of a job-embedded Program Evaluation. This course includes public presentation of the Program Evaluation to both an academic audience as well as the relevant client (e.g. school, district, state agency, and/or community organization). (4; 1 didactic, 3 clinical)
EDUC 792 : Applied Project Seminar
This course serves as an introduction to the Instructional Leadership and Equity Applied Project process. Students will build upon their research methods and leadership courses to develop their problem statement, research question(s), and outline for their project proposal. The course will also provide an overview of the IRB process. (2)
EDUC 793 : Instructional Leadership and Equity Applied Project & Seminar
This is the first course in the Ed.D. Instructional Leadership and Equity Applied Project series. Throughout this sequence the Ed.D. student will plan, implement, evaluate, and disseminate the results of an Equity Focused Applied Project that represents a synthesis of the learning throughout the doctoral program. (4)
EDUC 794 : Instructional Leadership and Equity Applied Project & Seminar
This is the second course in the Ed.D. Instructional Leadership and Equity Applied Project series. Throughout this sequence the Ed.D. student will plan, implement, evaluate, and disseminate the results of an Instructional Leadership and Equity Focused Applied Project that represents a synthesis of the learning throughout the doctoral program. This course includes public presentation of the project to both an academic audience as well as the relevant school, district, state agency, and/or community organization. (5; 1 didactic, 4 clinical)
EDUC 795 : Executive Leadership Internship
The superintendent internship is part of the professional preparation of school administrators. The basic function of the internship is to enable the intern/candidate to gain the necessary experience in the performance of the critical tasks of his/her profession while under the close supervision of a certified, experienced superintendent and a university field supervisor. The internship is 360 hours and will assist the aspiring school leader by building upon coursework and learning through practical field experience. NELP leadership standards that are in the foundation for the superintendent certification program frame this course. Will be repeated twice for certification and may be repeated up to four times total. (1)