1. AdministrationandSupervision
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Courses
The doctoral degree in educational administration and supervision is an opportunity for
educational leaders to enhance their knowledge and skills in research and current trends in
education, with a view to becoming administrative and policy leaders in the field of education.
Highly qualified educational leaders who demonstrate a desire to further their professional and
scholarly knowledge, and who possess the dedication and commitment to doctoral study, are
selected for this program.
Contact
Queens
Kelly Ronayne, DA, Associate Dean
Office of Graduate Admission
8000 Utopia Parkway
Sullivan Hall, Room G9
Queens, NY 11439
718-990-2304
graded@stjohns.edu
View Course Information
The program consists of a minimum of 60 credits beyond an initial master’s degree in
educational leadership or a closely related field. Upon admission, the candidate is assigned a
faculty academic advisor who assists in developing a course plan in accordance with the program
requirements.
Candidates typically enroll part-time (two courses per semester) for the majority of their
program. Courses are offered on the Queens campus (weekday evenings) and at the Oakdale
location (weekend format). A limited number of doctoral fellowships are available each year for

2. candidates pursuing full-time study. Doctoral dissertation research is conducted with the
mentorship of a faculty advisor following the completion of course work.
If you are applying to the Oakdale location, at least one course must be completed on the Queens
campus.
Doctorate In Administration & Supervision, 60 Credits
Download the program planning sheet.
I. Core: Choose 4 of 5 Courses – 12 credits
 EDU 7004 Essential Readings in Curriculum through the 21st Century
 EDU 7665 Leadership in Instructional Technology I
 EDU 5571 Administrative Leadership & Planned Change
 EDU 5301 Leadership, Values, Decision-making & Multicultural Organization
 EDU 5103 Educational Governance and Policy Issues
II. Areas of Interest: 18 credits Choose Any 6 courses
 EDU 5471 Leadership in Instructional Supervision
EDU 5632 Organization & Admin. of Elem. & Secondary School Curricula
 EDU 5650 School Based Data Analysis
 EDU 5741 Finance in Education
 EDU 5761 School Based Business Administration for Administrators and Supervisors
 EDU 5551 Organization& Administrative Leadership in Higher Education
 EDU 5552 Issues and Problems in the Administration of Higher Education
 EDU 7665 Leadership in Instructional Technology I
 EDU 7669 Leadership in Instructional Technology II
 EDU 7666 Developing Curriculum Materials for the Web
 EDU 5701 Curriculum and Teaching: Theories Into Practice
 EDU 7715 Issues in Curriculum: Theory and Development
 EDU 7708 Trends and Techniques in the Evaluation of Programs
 EDU 5811 Administration & Supervision of Services for Diverse Students
 EDU 7410 Identification of the Gifted and Talented
 EDU 7413 Professional Collaboration and Leadership in Gifted Education
III. Required ResearchMethodology: 12 Credits
 EDU 5655 Educational Research & Data Analysis I
 EDU 7211 Educational Research & Data Analysis II (Prereq. 5655)
 EDU 7901 Educational Research & Data Analysis III (Prereq. 5655 & 7211) (Prereq.
5655 &7211)
 EDU 7800 Multivariate Data Analysis (Prereq. 5655 & 7211)
 OR
EDU 7900 Qualitative Research Methods in Education (Prereq. 5655 ) 5655)

3. IV. Internship Seminar/ Independent Study: 3 credits
 EDU 5950 Internship Seminar in SBL
 EDU 5951 Internship Seminar in SDL
V. Behavioral and Social Sciences Component: 6 credits
 Relevant courses Approved by Faculty Advisor (Ex. Anthropology, Sociology, Speech,
Business, Linguistics or in Sequence).
VI. Doctoral Level Comprehensive Examination Required
 EDU 5990 Doctoral Research Seminar
Doctorate In Administration & Supervision at Oakdale, 45 Credits
Download the program planning sheet.
Year I: 18 credits
 EDU 5650 School Based Data Analysis
 EDU 5571 Administrative Leadership & Planned Change
 EDU 5743 Educational Planning
 EDU 7801 Digital Portfolio
 EDU 5105 Multicultural Social Organizations
 EDU 5741 Finance in Education
Year II: 18 credits
 EDU 5655 Educational Research & Data Analysis I
 EDU 7211 Educational Research & Data Analysis II (Prereq. 5655)
 EDU 7900 Qualitative Research Methods in Education (Prereq.5665,7211) 5665
(Prereq.55665&56555655)
 EDU 5419 Advanced Study in Organizational Theory
 EDU 5103 Educational Governance and Policy Issues
 EDU 7901 Educational Research and Data Analysis III (Prereq.5665,7211)
Year III. 9 credits
 EDU 7701 Research/Development in Instructional Strategies
 EDU 5721 Collective Bargaining
 EDU 5990 Doctoral Dissertation Seminar
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Admission

4. Please view the School of Education Graduate Admission Application Requirements for detailed
admission information. Admission requirements include a minimum 3.2 graduate GPA,
satisfactory scores on the GRE verbal and quantitative sections and an interview with the
department graduate policy committee.
Graduate Admission Information
School of Education
Office of Graduate Admissions
Sullivan Hall SB 9
718-990-2304
graded@stjohns.edu
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Career Outcomes
The program will prepare graduates to:
Create a learning environment that supports student achievement.
 Demonstrate knowledge of the function of instructional supervision within the overall
organizational structure of schools.
 Identify the distinct instructional and leadership roles of supervisors working with
classroom teachers that support and sustain effective learning environments for students
and staff.
 Illustrate selected supervisory techniques and strategies and their advantages and
disadvantages.
 Critique the effectiveness of formative and summative evaluation in the supervision
process.
 Construct a paradigm of professional development that focuses on mentoring and
collaboration
Understand the knowledge and skills required of school leaders.
 Demonstrate the ability to share and promote an articulated vision for schools.
 Demonstrate the interpersonal and human relations skills needed for goal setting, problem
solving and decision making in a collaborative working environment.
 Apply leadership skills within and beyond the school community with emphasis on
parents, business partners and professional organizations.
 Manage the finances, facilities and other noneducational services necessary for the
operation of a school.

5.  Affiliate with professional organizations (PDK, ASCD, ASBO etc.) in order to broaden
and strengthen professional growth.
Demonstrate knowledge of the current research, major theories, models and principles of
teaching and learning.
 Describe the relationship between curriculum, instruction and teaching and learning
 Compare the differences among teacher styles, teacher processes, teacher behaviors,
teacher effectiveness and their influence upon learning
 Design teaching and instructional prescriptions for responding to individual students’
abilities, needs and interests
 Evaluate the use of appropriate student support services to meet the individual learning
needs of students
Understand the value, power and role of maintaining a high standard of personal and
professional ethics.
 Set a standard and developing a plan for educating students about personal and social
responsibility.
 Communicate the dilemmas and difficulties of ethical decision-making by demonstrating
a willingness to risk your own self-interest for the sake of organizational and community
goals.
 Maintain a high level of personal, professional and academic integrity.
 Establish a strong relationship with the larger community by understanding its values,
beliefs and principles.
 Take seriously the perspectives of others by listening and working within the community.
 Establish clear legal, social and organizational parameters for ethical decision-making
while displaying the courage and willingness to take risks and accept responsibility for
the outcome.
Understand the value of human resources in leading an organization.
 Recognize that the people in the organization are its greatest resource by valuing the
professional contributions of the staff, developing the staff’s ability to relate to people
and fostering collaborative relationships within and outside the school community.
 Acknowledge and supporting each individual’s skills by including their contributions in
determining and realizing the mission and vision of the organization.
 Develop the interpersonal skills that help employees relate to others, improve work
processes that facilitate the organizations’ collective efforts, and address the needs of
individuals as well as groups.
 Trust the strength of others by valuing their efforts and contributions and by formally and
regularly recognizing those efforts.
Demonstrate the ability to conduct research that will make a significant contribution to the field.

6.  Develop procedures for independently investigating educational issues using both
statistical and qualitative methods.
 Analyze the existing body of research in order to make recommendations for appropriate
programs, products and services for schools and districts.
 Draw reasoned interpretations from investigations to make informed decisions regarding
educational issues.
 Apply professional and ethical standards to research and to work in the field
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Global Approach to Education
The doctoral degree in educational administration and supervision provides a means for
candidates to participate at the state and national levels in conducting research and impacting
educational policy and practice through engagement in professional organizations and agencies.
Our program graduates have advanced in leadership roles in their respective schools and
districts. They are also actively engaged in preparing future teachers and school leaders through
teaching at colleges and universities, or administrative positions in governmental agencies or
research organizations that play a role in education.
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Additional Information
Partnerships
The Department of Administrative and Instructional Leadership has partnerships with
educational agencies in the metropolitan area, including the Nassau County BOCES, Eastern
Suffolk BOCES, Stony Brook University and the New York City schools. Collaborative ventures
with educational institutions in Korea and Italy have also been established.
What makes our program unique? Why come here?
The doctoral program at St. John’s University has an outstanding reputation for quality and
completion. Faculty advisors work closely with candidates to identify research topics pertinent to
the field of education and relevant to their own work contexts. The partnerships listed above
provide a unique opportunity to examine issues in education with data that reflects the current
challenges in the local area, region or state.
Internships/Placement
University Career Services provides assistance to candidates as they seek to identify
opportunities for advancement.
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