This Power Point was shared by Dr. Len Goduto at the reception to celebrate the launch of Rider University's Ed.D. in Educational Leadership program. Learn more at www.rider.edu/edd

1. Doctor of Education in
Educational Leadership

2. A Doctorate of Education Degree
from Rider University
• Provides an opportunity to:
• engage with theory, practice and research aligned to your work in educational
settings
• deliver effective leadership in a variety of educational settings
• work with talented and experienced educational practitioners-professors in a
rigorous educational setting
• form lasting professional relationships with fellow cohort members
• develop into the role of scholar/practitioner

3. A Doctorate of Education Degree
from Rider University
• Traditional Leadership Roles in K-12
• Superintendent/Assistant Superintendent
• Principal/Director
• Supervisor of Curriculum and Instruction
• Non-Traditional Leadership Roles
• Non-Profit Organizations
• Charter School Leadership
• Private School Leadership
• School Leadership Abroad
• Higher Education
• Teaching
• Administration

4. Ed.D. Program Features
• Flexibility designed around the schedules of working professionals that
features online and on-campus classes
• Both asynchronous and synchronous online class meetings throughout the
semester with many opportunities for inquiry and collaboration
• Three on-campus Saturday sessions each fall and spring semesters
• Eight day summer residencies in July (1st Cohort July 10-13, July 17-20)
• Assistance with registration and guided advisement throughout the program
• A Dissertation of Practice will culminate the experience

5. Goals and Objectives of the
Program
• Provide candidates with the skills to practice strategic leadership that articulates
and promotes a vision, mission, values, and beliefs that meets the needs of all
student learners
• Provide a program of study that enhances candidates’ understanding of the role
that the school’s culture contributes to school performance, student learning, and
the achievement of collective goals
• Develop candidate’s skills to create a school/district professional learning
community which empowers teachers with distributive leadership and decision
making

6. Goals and Objectives of the
Program
• Develop candidates’ managerial leadership skills in budgeting, staffing, problem
solving, and communicating
• Facilitate the development of candidates’ leadership skills that will enhance
parent, community, business engagement, and support of the entire school/district
community
• Enhance candidates’ political leadership skills to facilitate social cohesion and
shared decision-making among staff
• Provide a model for candidates to aid them in making decisions based on set
ethical standards

7. Process of Program Approval
• Education Advisory Board
(EAB) Market Analysis
• Program Development
• Department of Graduate
Educational, Leadership and
Counseling Approval
• School of Education Academic
Policy Committee Approval
• Rider Board of Trustees Approval
• New Jersey Presidents Council
Approval
• External Review/Site Visit
• Middle States for Higher Education
Approval
• Office of the Secretary for Higher
Education Approval
• Two External Reviews/Site Visit

8. Ed.D.Program Description
• Candidates in the Ed.D. program will begin their studies with a cohort of 10-
12 highly qualified candidates from around the region
• Progress through a prescribed three-year (36 months), hybrid(on-line/on-
campus), summer residency and weekend-based curriculum
• Each year is divided into Summer, Fall, Spring Semesters with one J-Term
during the third year
• A full degree program is comprised of 51 credit hours
• Classes will meet three Saturdays per semester
*Course descriptions are on-line at: rider.edu/edd

9. Educational Leadership Curriculum
• Summer I:
• Strategic Management, Organization and Moral Leadership Behavior in a Culture of
Learning
• Instructional Leadership and Educational Reform
• Fall I:
• Action Research for Educators: assessing needs, documenting the steps of inquiry,
analyzing data, and making informed decisions that can lead to desired outcomes
• Educational Change, Systemic Reform, Exercising the Politics of Change
• Spring I:
• Community Building and Sustaining Community Partnerships
• Curriculum Leadership: Transforming Teachers/Developing Teacher Talent

10. Educational Leadership Curriculum
• Summer II:
• Research Proposal Development
• Generating, Using, and Assessing Data Accountability and Student
Assessment
• Fall II:
• Finance, Fundraising and Fiscal Management
• Valuing Diversity, Developing and Fostering a Community of Learners
• Spring II:
• Innovation and the Use of Technology
• Leading Programs:Diverse Learners and At Risk Students

11. Educational Leadership Curriculum
• Summer III:
• Law and Policy
• Dissertation of Practice I
• J-Term:
• Dissertation of Practice II
• Fall III:
• Dissertation of Practice III
• Spring III:
• Dissertation of Practice IV

12. Advanced Leadership Initiative
• Advanced Leadership Initiative’s (ALI’s) are an essential component
of the program
• ALI’s are outcome-based authentic learning experiences which are
assigned in each course
• Candidates are required to complete the ALI which is directly
associated with one or more of the ten Professional Standards for
Educational Leaders 2015
• Through each of the assigned ALI’s candidates will gain exposure to
and develop competency in each of the ten standards

13. Advanced Leadership Initiative
• Each ALI should be developed around the assignment guidelines
given for each class.
• These initiatives will serve as a basis for future research to be
conducted in the Dissertation of Practice.
• Candidates will apply their research and writing skills developed in
each course to the AIS.
• Candidates should expect to engage in this process for the purpose of
generating a substantive authentic outcome.
• ALI’s are a preface to the Dissertation of Practice

14. Components of the Dissertation of
Practice
• Describe the problem
• Define the factors involved in area of focus
• Collect information about the current state of the problem
• Design a plan for an effective response to the problem
• Describe data to be collected
• Implementation plan
• Present data collection and analysis plan
• Implications for practice

15. Admission Requirements
• Complete an application online to be reviewed by the Admission
Committee
• Official undergraduate and graduate degree documentation (transcripts)
• Master’s degree from an accredited college or university (3.0 GPA min)
• Three years of experience in a related field of education
• Professional Resume
• Admission Statement
• Faculty recommendations
• Two professional recommendations
• Interview by the Admission Committee

16. Financial Issues
•Cost of the Program
•Financial Aid
•Payment Schedule

17. Questions