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Simmons School of Education and Human Development
(2010 Graduate Catalog)
Department of Education Policy and Leadership
Senior Lecturer Lee Alvoid,
Department Chair
Professors: David J. Chard, James Guthrie, G. Reid Lyon.
Associate Professors: Leanne Ketterlin Geller, J. Kyle Roberts.
Senior Lecturer: Gail Hartin.
Clinical Professor: Lori S. White.
Established in 2008, the Department of Education Policy and Leadership focuses on preparing educators for leadership roles in complex school settings. Coursework and systematic applications of knowledge are designed to ensure that the education leaders of tomorrow acquire expertise in developing and supporting effective teachers and other education service providers; selecting and implementing effective curricula and instructional programs; and identifying, implementing and sustaining effective organizational practices to ensure high levels of student learning and achievement. The department is also dedicated to the preparation and continued education of education policy leaders. The department seeks to improve the quality and rigor of education policy research, policy development and policy analysis, and to encourage and facilitate the translation of research into policy and practice at local, state, national and international levels.
The Annette Caldwell Simmons School of Education and Human Development offers a Ph.D. program that is available to qualified candidates in all of its departments, including the Department of Education Policy and Leadership. The program is ideal for students interested in a doctoral program with an education policy, leadership and research orientation. The Ph.D. in education prepares students to understand, evaluate and conduct education research that will contribute to the improvement of student learning, teaching practices, services to special populations and, ultimately, to the improvement of all levels of education. The program’s distinctive vision is to respond to the need for educational leaders who can provide data-based recommendations for educational policy and innovative new teaching and assessment practices.
Curriculum
The curriculum of the doctoral program prepares students for leadership, research and innovation in a broad range of educational contexts. Doctoral students must complete a minimum of 60 credit hours of coursework across approximately four years, with at least two years through enrollment at SMU. Required coursework consists of 21 hours of core research courses, 21 hours of specialty area courses and 18 hours of electives. The core research curriculum includes professional seminars in research paradigms and design, a quantitative statistics series, advanced assessment methods, and mixed methods (qualitative and quantitative research). Additional details are described in the Doctor of Philosophy section of this catalog.
Admission Requirements
The Ph.D. program is designed to augment an existing Master’s degree or equivalent preparation. Admission is based on an overall evaluation of the candidate’s undergraduate and graduate transcripts, GRE graduate school entry exam scores (ideally 1100+), TOEFL English language proficiency test scores if the student’s native language is not English, written records demonstrating at least three years of full-time teaching or school-related experience, a statement of purpose and aspiration, three letters of recommendation, and faculty interviews.
Degree Requirements
Ordinarily, students must enroll in nine hours of coursework (i.e., three courses) per term in full-time residence through enrollment at SMU for the first two years of the program. With the assistance of their advisers (and dissertation committees), students develop programs of study tailored to their particular needs. However, all students share the same set of core requirements. Requirements for the doctoral degree encompass the 60 credit hours of coursework (including approved transfer credits), qualifying exams, a major area paper (often related to the future dissertation), evidence of teaching competency, dissemination of research (e.g., a conference presentation), a professional portfolio of the student’s best work, advancement to the dissertation phase, formation of a dissertation committee, a dissertation with an oral defense and submission of a variation of the dissertation for possible publication. Students are expected to participate as assistants in extant research studies (often conducted in local school districts) as part of the research requirements of the program.
At the discretion of the adviser and doctoral committee, the Education Specialist degree is offered as an
alternative to the Ph.D. to students who are unable to complete the doctorate. To qualify for the Ed.S., a student must 1) pass the qualifying exams, 2) complete 60 term hours, 3) write an acceptable major area paper, 4) make a conference presentation and 5) submit an acceptable professional portfolio.
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The Master's degree in educational leadership is designed to prepare educators for leadership positions in early childhood through grade 12 schools, including public, charter, private, secular and religious schools. Through study and research in the areas of organizational leadership, academic leadership and teacher effectiveness, graduates of the program will be well prepared to develop and support effective teachers; select and implement effective curricula and instructional programs; and identify, implement and sustain effective organizational practices. The M.Ed. in educational leadership curriculum is designed in accordance with certification requirements established by the state of Texas and is consistent with national standards and empirical evidence on effective school leadership knowledge and skills.
To this end, the program will have the following unique features: a comprehensive academic leadership component that comprises five courses focused on the core domains of instruction (including mathematics, literacy, science, social studies and world languages) as well as special programs such as fine arts and special education, field-based projects (internship experiences) integrated throughout the program, courses and projects that mirror the cycle of a typical school year, a quarter system that enables students to complete the M.Ed. program in one calendar year as part of a cohort model, and attention given to ensuring that all graduates have the knowledge and skills to evaluate the effectiveness of their leadership on the schools in which they serve. A significant emphasis is placed on preparing students to assess the evidentiary basis of different organizational and management models, education reform models, instructional programs and tools being considered for their respective schools, and implementation models and strategies to determine known or potential impact on student learning and achievement. Each course provides a context for the integration of this knowledge with the academic content being learned and applied.
Program Structure
This 45-credit-hour program is designed for working professionals and can be completed within one year. Students begin the program in the fall as part of a cohort, taking courses in a prescribed sequence through two seven-week modules offered during the fall, two seven-week modules offered during the spring and two five-week modules offered during the summer.
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EDU 6140. Instructional Leadership Development/Professional Development Appraisal System. This one-hour seminar is a required training for Texas Principal Certification. The seminar is conducted by certified trainers from the Region 10 Educational Service Center.
EDU 6240. Organizational Leadership: Values and Ethics of Leadership. This course focuses on the legal and policy issues critical to effective school leadership. Topics include compliance; equity; code of ethics; and the development, communication and implementation of effective policy.
EDU 6241. Organizational Leadership: Organizational Behavior. This course is a study of behavior in school organizations. Topics include leader, teacher and student perceptions, as well as their attitudes, motivation, goal-setting, program implementation, influence and leadership.
EDU 6242. Academic Leadership: Literacy and Language Arts. This course addresses trends and issues impacting instructional programs in literacy and language arts. Topics include program development; evaluation; compliance issues; and implications for budget, facilities and staffing.
EDU 6243. Field Studies 1. Field studies courses include internship activities directly aligned to the coursework in each module of the program. Field studies projects are a part of a summative portfolio assessment.
EDU 6244. Organizational Leadership: Organizational Leadership. This course focuses on campus planning, goal-setting, and consensus-building and resource allocation to promote student achievement. Topics include data-based decision-making tools, conflict resolution, and implementing and sustaining change.
EDU 6245. Organizational Leadership: Leading Organizational Change. This course focuses on practical models and change tactics that leaders can use to make their schools more effective. Students learn to recognize and address potential barriers to implementing change.
EDU 6246. Academic Leadership: Mathematics and Science. This course addresses trends and issues impacting instructional programs in mathematics and science. Topics include program development; evaluation; compliance issues; and implications for budget, facilities and staffing.
EDU 6247. Field Studies 2. Field studies courses include internship activities directly aligned to the coursework in each module of the program. Field studies projects are a part of a summative portfolio assessment.
EDU 6248. Academic Leadership: World Languages and Social Sciences. This course addresses trends and issues impacting instructional programs in world languages and social studies. Topics include program development; evaluation; compliance issues; and implications for budget, facilities and staffing.
EDU 6249. Academic Leadership: Fine Arts/Physical Education/Career and Technology Education. This course addresses trends and issues impacting instructional programs for the arts, physical education, and career and technology education. Topics include program development; evaluation; compliance issues; and implications for budget, facilities and staffing.
EDU 6250. Teacher Effectiveness: Leader Coaching Development. This course consists of evaluating criteria for measuring team effectiveness, examining team developmental cycles, design of feedback systems and effective communication technology.
EDU 6251. Field Studies 3. Field studies courses include internship activities directly aligned to the coursework in each module of the program. Field studies projects are a part of a summative portfolio assessment.
EDU 6252. Academic Leadership: Special Populations. This course addresses trends and issues impacting instructional programs for special populations. Topics include program development; evaluation; compliance issues; and implications for budget, facilities and staffing.
EDU 6253. Teacher Effectiveness: Personal and Professional Development. This course focuses on the selection, development, supervision and retention of effective teachers. Topics include effective professional development models, teacher leadership roles, and equitable personnel policies and procedures.
EDU 6254. Teacher Effectiveness: Student Services. This course assists candidates in understanding how school discipline, campus safety and crisis management support learning. Data from student services such as counseling, cocurricular activities, and social and health services are analyzed.
EDU 6255. Field Studies 4. Field studies courses include internship activities directly aligned to the coursework in each module of the program. Field studies projects are a part of a summative portfolio assessment.
EDU 6391. Organizational Leadership: Collaborative Leadership. This course focuses on strategies to engage families and communities in campus improvement. Candidates review how other governmental entities and business partners can promote student achievement.
EDU 6392. Field Studies 5. Field studies courses include internship activities directly aligned to the coursework in each module of the program. Field studies projects are a part of a summative portfolio assessment.
EDU 6393, 6394. Portfolio Seminar. Final portfolio development value-added project presentations take place in this seminar. Participants include the advising professor, clinical faculty and school-based mentors.
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