• Offering Campuses
• Program Overview
• Program Learning Outcomes
• Admission Requirements
• Graduation Requirements
• Research Project Requirements
• Program Requirements

Offering Campuses

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Argosy University, Atlanta; Argosy University, Hawai´i; Argosy University, Sarasota; Argosy University, Tampa

Program Overview

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The Doctor of Education (EdD) in Teacher Leadership degree program is a 60 credit hour program designed for classroom teachers who are looking to expand their content knowledge, develop leadership skills, teach more effectively, and support the professional development of their peers. Candidates in this degree program will have the opportunity to become skillful in building collaborative relationships and learning communities that focus on student learning and support a strong positive climate in the school. Peer mentoring and coaching are modeled and practiced throughout the program in field experiences and the culminating research project. The program culminates in a dissertation related to teacher leadership and is designed to add knowledge to the field of teacher leadership. The EdD in Teacher Leadership degree program does not prepare for or lead to teacher or school administrative certification/ licensure.

Note to Students

The program listed above DOES NOT lead to teacher or administrator certification, licensure, or endorsement in any State in the United States. This program is designed to enhance the skills and knowledge of students who are already certified, licensed or endorsed and for students who are interested in pursuing these degrees for reasons other than obtaining teacher or administrator certification, licensure, or endorsement. Additionally, the credits earned through participating in this program offered by Argosy University are unlikely to be transferable to any other similar program that is approved for teacher or administrator certification, licensure or endorsement in any State.

Argosy University, Atlanta Students

The programs offered through Argosy University, Atlanta College of Education DO NOT lead to teacher or administrator certification, licensure, or endorsement in any State in the United States. Further, due to recent rule changes by the Georgia Professional Standards Commission (PSC), students must meet program completion deadlines and rules issued by the PSC in order to be eligible for possible certification upgrade.
 

Program Learning Outcomes

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The EdD in Teacher Leadership degree program learning outcomes align with the National Board for Professional Teaching Standards (NBPTS).

 

	Standard 1
	NBPTS #1:  Teacher Leadership candidates demonstrate and apply skill in evidenced-based principles of effective leadership, teacher development, and student learning   Candidates articulate their knowledge of effective leadership to encourage high levels of performance for teachers and students.  Candidates identify and apply strategies that support both adult and student learning and development.  Candidates respect the individual differences and diversity of the school community that includes students, staff, families, and other stakeholders. Candidates facilitate the development of efficacy among other teachers in their school and district.
	Standard 2
	NBPTS #2:  Teacher Leadership candidates know the subjects they teach and how to teach those subjects to students Candidates demonstrate subject area mastery with a deep understanding of the history, structure, pedagogy, and real-world applications. Candidates apply subject area skill and experience in teaching and coaching. Candidates model diverse instructional strategies to facilitate student learning. Candidates engage in reflective practice concerning teaching and leadership roles and responsibilities, and encourage reflective practice in others.
	Standard 3
	NBPTS #3:  Teacher Leadership candidates promote the use of data-based decisions and evidence-based practice. Candidates apply and monitor effective instruction that includes a range of research-based instructional and motivational techniques that both engage and focus students. Candidates lead collaborative efforts to develop high quality classroom assessments among grade-level and content-area teachers. Candidates serve as building leaders in the development, implementation, and continuous improvement of a comprehensive, cohesive, and integrated school assessment plan grounded in multiple measures and data sources. Candidates support teachers in responding to the intervention process by designing, implementing, gathering, and analyzing appropriate data collection processes. Candidates collaboratively analyze assessment data to plan and implement differentiated instruction to meet diverse student needs.
	Standard 4
	NBPTS #4:  Teacher Leadership candidates participate in developing and supporting a shared vision and clear goals for their schools. Candidates participate in developing a shared vision for short-term and long term goals for ongoing school reform, and continuous improvement. Candidates support other school leadership team members in implementing, advocating and communicating the school’s vision and goals. Candidates participate in designing practices and structures that create and maintain an effective learning culture. Candidates demonstrate skill in managing the change process by assisting and supporting teacher learning through professional development. Candidates advocate for and initiate increased opportunities for teamwork to promote and support student achievement and other school goals.
	Standard 5
	NBPTS #5: Teacher Leadership candidates promote and model ongoing professional learning and improved practice within a learning community that facilitates a collaborative learning culture. Candidates nurture open and effective lines of communication with students, parents, other educators, administrators, and the community through professional learning communities. Candidates model, mentor, and coach collaborative initiatives that share knowledge and demonstrate interdisciplinary instruction among teachers. Candidates develop, implement, and evaluate professional development activities for teachers. Candidates model professional, legal, and ethical behavior and expect it from others.

Admission Requirements

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• A master’s degree in education or a related field from a regionally accredited institution, an approved nationally accredited institution, or an appropriately certified foreign institution
• A grade point average of at least 3.0 (on a scale of 4.0) in work leading to the master’s degree and in any subsequent graduate study; and
• A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy .”
• A valid teaching certificate and/or current experience working in the P-12 setting with students
• a minimum of 3 years teaching experience in the P-12 setting
• A criminal background check or fingerprint check
  –OR–
• Evidence of current background check or fingerprint check (typically a copy of a teacher certificate/license)

All applications for admission must be submitted to the Admissions Department. An admissions representative is available to help interested applicants complete the following required documentation:

• Completed Application for Admission Form
• Application fee (Non-refundable, except in California and Arizona. In the state of Arizona, the application fee is refundable if the application is canceled within three business days of the applicant signing the Enrollment Agreement.)
• Personal goal statement with a self-appraisal of qualifications for the profession
• Current résumé
• Two letters of recommendation (one from a source familiar with student’s academic abilities and one from a current school administrator)
• Official transcripts from all post-secondary schools attended

Graduation Requirements

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 Candidates enrolled in the EdD in Teacher Leadership degree program are eligible for graduation when the following conditions are met:

• Satisfactory completion of all requirements in the program of study developed in consultation with the advisor.
• Satisfactory completion of 60 credit hours beyond the master’s degree that includes
  • 24 credit hours of Core course requirements
  • 3 credit hours of Content elective requirements
  • 12 credit hours of Research requirements
  • 9 credit hours of Research Project requirements
  • 12 credit hours of Dissertation requirements
• A minimum grade point average of at least 3.0 (on a scale of 4.0) and a grade of “B-“ or better in all required courses
• Successful completion of the Research Project
• Passage of the Comprehensive Exam
• Completion of requirements within seven years of matriculation into the program
• A completed Petition to Graduate submitted to campus administration

Research Project Requirements

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 The Research Project is a three semester experience that is fulfilled by the completion of E 7920 Research Project I , E 7921 Research Project II , and E 7922 Research Project III . The project affords the candidate the opportunity to: reflect on his/her content area knowledge as it directly relates to the standards and curriculum; enhance and refresh his/her knowledge base with new knowledge in the area; study new or adapted pedagogical strategies to transmit that information; and to look at assessment of student content knowledge in new ways. During E 7920 Research Project I , the candidate researches professional learning communities and national, state and local content standards. The candidate writes a proposal for the establishment of a community that will meet throughout E 7921 Research Project II . The expectations are that the candidate will: 1) devote a minimum of 240 clock hours to the development and execution of the action research plan, and 2) the faculty learning community will meet, at a minimum, bi-weekly for a full semester. The 240 clock hour expectation spans both E 7920 Research Project I  and E 7921 Research Project II . During E 7922 Research Project III , the candidate will complete the project and develop a summary portfolio report based on the analysis of data obtained during E 7920 Research Project I  and E 7921 Research Project II  and produce the final products identified in E 7922 Research Project III .

Due to the specific focus of the three Research Project courses on the candidate’s content area, this project does not meet the expectations of either a practicum or an internship. Those expectations require a focus on a series of performance expectations related to a specific leadership position within the P-12 setting. Rather, it uses a specific established educational practice, the establishment of professional learning communities, to enhance the candidate’s knowledge base and the knowledge base of the larger professional community. 

Components of the research project may be developed into a dissertation. However, the research done on professional learning communities and standards for E 7920 Research Project I  is cursory and would not support the requirements of a dissertation. The research component and the dissertation 12 credit hour expectations are completed in addition to E 7920 Research Project I , E 7921 Research Project II , and E 7922 Research Project III .

Dissertation Requirements

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Upon successful completion of required coursework and comprehensive examinations, students enroll in dissertation courses. To progress through each dissertation course, students must complete specified course objectives. If progress is made and all objectives met, students enroll in the next dissertation block. If progress is made and objectives are substantively but not fully met by the end of each course (as determined by the dissertation chair in discussion with the dissertation committee) students must enroll in a zero credit extension course (tuition based on a credit hour equivalent as defined in Appendix IV, Schedule of Tuition and Fees ). If it is determined that no progress has been made, students will be required to retake the block in which no progress was made. If the student is required to retake a block due to no progress, the dissertation chair will assign a grade of No Credit (NC). Students are required to enroll in a Dissertation course or Dissertation Extension course every session from the beginning of the dissertation until passing the final defense earning 12 semester credit hours for dissertation. A student may only receive any combination of two NC, W, or WF grades during the dissertation sequence. Upon receiving the third NC, W, or WF within the dissertation sequence, the student will be dismissed from the program. Published course objectives for each dissertation course apply unless the student and dissertation committee/chair agree to and confirm in writing alternative specified objectives more appropriate for a particular dissertation topic.

Program Requirements

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The EdD in Teacher Leadership degree program requires the successful completion of 60 credit hours distributed as follows: core course requirements, 24 credit hours; content elective requirements, 3 credit hours; research requirements, 12 credit hours;  research project requirements, 9 credit hours; dissertation requirements, 12 credit hours.