ËÄ»¢Ó°ÊÓ

Professor: Dr. Gary Martin, Dr. Kaye Shelton, Dr. Dorothy Sisk

Associate Professor: Dr. Donna Azodi, Dr. Cindy Cummings, Dr. Robert Nicks, Dr. Johnny O'Connor, Dr. Debbie Troxclair, Dr. Vanessa Villate, Dr. Brett Welch, Dr. Hyunjeong (Julia) Yoo, Dr. James Young

Assistant Professor: Dr. Kelly Brown, Dr. Jimmy Creel, Dr. Neil Faulk, Dr. Krystal Hinerman, Dr. J. Vincent Nix, Dr. Kathryn Washington

Clinical Instructor: Dr. Shelly Allen, Dr. Daryl Borel, Dr. Michelle Botos, Tonya Colunga, Dr. Donna Fong, Dr. Dwayne Harapnuik, Dr. Glen Harrison, Dr. Thomas Harvey, Dr. Christina Puente, Dr. Porchanee' White

Visiting Assistant Professor: Dr. Susan Bedard, Dr. Clementine Msengi

Students who hold a master’s degree and teacher certification and seek an additional certification offered by this department should apply to the Educational Leadership Department for admission to the appropriate certification program. Those admitted to “Certification Only” are expected to have equivalent and recent coursework for substitutions to be made for required courses.

Masters and Certification Programs

• Online Application & Fee: University requirements will be assessed by the online application through ApplyTexas.org. There is a one-time application fee of $25.
• Transcripts: Official transcripts from all colleges/universities attended*
• Undergraduate GPA of 2.5 or higher. Applicants with a GPA below 2.5 in the institutional bachelor's degree will not be admitted.

Waivers of any experience or certification requirements will be initiated by ËÄ»¢Ó°ÊÓ Admissions staff as necessary in instances where they may not apply, such as applications from states that do not require certification for licensure.
 
Send all required documents to:
ËÄ»¢Ó°ÊÓ Online Admissions
PO Box 10017
Beaumont, TX 77710

OR

Submit electronically to luadmtran@lamar.edu

*All applicants must submit official, sealed transcripts from each institution attended to the Admissions Office. All degrees must be from a regionally accredited institution. ËÄ»¢Ó°ÊÓ Office of Admissions will no longer require community college transcripts for graduate applicants. Official transcripts from all other institutions will be required. However, if a department or program wishes to review a community college transcript for decision purposes, the department or program may directly request the applicant to submit the official community college transcript(s) to the Office of Admissions for processing.

For students considering an academic program that leads to professional licensure in a state outside of Texas, such as Clinical Mental Health Counseling, School Counseling, Educational Diagnostician, Principal Certificate or Superintendent Certificate, please contact applicable licensure board(s) in any state you may want to pursue licensure prior to beginning the academic program in order to determine whether the program meets licensure requirements. It is the student’s responsibility to confirm program eligibility for licensure in any state outside of Texas

Ed.D Program

• Apply for admission to the university via ApplyTexas.org and pay a one-time application fee of $25. Applications must meet all university admission requirements prior to being considered for admission to a graduate program.
• Submit original, official, sealed transcripts from all institutions attended, including master's degrees and undergraduate degrees. The admissions office will not accept photocopied or faxed copies, nor transcripts marked "Issued to Student." All degrees must be from an accredited university in an area related to the proposed studies. A minimum GPA of 3.5 on a 4.0 scale is required for courses applied toward a master's degree.
• Submit official GRE test scores. Scores should be sent directly to ËÄ»¢Ó°ÊÓ by the testing agency. Score requirements are competitive and cannot be more than five (5) years old. Use school code 6360 for the GRE. The GRE requirement is not waived for any reason.
• Send transcripts to ËÄ»¢Ó°ÊÓ Graduate Admissions - P.O. Box 11614, Beaumont, TX 77710 or send them electronically to luadmtran@lamar.edu.
• You will not be admitted to the ËÄ»¢Ó°ÊÓ Graduate School until all transcripts and GRE scores have been received.
• Have a minimum formal score established by the ËÄ»¢Ó°ÊÓ Graduate Council and the College of Education and Human Development calculated on [GPA (Master's degree) x 200] + Verbal GRE score + Quantitative GRE score ≥ 1450. This formula is based on old GRE scoring numbers. To compare new GRE scores, visit the ETS Concordance Table: http://www.ets.org/s/gre/pdf/concordance_information.pdf 
Example: [3.95 (sample GPA) x 200] = 790 + 500 (sample Verbal GRE score) + 550 (sample Quantitative GRE score) = 1840 (≥ 1450)

Educational Leadership requires the following for admission to the department program for the M.Ed. in Education Administration, M.Ed. in Educational Technology and Principal Preparation Certification Preparation Program. 

1) Valid teaching certificate **
2) Two years of teaching experience
3) Employed on a TEA-approved public or private school campus *** To determine if your school is TEA approved, please use the following links:   
4) Personal Essay
5) Reference from your Principal

**Please note that out-of-state students may not be required to meet these criteria

*** Not applicable to out-of-state students unless taking the TExES Principal Exam

**** Out-of-state students should check with their state department of education to determine if there are specific state requirements needed.

Educational Leadership requires the following for admission to the department program.    

The master’s degree in educational administration requires the successful completion of a 30-semester-hour program of study. Principal certification is part of the Educational Administration program.

EDLD 5311 Fundamentals of Leadership This course provides students the opportunity to construct a foundation of leadership through fundamental theories of leadership. Students define their own purpose of leadership and begin to develop the basic skills required to build communities that support learning for all students. Special emphasis is given to leadership as relationships between and among people and systems.
EDLD 5301 Research Methods This course provides an introduction to skills and techniques for descriptive and inferential research on education problems with an emphasis on planning, designing, and selecting methodology for research projects. Significant course time is devoted to writing a research proposal.
EDLD 5326 School Community Relations This course provides a foundation for developing relationships with stakeholders within the school community—students, faculty, parents, and the community at large for the expressed goal of supporting student learning. A fundamental purpose of the course is to understand and implement strategies to develop essential partnerships between schools and the larger community to foster student learning and achievement.
EDLD 5333 Leadership for Accountability This course concentrates on both short and long-range district and campus planning. Students will examine the state accountability system, disaggregate data, and use data and resources to improve instruction and the curriculum. An emphasis will be placed on problem-solving techniques and the facilitation skills of effective school leaders.
EDLD 5335 Curriculum Management This course builds an understanding of curriculum models; curriculum frameworks, including those articulated at the state level; alignment of instruction to standards; and assessment of learning outcomes. District-level curriculum and policies are reviewed. The alignment of policy, goals and human resources are examined with application to a specified school context.
EDLD 5339 Organization & Management Issues This course positions the school leader as the effective manager of the organization and its operations. Multiple topics are addressed, such as safe and effective learning environments, student support services, school policies and procedures, discipline management, behavior intervention, and fiscal issues in school management.
EDLD 5344 School Law This course provides teachers with a foundation to understand the legal, ethical, and policy dimensions of education. Special emphasis is given to the interpretation of case law, the Texas Education Code, and federal and state statutes.
EDLD 5345 Human Resource Management This course focuses on building human resources to support the learning and instructional mission of the school and the attainment of school goals. Topics include ethical considerations in interactions with others, district policy and its relationship to personnel, confidentiality, employment and personnel law, contract renewal and non-renewal, teacher development, and an understanding of motivational theories and their application within the school environment.
EDLD 5352 Instructional Leadership This course emphasizes techniques for improving instruction and learning through the application of the research on effective schools and models of instruction. Topics include leadership related to curriculum, instruction, supervision and theories and methods for adult learning and professional development. The principal as the leader of learning involves such tasks as teacher evaluation, supervision, mentoring, and effective communication.
EDLD 5312 Diverse Learners This course enhances teachers’ ability to develop instructional programs to assess, instruct, and support students with diverse learning needs. Special emphasis is given to special education, English language learners, and economically disadvantaged students.
EDLD 5397 Internship for Supervision This course provides master's students with an opportunity to review and further develop their Action Research and Internships.
EDLD 5398 Internship in Administration

Master’s Degree in Educational Technology Leadership (Online Only)

The master’s degree in educational technology leadership requires the successful completion of a 36-semester-hour program of study. Principal certification is part of the ETL program. 

EDLD 5311 Fundamentals of Leadership This course provides students the opportunity to construct a foundation of leadership through fundamental theories of leadership. Students define their own purpose of leadership and begin to develop the basic skills required to build communities that support learning for all students. Special emphasis is given to leadership as relationships between and among people and systems.
EDLD 5301 Research Methods This course provides an introduction to skills and techniques for descriptive and inferential research on education problems with an emphasis on planning, designing, and selecting methodology for research projects. Significant course time is devoted to writing a research proposal.
EDLD 5352 Instructional Leadership This course emphasizes techniques for improving instruction and learning through the application of the research on effective schools and models of instruction. Topics include leadership related to curriculum, instruction, supervision and theories and methods for adult learning and professional development. The principal as the leader of learning involves such tasks as teacher evaluation, supervision, mentoring, and effective communication.
EDLD 5333 Leadership Accountability Focused on accountability and data, this study develops planning and problem-solving abilities using techniques employed by effective school leaders. Special emphasis will be given to working with campus improvement committees and to applications on an individual campus and the relationship of campus processes to district planning processes.
EDLD 5344 School Law This course focuses on knowledge and implementation of school law as found in the Texas Education Code and the handbook of Public School Law as well as laws relating to technology, ethics, and digital citizenship.
EDLD 5345 Human Resource Development Fundamentals of human relations and organizational behavior in developing programs of recruitment, selection, assignment, evaluation, promotion, and termination of personnel.
EDLD 5302 Concepts of Educational Technology – The Concepts of Educational Technology emphasizes how Information and Communication Technology (ICT) can enhance the teaching and learning experience and enable students to lead digital learning.
EDLD 5303 Applying Educational Technology Portfolio - Evidence-based uses of educational technology in organizations.
EDLD 5316 Digital Citizenship - Students examine the critical elements of digital citizenship by interacting with multiple learning communities.
EDLD 5317 Resources for Digital Environments - This course focuses on ongoing discussion and analysis of existing digital learning resources to understand and evaluate their practicality and value for educational use. 
EDLD 5397 Internship for Supervision Designed to give the prospective supervisor job-related experience with a school district mentor and faculty of ËÄ»¢Ó°ÊÓ.
EDLD 5398 Internship in Administration

Principal Certification Preparation Program - Online Only

A student who completes the requirements for a Master of Education degree in Educational Administration will have fulfilled the hours required for a principal certificate. The student’s degree plan will include any additional courses required for certification.

Students already holding a master's degree from an accredited university may enter the "Certification Only" program for Principal Certification by making an application in the Graduate College as a post master’s student and office of the Department of Education Leadership and providing an official transcript of all applicable graduate work. Once admitted, students will be assigned an advisor who will develop a certification plan, which depending on the age of course work, will require a minimum of 18 hours with additional hours required as appropriate.

To receive the principal certificate, a student must complete all course requirements, hold a valid Texas Teacher certificate, have two years of classroom teaching experience, and pass the TExES examination. To  apply for the certificate, go to

M.Ed. in Applied Digital Learning

1. Valid applicant needs to be employed in a position such as PK-12, higher education, or corporate training, where they can implement course content and develop portfolio artifacts

EDLD 5305 Success in leading technological change in your learning environment is directly related to how well you and your organizations are prepared. By embracing technological innovations as opportunities rather than challenges, learners can proactively use those changes as catalysts to enhance their institution or district’s learning environments. 
EDLD 5302 By focusing on learning as the first priority, learning will drive the selection, implementation, and application of technology within the learning environment. This focus allows technology to be put into its proper place where it enhances learning as opposed to a directive tool that can potentially limit learning.
EDLD 5303 Learners will complete an ePortfolio where they consolidate all their program coursework and share their innovation plans and related initiatives, strategies, and research. The choice of the ePortfolio platform is up to the learner but all work must be prepared and submitted electronically.
EDLD 5304 By using current leadership theories and practices and by becoming self-differentiated peer-leaders, professional educators will learn to address the resistance to change that occurs when launching innovative digital educational improvement initiatives.
EDLD 5313 Explore the theories of constructivist epistemology used to create student-centered learning environments. By applying constructivist techniques, learners create active and engaging learning environments that utilize technology to enhance learning, increase motivation for learning, and engage the learner.
EDLD 5315 Overcome the common misconception that abstract concepts such as learning are immeasurable. Using practical measurement solutions, learners will quantify and assess learning in digital learning environments. 
EDLD 5317 With the constant addition and enhancement of technology, there can be an overwhelming selection of resources to choose from. By exploring the efficacy of digital resources and identifying, analyzing, and sharing the benefits of those resources, learners can avoid using technology as a quick fix in their learning environment.
EDLD 5318 Online and blended learning requires much more than simply moving content into a digital environment. Effective online and blended learning uses intentional design strategies to ensure that technology is used to enhance learning rather than control learning and activities.          
EDLD 5389  Most professional development uses a traditional information transfer model that results in limited learning. To move from this passive Sit and Get model to an active Go and Show model of professional learning, learners will use the key principles of effective professional learning to improve their learning environment.
EDLD 5320 Learners will synthesize their knowledge, skills, beliefs, and values gained through their digital learning experiences and present a comprehensive plan on how they developed into digital learners and leaders that can identify and promote innovation, create significant digital learning environments, and lead organizational change.

M.Ed. in Teacher Leadership - Online Only

The Department of Educational Leadership requires the following for admission to the department program. Instructions for the department application and reference will be e-mailed to you after your ApplyTexas application is processed. Instructions for submitting the other documents will be e-mailed separately if you are accepted to the program.

1. Teaching Certificate: Valid teaching certificate.** This does not include a probationary or permit-issued certificate.
2. Teaching Experience: Two years of teaching experience
3. Employment: Employed on a TEA-approved public or private school campus.*** To determine if your school is TEA approved, please use the following links: public school or private school.
4. Professional reference from your principal

Out-of-state applicants must determine whether the program will meet their state credentialing requirements by contacting their state’s Dept. of Education.

**Please note that out-of-state students may not be required to meet these criteria.

***Not applicable to out-of-state students unless taking the TExES Principal Exam.

PEDG 5310 - Research for Teachers - This course introduces teachers to the design, methodologies, and techniques necessary to understand educational research and to use “scientifically-based research” in making informed decisions that can positively impact student achievement. An emphasis is placed on action research.
PEDG 5326 - School-Community Relations - This course provides a foundation for developing relationships with stakeholders within the school community; students, faculty, parents, and the community at large for the expressed goal of supporting student learning. A fundamental purpose of the course is to understand and implement strategies to develop essential partnerships between schools
PEDG 5327 - Schools as Learning Communities - This course provides educators with a basic understanding of the strengths and structure of learning communities with a focus on developing a culture of change and improvement for student learning. Special emphasis is given to facilitation skills, team building, and mentoring.
PEDG 5344 - School Law for Teachers - This course provides teachers with a foundation to understand the legal, ethical, and policy dimensions of education. Special emphasis is given to the interpretation of case law, Texas Education Code, and federal and state statutes.
PEDG 5367 - Diversity and Multiculturalism - This course enhances teachers' ability to develop instructional programs to assess, instruct, and support students with diverse learning needs. Special emphasis is given to special education, English language learners and economically disadvantaged students.
PEDG 5372 - Using Assessment Data to Guide Instructional Decisions - This course supports teachers as they develop the competencies to utilize formative and summative assessment practices and data to inform and guide curriculum development and instruction. Special emphasis is given to analyzing classroom and school-based assessment results to aid in meeting the needs of diverse learners.
PEDG 5373 - Student Expectations and Motivation - This course prepares teachers to establish high expectations for all students and to effectively evaluate and implement theories of motivation and cognitive engagement in classroom learning. Emphasis will be placed on different theories of motivation and how classroom, school, work, and social environments shape and influence student motivation.
PEDG 5376 - Practicing Teacher Leadership - This is a synthesis course where students will examine what they have studied and learned through the course of the program and reflect on how this new learning will impact their practices in their classroom and as teacher leaders on their campuses and/or in their districts. This course is presented in five weeks, with each week including readings from current research on the topic, a lecture from ËÄ»¢Ó°ÊÓ professors, discussions with your colleagues, and an assignment. Throughout the five weeks, you will explore the following topics: teacher leadership, professional portfolios, reflective practice, effective mentoring of novice teachers, and lifelong learning.
Elective Courses

Must complete one of the following tracks:

Teacher Leadership (12 Hours)

PEDG 5374 - Differentiation of Instruction - This course emphasizes innovations in teaching and learning resulting from the Response to Intervention initiative with a focus on differentiation of instruction and instructional strategies for 21st-century classrooms.
PEDG 5369 - Cognition and Instruction - This course provides a study of cognition, learning theories and frameworks, the psychology of learning, and related research that is most significant for the learning and instructional process. Special emphasis is placed on the applications of these principles to support the high academic achievement of students.
PEDG 5370 - Public School Curriculum - This course emphasizes the foundations of curricular and instructional design and introduces teachers to models of curriculum development. Special attention is given to understanding the role of state curriculum standards and district policies in planning curriculum, instruction, and assessment.
PEDG 5371 - Creative Instructional Strategies - This course emphasizes creative multimodal strategies to support teachers across disciplines and subjects. Students develop instructional strategies to challenge high-performing and gifted and talented students. Special attention is given to creative expression and to authentic student performance-based work, such as project-based learning and inquiry.

ESL Concentration (12 Hours)

ENSL 5301 - Methods and Approaches in Teaching ESL - This course introduces the methods and approaches for providing language and content instruction to English Language Learners (ELLs). The course also reviews types of ESL programs, relevant federal and state learning standards, socio-cultural factors affecting ELLs, and teaching strategies, classroom management techniques and instructional tools that support ELLs' learning and adjustment in U.S. schools. The goal of the course is not to provide simplistic recipes for instruction, nor does it argue for a singular approach or method. Instead, the course seeks to engender a critical awareness of the complexity of teaching ELLs and to encourage an understanding of the primary literature that informs ESL instruction.
ENSL 5302 - Literacy for English Language Learners
ENSL 5303 - Understanding Language and Language Learning
ENSL 5304 - Field Experience

M.Ed. Special Education Generalist - Online Only

1. Hold a baccalaureate degree for an accredited institution of higher education that was accredited at the time recognized by the Texas Higher Education Coordinating Board
2. Hold a valid teaching certificate
3. Reference from your Principal
4. This is a degree-only program and does not provide credentials for initial teacher certification or certification in special education.

Instructions for submitting the department admission requirements will be emailed to each applicant after the ApplyTexas.org application is received and processed.

SPED 5301: Survey of Exceptional Learner - General survey of the learning potentials of those children deficient in basic integrities which can be categorized into central peripheral nervous system dysfunction and/or behavioral disorder. Prerequisites: Admission to the Graduate School or Post-Baccalaureate educator preparation program.
SPED 5302: Tests, Measurement, and Evaluation - Analysis and evaluation; types of test and measurement devices will be conducted. Methods of determining the reliability and validity of tests are investigated. Designs for testing programs and the selection of appropriate tests will be included. Evaluation systems of individuals and programs will be discussed.
SPED 5303: Educational Psychology - This course addresses the key concepts and ideas regarding educational psychology with a specific focus on students with exceptionalities. Topics to be addressed include the following: diversity and the specific characteristics of learners with exceptionalities, theories of human development and their application to teaching practice in general and in inclusive classrooms, theories of learning, and creating effective learning environments through the use of technology and differentiated instruction.
SPED 5304: Special Education Law - This course provides teachers with a foundation to understand the legal, ethical, and policy dimensions of education. Special emphasis is given to the interpretation of case law, the Texas Education Code, and federal and state statutes.
SPED 5305: Research in Special Education - This course introduces teachers to the design, methodologies, and techniques necessary to understand educational research and to use "scientifically-based research" in making informed decisions that can positively impact student achievement. An emphasis is placed on action research.
SPED 5311: Instructional Strategies for High Incidence Disabilities - Foundations in the modification of educational components such as content knowledge, methods of instruction, and student learning outcomes are explored through the authentic application of innovative, research-based strategies effective with high-incidence disabilities.
SPED 5312: Functional Behavior Assessment - This course provides tools to assess the functions of student behavior in order to develop and implement appropriate behavior interventions. Emphasis will be placed on identifying and teaching appropriate replacement behaviors as well as analyzing multiple forms of data.
SPED 5313: Instructional Strategies for Low Incidence Disabilities - This course provides foundations in the modification of educational components such as content knowledge, methods of instruction, and student learning outcomes that are explored through the authentic application of innovative, research-based strategies effective with low-incidence disabilities.
SPED 5314: Reading & Language Arts for Diverse Learners - Identification of skill deficiencies, modification of curriculum, designing and implementation of instructional strategies for pupils evidencing disabilities in reading and language arts.
SPED 5315: Transition for Students With Exceptionalities - This course explores transition services and programs for students with exceptionalities. It emphasizes transition throughout the life span by addressing transition needs from early intervention to adulthood. Transition services stress moving from school to work and community.
SPED 5316: Models for Change Through Collaboration - This course provides special educators with the tools needed to maintain effective collaboration that stimulates students’ academic progress and promotes a positive environment. Educators will learn how to construct collaborative teams that generate solutions to better meet the needs of exceptional students. Participants will learn researched-based strategies to work cooperatively with family members and paraprofessionals, co-teach with other educators, serve as a consultant, and avoid or resolve conflict. 
SPED 5320: Psychoeducational Evaluation of Exceptional Children - Simulated experiences in the use of formal and informal methods of appraising and communicating pupils' educational status and progress.

M.Ed. Special Education Diagnostician

Students seeking certification as an Educational Diagnostician who are enrolled in either the M.Ed. Special Education-Educational Diagnostician or Certification as Educational Diagnostician program will need to make arrangements with respect to access to test kits for the following assessment instruments (Woodcock-Johnson- Achievement, Woodcock-Johnson- Cognitive, WISC) AND retain a certified Educational Diagnostician from within their school and/or district who will supervise their use of such instruments. ËÄ»¢Ó°ÊÓ, the College of Education and Human Development, and the Special Education program do not provide such test kits or make arrangements for site mentors.

• Hold a baccalaureate degree for an accredited institution of higher education that was accredited at the time recognized by the Texas Higher Education coordinating board
• Hold a valid teaching certificate
• Have 3 years of teaching experience
• In order to obtain Texas certification as an Educational Diagnostician, you must be employed on a TEA-approved public or private school campus where you will obtain the required practicum hours for certification. (To determine whether your school is TEA approved, please use the following links: Public School  Private School)
• Reference from your Principal

Instructions for submitting the department admission requirements will be emailed to each applicant after the ApplyTexas.org application is received and processed.

*Please note that out-of-state or out-of-country candidates cannot receive a Texas certification as an Educational Diagnostician.

For out-of-state candidates, it is your responsibility to contact the appropriate licensing board in your home state before beginning this program. You should confirm with the licensing agency that this program meets the requirements for licensure in your state

Core Curriculum 

SPED 5301: Survey of Exceptional Learner - General survey of the learning potentials of those children deficient in basic integrities which can be categorized into central peripheral nervous system dysfunction and/or behavioral disorder. Prerequisites: Admission to the Graduate School or Post-Baccalaureate educator preparation program.
SPED 5302: Tests, Measurement, and Evaluation - Analysis and evaluation; types of test and measurement devices will be conducted. Methods of determining the reliability and validity of tests are investigated. Designs for testing programs and the selection of appropriate tests will be included. Evaluation systems of individuals and programs will be discussed.
SPED 5303: Educational Psychology - This course addresses the key concepts and ideas regarding educational psychology with a specific focus on students with exceptionalities. Topics to be addressed include the following: diversity and the specific characteristics of learners with exceptionalities, theories of human development and their application to teaching practice in general and in inclusive classrooms, theories of learning, and creating effective learning environments through the use of technology and differentiated instruction.
SPED 5304: Special Education Law - This course provides teachers with a foundation to understand the legal, ethical, and policy dimensions of education. Special emphasis is given to the interpretation of case law, the Texas Education Code, and federal and state statutes.
SPED 5305: Research in Special Education - This course introduces teachers to the design, methodologies, and techniques necessary to understand educational research and to use "scientifically-based research" in making informed decisions that can positively impact student achievement. An emphasis is placed on action research.
 
Educational Diagnostician Courses
 
SPED 5311: Instructional Strategies for High Incidence Disabilities - Foundations in the modification of educational components such as content knowledge, methods of instruction, and student learning outcomes are explored through the authentic application of innovative, research-based strategies effective with high-incidence disabilities.  
SPED 5313: Instructional Strategies for Low Incidence Disabilities - This course provides foundations in the modification of educational components such as content knowledge, methods of instruction, and student learning outcomes are explored through the authentic application of innovative, research-based strategies effective with low-incidence disabilities.  
SPED 5315: Transition for Students With Exceptionalities - This course explores transition services and programs for students with exceptionalities. It emphasizes transition throughout the life span by addressing transition needs from early intervention to adulthood. Transition services stress moving from school to work and community.
SPED 5320: Psychoeducational Evaluation of Exceptional Children - Simulated experiences in the use of formal and informal methods of appraising and communicating pupils' educational status and progress.
SPED 5321: Test Administration and Interpretation - Theoretical and practical study emphasizing the administration, scoring, and basic interpretation of individual psychological tests. Students will be trained to administer, score, and interpret various individual assessment instruments for cognitive abilities, academic achievement, adaptive behavior or other individual assessment instruments.
SPED 5322: Practicum for Educational Diagnostician - This course provides practicum experience in the use of formal and informal instruments in the evaluation of the psychoeducational and social development of children. Focus is placed on the utilization of education and clinical data by the educational diagnostician to meet the individual needs of students.

Doctor of Education in Educational Leadership - Online Only

Complete the Doctoral Program Application.

The Formstack Department Application consists of the following:

• A writing sample addressing the following topic: "The most pressing and current educational leadership issue." This writing sample should only be one page (single-spaced, 12-point type, Times New Roman). It should contain at least 3 paragraphs. The Admissions Committee will evaluate the writing sample based on the following criteria: organization, paragraph development, and mechanics (spelling, grammar, punctuation).
• A copy of your current resume/vita.

The Ed.D in Educational Leadership prepares educators for advanced professional responsibility, leadership and accountability in diverse school and learning communities. Because of our rapidly changing world that continues to evolve into a global community and emerging markets, leaders must be able to work in a diverse, multi-national environment whether it be corporate, non-profit or education. Therefore, the ËÄ»¢Ó°ÊÓ Ed.D in Educational Leadership program has adapted its goals and focus to produce leaders with leadership competencies that can effectively lead in this changing global society

Degree Requirements

The Ed.D requires the completion of 60 semester hours, which includes 33 hours of core courses, 15 hours in research and 12 hours in dissertation.  All coursework (including successful defense of the dissertation) must be completed within ten years.

EDUD 6302 Global Ethics and Values This course focuses on the ethical practices of global educational leadership and on the ethics of equity and social justice. Specific philosophical approaches and ethical theories will be discussed. Particular attention will focus on ethical leadership practices from the perspective of global, regional, and local learning communities.
EDUD 6305 Global Leadership Issues Exploration of the role of change in promoting continuous improvement and in modifying educational practices to result in creative, innovative outcomes within the local, national, and global societies. 
EDUD 6306 Dynamics of Global Leadership The study of leadership theory as it applies to the school setting and extends into the global community.
EDUD 6307 Global Educational Leadership and Policy The theory and practice of policymaking and the global political influences that affect education in a global society. This course explores the knowledge base in the origin and types of law that operate within global educational systems. Investigating the relationship between legal issues and their impact on school policy is also emphasized.
EDUD 6312 Global Communication This course facilitates excellence in leadership by exploring current knowledge and research related to communication that builds positive relationships and community in a global society. Issues discussed include, but are not limited to, socioeconomic, ethnicity, literacy, gender, age, and other issues that require courageous communication. An emphasis on the educational leader as a scholar-practitioner will guide the examination of socio-cultural and diversity issues pervasive in communication and building relationships in a global society. 
EDUD 6313 Contemporary Issues Examines current trends, emerging issues, and research-based practices in education organized around broad themes: school effectiveness and improvement, quality teaching and instructional leadership; caring, collaborative, and change-sustaining learning environments; diversity and culture; schools of choice; schooling for democracy. Themes will be announced in the printed schedule. Course may be repeated for credit when the topic varies.    
EDUD 6314 Academic Research Writing I This course provides an overview of technical research writing as a precursor to the dissertation required in the doctoral program. The focus is to articulate an in-depth knowledge base in verbal and written format. It is Part One of a two-part scholarly writing process.
EDUD 6317 Academic Research Writing II This course provides an overview of technical research writing as a precursor to the dissertation required in the doctoral program. The focus is to articulate an in-depth knowledge base in verbal and written format. It is Part Two of a two-part learning process in scholarly writing. Academic Research I is a required prerequisite.
EDUD 6325 Leadership in Higher Education Administration This course is an overview of the purposes of higher education; the environment of higher education institutional issues in higher education; specifically governance and infrastructure, and the impact of the external operational functions of higher education, including the development, accreditation and accountability, and social and political challenges,
EDUD 6330 Fundamentals of Program Evaluation This course serves to provide the students with the research and evaluation skills required to implement various program evaluation models. Further, the course provides students with the opportunity for the systematic study of methods of gathering information for decision-making with respect to the development, modification, and acceptance of programs.EDUD 6335 Strategic Planning and Educational Leadership
EDUD 6335 Strategic Planning and Educational Leadership This course serves as a guide for writing and implementing a strategic plan for your organization. Assessments and lectures lead to students gaining an understanding of why a plan is needed for long-term planning in the fields of both k-12 and higher education. Additionally, the course focuses on the process of strategic planning in educational leadership and how outside environments and internal dynamics impact planning procedures.EDUD 6353 Synthesis Seminar Student proficiency assessment comprised of portfolios, synthesis paper and synthesis paper oral presentation. Successful completion allows students to apply for candidacy.
EDUD 6353 Synthesis Student proficiency assessment comprised of portfolios, synthesis paper and synthesis paper oral presentation. Successful completion allows students to apply for candidacy
EDUD 6355 Educational Research Methods Review of research and research methods related to informed decision-making related to schooling problems/issues. Emphasis is given to conceptualizing problems, selecting, and application of research literature and critical judgment of the quality of research studies. Application of these principles to a current school-based problem is required.
EDUD 6356 Quantitative Research Methods This course serves as one of three research courses (9 hours) in the doctoral program’s research series. Throughout the semester, this course builds upon students’ understanding of quantitative research, its theory, and its methods. As a doctoral-level research course, the material covered will be intended to prepare the student for the successful completion of a quantitative doctoral dissertation. The history and development of quantitative research will be covered, as well as the theory underlying the method(s).EDUD 6357 Qualitative Research Methods
EDUD 6357 Qualitative Research Methods This course serves as one of three research courses (9 hours) in the doctoral program’s research series. Throughout the semester, this course builds upon students’ understanding of qualitative research, its theory, and its methods. As a doctoral-level research course, the material covered will be intended to prepare the student for the successful completion of a qualitative doctoral dissertation. The history and development of qualitative research will be covered, as well as the theory underlying the method(s). The focus of Qualitative Research is on the implementation of the study
EDUD 6328 This course focuses on leadership for technology-enhanced teaching and learning in distributed and online learning environments. Topics addressed include current learning theories and styles, digital natives, distributed education, interactive learning, and the development of an online learning community.
EDUD 6309 Emerging Technologies for Teaching and Learning In order to fully support the 21st Century learner in teaching and learning, emerging technologies must be critically examined before selection and application. This course reviews the latest technologies available to determine an effective application for today’s classroom. 
EDUD 6308 Educational Leadership and Innovation This course focuses on leadership concepts necessary to lead technology-supported learning environments. Topics include technology integration and implementation, educational innovation, and change management

One From

• EDUD 6320 Foundations of Distance Education A foundational study of teaching and learning at a distance for both k-12 and higher education. Topics include the history of distance learning, administrative models, policy development, faculty and student support, and current research and future trends.
• EDUD 6301 Adult Learning Theories in Practice Seminar in which students will read and discuss adult learning theories as well as how these theories might be implemented in best practices with adult learners. Because of the nature of the doctoral program, special emphasis will be placed on these theories in educational leadership settings.

Dissertation

EDUD 6361* Dissertation I Proposal Writing Students must maintain continuous enrollment from the time of advancement to candidacy and register for at least 3 credit hours each semester until successful dissertation defense, not to exceed 3 years of advancement to candidacy. The maximum number of dissertation credit hours is 12.


EDUD 6362 Dissertation II Proposal Defense Students must maintain continuous enrollment from the time of advancement to candidacy and register for at least 3 credit hours each semester until successful dissertation defense, not to exceed 3 years of advancement to candidacy. The maximum number of dissertation credit hours is 12.

Successful completion is required for advancement to candidacy

EDUD 6363 Dissertation III Students must maintain continuous enrollment from the time of advancement to candidacy and register for at least 3 credit hours each semester until successful dissertation defense, not to exceed 3 years of advancement to candidacy. The maximum number of dissertation credit hours is 12.  

EDUD 6364 Dissertation IV Students must maintain continuous enrollment from the time of advancement to candidacy and register for at least 3 credit hours each semester until successful dissertation defense, not to exceed 3 years of advancement to candidacy. The maximum number of dissertation credit hours is 12.

Prerequisite:  Approval of Doctoral Director—Note:  Students must maintain continuous enrollment from the time of advancement to candidacy and register for at least 3 credit hours each semester until successful dissertation defense, not to exceed 3 years of advancement to candidacy.  The maximum number of dissertation credit hours is 12.      

Professional Superintendent Certification - Online Only

Prerequisites for the Professional Superintendent Certificate include a master’s degree and Principal Certification. Students who meet these prerequisites and wish to seek certification as school superintendents should apply to the Department of Educational Leadership. Admissions may be limited. Applicants are expected to meet the GPA and GRE requirements for admission to the Graduate School for graduate work. Upon completion of the application and receipt of an official transcript of graduate work, an advisor will be assigned to develop a certification plan for the student. Students meeting the prerequisites can usually obtain certification as a superintendent by completing 12 semester hours plus a year-long internship of six hours. After completion of the certification plan, the student must take and pass the TExES examination and apply for the certificate at .

Program Certificate in Educational Diagnostician - Online Only

Students seeking certification as an Educational Diagnostician who are enrolled in either the M.Ed. Special Education-Educational Diagnostician or Certification as Educational Diagnostician program will need to make arrangements with respect to access to test kits for the following assessment instruments (Woodcock-Johnson- Achievement, Woodcock-Johnson- Cognitive, WISC) AND retain a certified Educational Diagnostician from within their school and/or district who will supervise their use of such instruments. ËÄ»¢Ó°ÊÓ, the College of Education and Human Development, and the Special Education program do not provide such test kits or make arrangements for site mentors.

1. Master’s Degree required from any of the following disciplines which require initial teacher certification in any academic area/discipline; For example, Special Education, Curriculum & Instruction, Early Childhood Education, Teacher Counselor, Educational Administration
2. Hold a valid teaching certificate
3. Have 3 years of teaching experience
4. In order to obtain Texas certification as an Educational Diagnostician, you must be employed on a TEA-approved public or private school campus where you will obtain the required practicum hours for certification (To determine whether your school is TEA-approved, please use the following links:  )
5. Reference from your Principal

For out-of-state candidates, it is your responsibility to contact the appropriate licensing board in your home state before beginning this program. You should confirm with the licensing agency that this program meets the requirements for licensure in your state.