Note: All courses in the Educational Leadership Core are required courses.
** Requires completion of a minimum of forty-two (42) semester hours of prescribed course work (for the Master's of Science).
*** Required near completion of program.
**** Course Requirements are subjec to change in accordance with state and federal mandates.
Special students may take a maximum of 12 semester hours of course work. Prior to completion of the 12 semester hours, students must apply and be fully admitted to take additional courses to secure a degree or get in the modified program.
Students must pass the Florida Educational Leadership Examination (FELE), the department comprehensive examination, have at least a 3.0 Cumulative Grade Point Average (GPA), have no grades lower than a “B” unless up to 2 courses are retaken under the course forgiveness policy, and have a TaskStream e-folio with 3 artifacts for each course before they may graduate with a degree from the program.
(Add-on Educational Leadership Certification Program)**
(For students with master's degrees seeking Level I certification in Educational Leadership.)
1. Complete application for admission to graduate program.
2. Declare in writing his/her intention to seek certification in educational leadership.
3. Hold a master's degree or higher from an accredited institution of higher education.
4. Present three (3) letters of recommendation that address the applicant’s personal and professional qualities.
5. Have taught at the Pre-K-12 level for at least three (3) years.
A minimum program of twenty-one (21)**** semester hours of educational leadership courses selected from the following. Other courses may be required.
Note: All courses listed are required for completion of the Modified program. Six (6) hours curriculum and six (6) hours foundation courses are required if appropriate courses not previously taken. The total number of semester hours for the modified program may vary from 21 to 36 semester hours.
** Course requirements are subject to change in accordance with new directions, state and federal mandates.
*** Students must have a minimum of 3.0 Cumulative Grade Point Average (CGPA) before they may graduate from the program, and must submit three artifacts for each course in an e-folio in TaskStream.
Candidates who did not graduate from a teacher education program must have six (6) additional semester hours of curriculum and six (6) additional semester hours of foundation courses.
Graduation Requirements for Master's Degree
A minimum program of thirty-nine (39) semester hours in the following areas:
· 3 hours of Foundations of Education
· 36 hours of Educational Leadership Core
Additionally, students must:
- Have a cumulative 3.0 Grade Point Averageá Pass the Master’s degree Comprehensive Examination;
- Pass the Master's Comprehensive Examination;
- Pass the Florida Educational Leadership Examination (FELE);
- Have no C or lower grades;
- Have repeated and passed a maximum of 2 classes (This does not apply to classes with grades of A or B); and
- An e-folio of all required work in TaskStream.
EDA 5051 Overview of Educational Administration (3) Essential understanding of administration in America’s public education system. Concepts, processes, theories, and roles explored.
EDA 5193 Educational Leadership: Instruction (3) This course provides candidates with a leadership and instructional knowledge base to promote a positive learning culture, conceptualize and organize an effective instructional program, and collaborate with instructional personnel to identify strategies to improve student academic achievement. Content also provides candidates with expertise in utilizing instructional supervision theories and models related to teaching and learning.
EDA 5195 Educational Leadership II (3) This course is designed to build upon the candidate’s Educational Leadership knowledge base by providing current information related to curriculum innovations in schools, collaborating with community stakeholders, providing leadership and managing the learning environment. Candidates will interact with school leaders and community stakeholders in order to acquire real-life experiences. Course content will focus on (a) critical thinking, (b) decision making, and (c) the professional role of school leader.
EDA 5201 School Business Management (3) Essential knowledge and skills related to principles of finance and business management, budgetary practices, office management, and financial accounting and reporting.
EDA 5217 Communication Techniques (3) The course focuses on communication as a critical leadership skill. Effective written and oral communication skills are part of organization dynamics. Candidates engagement assists in the development of effective communication.
EDA 5222 Personnel Administration in Education (3) An in-depth examination of the major components of Human Resources Administration and their relationship to effective leadership and schools. Particular attention devoted to strategic planning, recruitment, selection, induction, supervision, staff development, collective bargaining, technology, and legal issues in personnel administration.
EDA 5232 Legal Aspects of Education (3) Issues and problems concerning law and public education; developing competence in legal research; working with questions of fact, value, and policy.
EDA 5275 Application of Technology in Educational Leadership (3) This course examines and provides experiences for candidates in acquiring expertise to use various technologies in the administrative and instructional realms of schooling. Course content is designed to assist candidates to select, evaluate, and apply appropriate technological applications in the school environment and in their administrative practice. Candidates are required to analyze educational environments to determine appropriate technology needs. Other learning tasks include developing skills in managing information, effective communications, instructional leadership, educational research, budgeting and student/personnel recordkeeping.
EDA 5510 Principles of Elementary School Administration (3) Competencies required for school-based management and leadership of programs for grades Pre K-6. OR
EDA 5530 Principles of Secondary School Administration (3) Skills needed for middle school and high school based management leadership for grades 5-12.
TSL 5700 Issues and Strategies for Other Professional Educators (3) This course focuses on major issues in the administration of programs designed to serve English Language Learners in public schools grades PK-12. Specific legal, sociological, psychological, and philosophical issues concerning program development , administration, and maintenance to serve English Language Learners are specifically addressed. Emphasis is placed on the roles and responsibilities of school administrators, school psychologists, guidance counselors, and social workers regarding issues of language development and learning, curriculum and instructional management, testing and assessment, cross-cultural communication and sensitivity, and school-community awareness. Candidates will be involved in field experiences as a means of applying concepts and research to real-life issues. ESOL Standards for Administrators, Language Arts through ESOL, Florida Management and Leadership Licensure competencies for Florida Educational Leadership Programs, and appropriate NCATE Guidelines serve as a basis for this course.
EDA 5905 Directed Individual Study; Educational Leadership (Variable 1-6) Permission of instructor only. Advanced students who demonstrate sufficient interest and skills may be approved to take individual study in the area of educational leadership of no more than 6 semester hours in their programs.
EDA 5940 Internship in Educational Administration (3) Prereq: Permission of the instructor and near end of program. Available through participating systems and supervised by university personnel as student administers some aspects of an educational program and issues in leadership for public and non-public schools. Periodic reporting, classes, action research, assessment, and on-campus conferences required and issues in leadership for public and non-public schools. Periodic reporting, classes, action research, assessment, and on-campus conferences required and issues in leadership for public and non-public schools discussed and managed.
EDG 6250 Curriculum Design and Development (3) This course is designed to provide an overview of curriculum and development issues. Emphasis will be placed on theories, research and instructional practices and their interrelatedness as a basis for decision-making in providing leadership for constructing and providing educational programs using technology, assessment and management.
EDA 5973 Thesis in Educational Leadership (3-6) Prereq: Permission of Master’s degree Coordinator or Department Chair. This course is designed to provide candidates the opportunity to perform all skills required for a thesis and to pass the thesis to get the M.S. degree if all other requirements are met.
Doctor of Philosophy
The Ph.D. Program in Educational Leadership is designed as a non-traditional program to insure the academic success of qualified individuals who are interested in serving in rural and urban educational environments. The department admits a cohort of candidates in the fall semester (August) of each year. Candidates complete the course work in this full-time program in two years (6 semesters). Candidacy is attained upon passing the Comprehensive Examination during semester 7. Upon passing the Comprehensive Examination, candidates may register for dissertation hours. Due to the developmental focus of this program, transfer credits are not accepted.
This Ph.D. program is based upon the cohort model with a constructivist philosophical foundation. Inter-and intra-personal developments are program foci and immersion in cultural and diversity phenomena are emphasized. Attention to the development of the exemplary professional and scholar are important as evidenced in the emphasis placed upon theoretical content and research methods.
The Ph.D. program in Educational Leadership is an intensive learning experience. The curriculum is organized around the premise that effective leadership requires an understanding of multiple human contexts and the ability to use technical competence and administrative skills, combined with personal understanding and commitment.
Graduates of this doctoral program pursue leadership career opportunities in educational settings and organizations; PK-20 institutions and organizations involved with local, state, national and international education agendas. The program provides professionals with theoretical bases and practical understandings that enable them to be transformational leaders, effective change agents, and successful program managers, particularly in schools, higher education and agencies that serve the needs of minority and at-risk populations.
The percentage of graduates of this program substantially exceed the national average for graduates of doctoral programs in the United States of America. The rigor and design of the program coupled with faculty commitment and candidates’ behavior contribute to this graduation rate.
Applications for admission into the Ph.D. program in Educational Leadership should be submitted by December 31 of each year to:
The Department of Educational Leadership and Human Services
Florida A&M University
444 Gamble Street/Building 8/Suite 216
Tallahassee, FL 32307-4900
Applicants must have completed a Master’s degree in an educationally related area from an accredited college or university in order to be considered for admission to the Ph.D. program in Educational Leadership. Admission decisions will be made Spring semester of each academic year with written notification to accepted applicants in that term.
Submission of a completed application does not guarantee admission. Applications are evaluated based upon a calculated formula. For applicants who wish to apply for fellowships or assistantships, financial aid paperwork must be submitted as soon after admission into the program as possible.
Applicant must submit the following information to the School of Graduate Studies and Research:
1. A completed graduate application (applicants who have never attended FAMU complete FAM 5100 and mail it to the Department of Educational Leadership and Human Services
Chairman with a $30 non-refundable application-processing fee; FAMU graduates and former students must complete Readmission Form FAM 5101. A $30 fee is required when
submitting FAM 5101 (Subject to change by FAMU).
2. Official copies of all undergraduate and graduate transcripts as well as transcripts for work completed in post-secondary institutions for which no degrees were awarded.
3. An official copy of results of the Graduate Record Examination (taken within the last five years).
Please submit items 1 through 3 above to the following address by December 31 for admissions consideration for the following fall semester to:
The School of Graduate Studies and Research
Florida A&M University
469 Tucker Hall
Tallahassee, Florida 32307-4900
Applicants must submit the following information to the Department of Educational Leadership and Human Services Chair:
4. A current resume.
5. Three letters of reference from professionals who can assess the applicant’s ability to succeed in a doctoral program. Applicants must request these and include them as part of
their application packet.
6. A statement of professional goals presented as a narrative of 1000 words or less that describes the applicant’s educational expectations, career aspirations, level of skills, and
any special qualifications or experiences.
7. Copies of teaching or other professional certificates. A teaching certificate IS NOT required for admission to this program.
8. Samples of any published work completed by the applicant.
Please mail items 4 through 8 to the following address by the December 31 deadline for admissions consideration for the following fall semester:
Department of Educational Leadership & Human Services
Attn: Educational Leadership Chairperson
Florida A&M University
444 Gamble Street, Suite 216
Tallahassee, FL 32307-4900
December 31 of each year is the deadline to submit an application and all related documents for consideration for admission to the Ph.D. program in Educational Leadership in the College of Eduction at FAMU.
Course of Study
Individuals selected for this Ph.D. program are members of a cohort and enroll in the same courses each semester. The program faculty determines the specific courses for each cohort from an approved course list. In each course, candidates are urged to focus on problem-centered learning experiences, critical thinking, research particularly in their specific areas of interest, and their research and presentation competencies and endeavors. The applicants must clearly demonstrate ethical behavior, mature judgment, and responsibility for themselves, their work ethics, and their assignment completion at a high level of proficiency once admitted to this Ph.D. program.
The program is designed as an intensive learning experience.Students are enrolled full time in three courses (9 semester hours) each semester including summers and complete 54 credit hours of course work. In addition to the course work, students will complete a minimum of 15 hours of dissertation semester hours. The minimum total of 69 semester hours is required for program completion. The areas encompassed by the coursework include inter-and intra-personal development, communication, social foundations, statistics and research methods, organizational theory, management and leadership, and technological applications in research and leadership. Cohort participants enroll in courses as a group. Within each course, students are encouraged to focus the problem-centered learning experiences on their specific area of interest.
In addition to the above minimum 69 semester hours of course work and dissertation hours, candidates must enroll in 6 semester hours of work to sharpen their written and oral communication skill as well as mathematics, research, and Ph.D. process competencies during the summer semester prior to starting the doctoral courses(Effective summer 2011). This will provide the foundation for all candidates to enter the program with a level of competencies which will enable success in the doctoral process of individuals who have not written a thesis, who have not had university courses for several years, and who do not understand the doctoral process.
The curriculum for the doctoral program is organized around the premise that effective leadership requires an understanding of the social context, technical competence, managerial skills, and personal understanding and commitment. The courses that constitute the curriculum span three core areas:
Common Professional Core
Students must complete at least 54 semester hours of course work as designated by the Program faculty. Course work is determined for each admitted Cohort.
*** Course requirements are subject to change in accordance with state and federal mandates and other factors.
The total number of semester hours varies according to each candidate’s progression in the program. Candidates are full-time and enroll for 9 hours each semester including summers.
Common Professional Core
EDA 6216 Leadership & Communication Technologies in Teaching/Learning Organizations (3) Prepares students to use language effectively to read, write, listen and speak. Technology, research techniques, and research findings are used to accomplish the course objectives.
EDA 6278 Self & Interpersonal Contexts in Teaching/Learning Organizations (3) Provides a variety of opportunities for analysis in the areas of self-knowledge, ethics, values, and behavior tendencies in organizational settings. The constructivist paradigm is used to provide an environment where the learner can participate in individual and group exercises.
EDA 6421 Advanced Research Methods (3) Provides the opportunity for students to learn and apply appropriate quantitative methodologies for use in educational settings.
Educational Leadership Core
EDA 6061 Effective School Organizations (3) Explores means of improving school effectiveness through the study of organizational theory, development of proactive changes according to research, and utilization of best practices.
EDA 6064 Organizational Behavior in Educational Settings (3) This course examines the social, cultural, political, and philosophical contexts of social systems and how systems develop as well as their impact on current issues that affect life-long learning. The relationship between social systems and leadership behavior in teaching/learning organizations is also explored.
EDA 6191 Race, Class, and Gender: Policy Issues in Leadership (3) Explores the issues related to gender, race and class in relationship to educational policies that affect leadership in order to promote constructive change.
EDA 6215 School and Community Relations (3) Explores face-to-face strategies, conventional tools, technological avenues, and other mass media processes for establishing and continuing constructive relationships with faculty, staff, parents, and other significant members of the community involved with schools. The course also examines the working relationships with school boards and ways to avoid common obstacles to positive working relationships. Techniques for agenda formation and meeting strategies will also be explored.
EDA 7233 Legal Issue in Educational Policy (3) Explores the legal issues that are fundamental to educational policy such as religion, finance, governance, race, disabilities and gender. The course will stress the interplay of law and policy, legal decision and educational practice.
EDA 7280 Curriculum & Public Policy (3) Explores theories of curriculum and related research and examines how public policy impacts planning, implementation, and evaluation of dynamic curricula.
EDA 7405 Quantitative Research Methods I (3) This course is designed to introduce students to the concepts, methods, and applications of descriptive and inferential statistics. Course content will focus on methods and applications frequently encountered in educational research. Emphasis is placed on the understanding of quantitative assumptions and characteristics and applying descriptive and inferential statistics to problems in which trends need to be described or explained.
EDA 7406 Quantitative Research Methods II (3) This course is designed to prepare students to use quantitative data analysis methods and tools. Course content focuses on developing an understanding of the logic underlying different statistical techniques, along with their advantages and limitations. Attention is placed on analysis of variance, covariance, and multiple regression. Data scenarios are presented for students to determine which multivariate techniques are best suited.
EDA 7415 Qualitative Research Design (3) This course explores the elements of the qualitative research paradigm. Content focuses on the assumptions and the characteristics of qualitative research. Attention is placed on qualitative research as an inquiry approach that seeks to understand human phenomenon. In that regard, the course specifies the data collection, data analysis, and reporting procedures (i.e., research design) used in qualitative research.
EDF 6074 Comparative Leadership Issues Among Rural, Urban & Suburban Districts (3) Compares issues and trends related to similar and dissimilar factors relative to cultural diversity and equity in rural, urban, and suburban educational environments.
EDA 6240 School Finance and Public Policy (3) This course affords opportunities to learn school finance and related research and it determines how public policy impacts all aspects of financial design and operation in schools.
EDA 6260 Facilities & Other Auxiliary Services (3) Provides information on the management of internal funds, building renovation and maintenance, new construction, food service management, academic programs, athletic interscholastic activities, intramural activities, parent organizations, and transportation.
EDA 6289 Politics and Policy Making Exploration of the research and practice in the politics of education and the process for development of policies in educational environments are discussed and learned in real-life situations.
EDH 6635 Overview of Higher Education Administration (3) Affords opportunities to explore the various facets of the evolution and operation of post-secondary higher education institutions and employment issues in agencies.
EDH 7307 Curriculum, Instruction and Distance Learning in Higher Education (3) Examines curriculum and instructional methodologies and ways that distance learning can be used to improve student learning outcomes.
EDA 7905 Directed Individual Study (3) Explores an area of interest under the supervision of a faculty member.EDA 7980 Dissertation (variable 1-6) Dissertation (variable 1-6) Affords doctoral students the opportunity to work continuously with faculty during the research and writing processes involved in completing the doctoral dissertation. A minimum of 15 credit hours is required for dissertation completion.
EDA 7935 Seminar: Research Proposal Provides experiences to obtain competencies in all aspects of developing research proposals in education.
EDA 7967 Comprehensive Examination (3rd Fall Semester) The doctoral student must take a comprehensive examination that covers content of all courses taken during the first 6 semesters of course work. Successful completion of all course work and this test qualifies the student for candidacy in the doctoral program.
The requirements for graduation from the Ph.D. Program in Educational Leadership are:
1. The successful completion of a minimum of 18 courses and a minimum of 15 dissertation credit hours in the Common Professional and Educational Leadership Cores and 2
courses in writing and mathematics/research during the summer prior to entering in the fall.
2. A minimum 3.0 cumulative grade point average in all course work. No grade of “C” or below will be accepted toward credit in the Ph.D. program and only two classes in which a
grade of “C” or below is made may be taken over; and replaced with a grade of “A” or “B.”
3. Successful completions of all LiveText or TaskStream requirements;and artifacts for all courses in TaskStream.
4. Evidence of successful integration of program content through the successful completion of the doctoral comprehensive examination; and the successful completion and defense
of the prospectus and dissertation.
5. The submission of the dissertation approved by the Coordinator of the Ph.D. program and on 24-lb acid free dissertation paper with the original required signatures of the dissertation chair, all dissertation committee members, Chair of the Department of Educational Leadership and Human Services, COE Graduate Admissions Committee, Chair, Dean of the College of Education, and Dean of the School of Graduate Studies and Research. Copies of the dissertation have to be made on 24-lb acid free dissertation paper and submitted to the School of Graduate Studies and Research with the binding fee and with a statement to the Department of Educational Leadership Chair from the Dean of the School of Graduate Studies and Research that the dissertation and fees have been submitted before a student may participate in graduation. A bound copy must be provided to the committee chair, each committee member, the Chair of the Department of Educational Leadership and Human Services, Dean of the College of Education, Dean of the School of Graduate Studies and Research, and the FAMU Library, and all copies desired by the candidate. No candidate may graduate or participate in any graduation activities whose dissertation has not been submitted to the School of Graduate Studies and Research for binding and evidence of such has been provided to the Coordinator of the Ph.D. in Educational Leadership.