EdD in Leadership in P-12

Selection to the Ed.D. program is a competitive process based on the following criteria:

• Completed application and $50 application fee | Apply Online
• Completed master’s degree from a regionally accredited institution, with a final GPA equal to or greater than 3.50 on a 4.00 scale
• An official transcript indicating completion of a graduate degree from a regionally accredited institution (Sealed transcripts must be mailed or emailed directly to Baker University School of Education from the institution awarding credit.)

How to send transcripts to Baker

• Evidence of three years of experience as an educational professional in a PK-12 program that is accredited by a state-recognized institution

• Copy of current educator license/certificate

• Submission of the names of four references (with contact information) who will complete the Leadership Qualities Assessment Survey
• Acceptable scores on the assessments in critical thinking and writing and on the Leadership Qualities Assessment Survey
• For international students, please contact education@bakerU.edu for more information

The doctoral dissertation is conducted in accordance with guidelines established for doctoral candidates of Baker University. The doctoral study follows recommendations found in “The Role and Nature of the Doctoral Dissertation: A Policy Statement,” Council of Graduate Schools.

Purpose

The doctoral dissertation will accomplish the following:

• Reveal the candidate’s ability to analyze, interpret and synthesize information
• Demonstrate the candidate’s knowledge of the literature relating to the project or at least acknowledge prior scholarship on which the study is built
• Describe the methods and procedures used
• Present results in a sequential and logical manner
• Display the candidate’s ability to discuss fully and coherently the meaning of the results

The dissertation is the beginning of the candidate’s scholarly work, not the culmination. The dissertation is expected to provide the candidate with hands-on, directed experience in the primary research methods of the discipline and should provide for the type of research that is expected after the doctor of education degree is awarded.

Process

Once a candidate has entered the program, he or she receives a full description of the process to be used for completing the study, including the following:

• Dissertation proposal development and approval
• Format and publication of the dissertation
• Adviser–advisee relationship
• Administrative and faculty support
• Study presentation process
• Deadline for dissertation completion

Ed.D. Graduation Requirements

• Successfully complete the approved 59-plus-credit-hour Ed.D. curriculum.
• Maintain a minimum graduate grade point average of 3.50 with no grade below a B.
• Maintain a Professional Skills score equal to or greater than 8.4 on a 10.0 scale.
• Successfully complete both Field Experience I and II, as evidenced by artifacts and reflections provided in the electronic portfolio, scoring “proficient” or above.
• Satisfactorily complete both Field Experience I and II and receive recommendations from the educational mentor and university supervisor on the evaluation form with mean scores equal to or greater than 8.4 on a 10.0 scale.
• Successfully complete and defend the program electronic portfolio scoring at the proficient level or above.
• Successfully complete and defend the dissertation.
• Submit intent to graduate form three months before anticipated degree completion

DED 9000 Foundations of Educational Leadership 3 hours
This course provides a beginning foundation for the knowledge and performance areas needed for leading an educational community. Leadership issues addressed include the nature of leadership; leadership research, best practices, styles, cultures, and models; beliefs and values related to leadership; developing organizational goals, mission, and a strategic plan; the impact of leadership on the learning culture; communicating with diverse public and political entities; decision-making and critical thinking skills; responsibilities for financial, human, and material resources; community political, social, and economic issues; and ethical issues impacting leadership.

DED 9001 Communication and Collaboration in Leadership 3 hours
Candidates examine the philosophy, principles, practices, and agencies and organizations involved in or influencing school or organization community programs and initiatives. Special attention is focused on the role of leaders in planning and implementing system-wide communications and involvement networks. Candidates explore their creativity and expand their ability to lead complex teams effectively and to influence collaborative problem-solving processes as both a leader and a follower in the team process. This course will address the identification and utilization of community resources and the creation of family engagement partnerships, community linkages, and collaborative efforts to provide for the educational, cultural, health, lifelong learning, vocational, and out-of-school needs of students and citizens in a community. The term “community” will be defined for both P-12 and higher education. Candidates will be expected to address “community” according to their individual work settings and/or career aspirations.

DED 9002 Leading Special and Diverse Populations 3 hours
This course is designed to examine the role and responsibilities of leaders of diverse organizations, including the administrator, director, or supervisor of special education at the school district, state and federal levels, and leaders in organizations and agencies that serve and employ individuals with diverse skills, needs, and abilities. Participants become better skilled in leading programs through familiarity with state and federal statutory requirements, fiscal basis, organizational structures, relations to general school administration, and instructional and related services delivery systems. Current issues in educating students with special needs and preparing and employing individuals in today’s workforce are explored. Trends in the nation’s increasing cultural and ethnic diversity and the impact of these trends on organizations are examined.

DED 9003 Developing Professional Learning Communities 3 hours
This course examines professional development with the intent that candidates as future leaders in schools districts and organizations will be equipped to bring about improvements in student achievement through professional learning. Candidates engage in topics that include the development of professional learning communities through constructivist leadership and educational reform including the uses of technologies to bridge gender and racial gaps in traditional professional development initiatives. The course discusses the important issues related to the basic principles of professional behavior and ethics with respect to students, peers, administrators, and teachers from all environments. Strategies designed to increase an understanding of adult learning will be emphasized.

DED 9004 Curriculum, Learning, and Instruction 3 hours
This course addresses the supervisory process for curriculum and instruction at the district and organization level, including current research on teaching and issues in instructional supervision. The course provides candidates with leadership skills necessary to bring about a curriculum and instructional program that results in high levels of achievement by all students. Candidates focus on the alignment of district curriculum with state and national initiatives and regulations and on the processes needed to garner input and ownership of a district curriculum from a broad and diverse constituency.

DED 9005 Legal, Policy, and Ethical Issues in Leadership 3 hours
This course develops the candidate’s knowledge and performance skills in the areas of beliefs and attitudes, effective management, policy development, planning, organizational structure and performance, rights and confidentiality, and district or organization administrative legal issues that impact both human and physical resources, staff evaluations, ethical values, and integrity.

DED 9006 Human Resources Management 3 hours
This course is a study of human resources development practices at the system level, with emphasis on responsibilities for attracting, selecting, developing, evaluating, and retaining competent faculty, staff, and employees. The course provides a conceptual and technical background in the human resources function within the organization. Candidates have an opportunity to research and practice problem- solving and leadership skills as applied to human resources. Classes promote the sharing of professional expertise while avoiding problems associated with the sensitive nature of personnel issues. The guiding question of this course is “How can leaders employ, develop, and manage human resources effectively to improve student achievement and productivity?”

DED 9007 Management of Finances, Facilities, and Resources 3 hours
This course develops the knowledge and performance areas needed to manage district or organizational budgets, facilities, and material resources. Issues addressed by this course include working with boards of education, employees, and community members; aligning facilities and financial resources to the district’s or organization’s mission and goals; planning, developing, and overseeing budgets, facilities, and material resources; using technology to support effective management practices; understanding legal issues and ethical practices relating to fiscal matters; and communicating with and meeting the needs of all community populations, including special needs populations.

DED 9008 Program Planning and Evaluation 3 hours
This course is a study of the theory of program evaluation, techniques used in program evaluation, and the standards of quality for professional evaluation practice. The focus is on application of program evaluation processes in administering district and organization level programs. A candidate is expected to apply the principles and processes of evaluation in a study of a district or organization program.

DED 9010 Statistical Analysis 3 hours
This course addresses the application of descriptive and inferential statistical techniques for organizing research data and testing simple hypotheses. Candidates learn techniques for reporting statistical results including the generation of charts and graphs to describe data and to draw conclusions based on data. The course is practical in orientation.

DED 9011 Methods of Inquiry and Research 3 hours
This course is divided into two parts: qualitative and quantitative methods. The course presents basic research design. The qualitative paradigm is presented as complementary to quantitative methods rather than contradictory and competitive. Students begin developing ideas and researching topics for the Clinical Research Study.

DED 9900-1 Dissertation Development 2 hours
The doctoral dissertation is a research study that provides the candidate the means to demonstrate breadth of scholarship, depth of research, and ability to investigate problems independently and efficiently. The dissertation is an extended, coherent, and written work that demonstrates the candidate’s comprehensive knowledge and mastery of methodological, historical, topical, empirical, and theoretical issues relevant to the chosen research subject. The dissertation contains the results of extensive critical research of documentary source materials and field work. The first dissertation development course is completed when a draft of Chapter I is submitted to and approved by the candidate’s advisor.

DED 9900-2 Dissertation Development 2 hours
The second dissertation development course is completed when a draft of Chapter 3 is submitted to and approved by the candidate’s advisor.

DED 9900-3 Dissertation Development 2 hours
Candidates will submit a final draft of Chapters 1 and 3 of the dissertation as well as a draft of Chapter 2.

DED 9900-4 Dissertation Development 6 hours
Chapters 1 and 3 are reviewed and approved by the dissertation committee.
DED 9902 Dissertation Completion and Presentation *8+ hours
Chapters 1 through 5 are approved by the dissertation committee, the candidate successfully defends the dissertation, and all corrections are made. (*Continuous enrollment is required until completion.)

DED 9030/9031 Field Experiences I & II 2 hours each
Candidates plan and carry out two field experiences of a minimum of 60 hours each under the direct supervision and mentoring of an organization’s leadership. During one of the two directed field experiences, a minimum of 12 clock hours must be spent working in a diverse setting. The two field experiences may be within the same district or organization if with two different mentors. Field experience activities must be chosen from a listing of activities that coincide with program objectives and standards. These activities are expected to provide real-world opportunities to gain effective experiences.

DED 9032 Portfolio Presentation 2 hours
The electronic portfolio is considered the key assessment piece for the candidate. The portfolio exhibits the knowledge, dispositions, and performances gained in the program and serves as a major vehicle for the candidate to apply theory to practice. The portfolio is organized and aligned with the KSDE and ISLLC standards for district leadership. A candidate is required to achieve a minimum of “Proficient” on each of the portfolio areas prior to the completion of Field Experience II. The candidate uses a variety of technology tools and applications to enhance the portfolio and to present its contents before a committee of adjudicators. Defense of the portfolio is considered a major exhibit of the candidate’s abilities as a leader.
Total Program Credit Hours: 59+

Note: The university reserves the right to modify and resequence the core curriculum as necessary.

The curriculum consists of 59+ credit hours.

33 Credit Hours of Core Leadership Courses

• Foundations of Educational Leadership
• Communication and Collaboration in Leadership
• Leading Special and Diverse Populations
• Curriculum, Learning and Instruction
• Legal, Policy and Ethical Issues in Leadership
• Human Resources Management
• Management of Finances, Facilities and Resources
• Developing Professional Learning Communities
• Statistical Analysis
• Methods of Inquiry and Research
• Program Planning and Evaluation

4 credit hours of colloquia and field experience

20+ credit hours of dissertation development

2 credit hours of portfolio paper and presentation

The two field experiences help candidates transfer and make connections between theory and knowledge and real-world leadership practices. The directed field experience accomplishes the following:

• Helps the candidate develop leadership skills and behaviors through the engagement in meaningful real-life leadership activities
• Assists the candidate in transferring leadership knowledge and theory into leadership skills, behaviors and activities that enhance learning communities
• Provides service to the host educational community.

During Directed Field Experiences I and II, the candidate is expected to assist in significant and varied leadership responsibilities under the supervision of a Baker University supervisor and an educational field mentor, who is cooperatively chosen by the candidate, the Baker University advisor, and the directed field experience coordinator. The Baker University supervisor and field mentor work cooperatively with the candidate to select a series of meaningful field experience activities and projects from the suggested activities associated with the program objectives. Through a combination of coursework and field experiences, the candidate begins to develop leadership performance behaviors that are associated with program objectives and standards.

The candidate must enroll in two separate field experiences, Directed Field Experience I and Directed Field Experience II. Each of the two field experiences consists of a minimum of 60 clock hours at the educational site. Field experience activities should relate to program objectives and performance indicators. Time is distributed across the program standards. A candidate is expected to address all program objectives during the two field experiences. Candidates are expected to work with diverse school and community issues during one of the field experience activities.

Candidates who are accepted into the program receive detailed Directed Field Experience Handbooks.

Dr. Chase began her career in education as a language arts teacher and later served as a high school counselor. Her administrative background is diverse: She has served as a Director of Guidance, Director of Student Services, Director of Curriculum and Instruction, Chief of Staff, Superintendent of the Kansas City Public Schools, Superintendent of Columbia Public School District, and Director of the Charter School Center at the University of Missouri at Kansas City. Throughout her career, she has received awards and recognitions for her accomplishments in managing educational and support staff, developing standards-based core curriculum, monitoring school achievement across large school districts, and developing district-wide accountability leading to increased student achievement and reduction of the dropout rate. Dr. Chase earned her Bachelor of Science in Secondary Education – English and Speech Communications from the University of Kansas, a Master of Science in Guidance and Counseling from Creighton University, and a Doctor of Educational Policy and Administration degree from the University of Kansas.

Dr. Chen-Bouck is enthusiastic about teaching courses in research methodology and statistics. As a research analyst, she helps doctoral students with their dissertations. Her research program focuses on the relations between cultural values and parenting practices and the developmental outcomes associated with parenting practices for children and adolescents. Over the past six years, she has published eight journal articles and presented five studies at national conferences. She holds two master’s degrees, one from the University of Sydney in Australia and the other from the University of Kansas. She graduated from KU with a Doctor of Philosophy in Educational Psychology and Research.

Dr. Frye has been a member of the Baker faculty since 2001. He earned a Bachelor of Science in Elementary Education, Master of Science and Education Specialist degrees in Education Administration from the University of Missouri–Kansas City, and a Doctor of Education in Education Administration from the University of Kansas. A recipient of a postdoctoral fellowship at the University of California–Los Angeles, he studied with renowned educator Dr. Madeline Hunter. Dr. Frye began his career as an elementary teacher and as a member of the U.S. Army, serving in South Vietnam and Germany. For 30 years, he worked in public school education and has served as a principal, an assistant superintendent, and an associate superintendent. The majority of his university career has been at Baker University where he is a teacher, dissertation advisor, and coordinator of Doctoral Field Experiences. He is an active writer, having published numerous articles as well as receiving more than 15 juried recognitions for his instructional and informative media. Among his diverse leadership and service activities, is the founder and executive director of Music 4 Jeremy’s Cherubs Foundation LLC. This organization has collected, rehabilitated, and donated more than 3,200 musical instruments to children and youth in need and more than 500 guitars collected and shipped to soldiers and traumatically wounded soldiers.

Dr. Hawpe serves as one of the Directors of Special Education for Wichita Public Schools, USD 259. Since 2005 he has served as a special education teacher, teaching specialist, coordinator of special education, and director of special education. In these positions, he has actively served the needs of students with disabilities through curriculum development. He has supported faculty, staff, and students through educational programs, training sessions, faculty supervision, and implementation of Positive Behavior Support programs. He previously served as an adjunct lecturer at Newman University.

Dr. Kokoruda served as the Executive Director of School Administration – West in the Blue Valley Unified School District 229. His career in the public schools has included serving as a high school principal, an assistant principal, and a Language Arts teacher. He earned a Bachelor of Science in Education, a Master of Arts in English Education, and a Doctor of Education in Curriculum and Instruction in Instructional Leadership from the University of Kansas. Additionally, he holds District Level Certification from Pittsburg State University and Administrative Certification from Emporia State University.

Dr. Rogers has been a member of the Baker University faculty since 2006. She holds a Bachelor of Science in Education in Mathematics from Pittsburg State University and a Master of Science and Doctor of Philosophy in Educational Administration from Kansas State University. At Baker, she has served as the Coordinator of the EdD program and taught numerous courses within the EdD programs. Dr. Rogers has advised 79 doctoral students to successful competition and defense of their dissertations. Some of her administrative experiences include serving the Topeka Unified School District as the Associate Superintendent of Learning and Instructional Services, the Associate Superintendent of Administrative Services, Assistant Superintendent of Instruction and Learning, and Principal of Highland Park High School. Dr. Rogers’ administrative achievements include the development of an evaluation system based on The Framework for Teaching and the associated professional learning for certified and administrative employees, establishment of a professional development program for administrators, the development of a process for comprehensive school reform in all K-12 schools, the creation of at-risk preschool programs in five elementary schools, and the development of the Striving Toward Academic Responsibility (STARS) rewards program. She has chaired numerous North Central Accreditation Teams and has been active in national and state administrator and teacher organizations.

Dr. Stressman serves as the Superintendent of Schools for the Lakin Unified School District 215. He also held the role of superintendent in Shawnee Heights USD 450 and Kaw Valley USD 321. He has served as the middle and high school principal in Troy USD 429, assistant junior and senior high school principal and activities director in Caney Valley USD 436, and English teacher in Buhler USD 313 and Mill Creek Valley USD 329.

Dr. Waterman instructs and facilitates graduate classes in statistics, research methodology, and research and technical writing. Additionally, she assists doctoral students in the design, analysis, and writing of their dissertations. Dr. Waterman’s previous experience includes teaching critical writing for Baker University’s School of Nursing and College of Arts and Sciences as well as serving as a statistical consultant at The Ohio State University. She received the Baker University School of Professional and Graduate Studies Bob Campbell Outstanding Faculty Service Award. Dr. Waterman holds a Bachelor of Science in Psychology from Wright State University, a Master of Arts in Quantitative Psychology with a minor in statistics and ABD in quantitative psychology from The Ohio State University, and a Master of Business Administration and a Doctor of Education in Educational Leadership from Baker University.

Dr. Yoder has been on the Baker University faculty for four years. He holds a Bachelor of Science in Social Science and a Master of Science in Educational Administration from Emporia State University and a Doctor of Education in Educational Administration from the University of Kansas. Dr. Yoder teaches the Systemic School Improvement and Evaluation course for each cohort. In his 39 years in Kansas public schools, he has served as a teacher, principal, assistant superintendent, and superintendent.

Dr. Prosser is a certified teacher with licenses in elementary education 1-6 and language arts 5-9 and a K-12 special reading certification. Before coming to Baker University, she spent15 years as a teacher and instructional coach at the elementary, middle, and high school levels. Literacy, diversity, virtual schools, STEM education, and promoting teacher leadership are her focus areas. Along with supervising student teachers and teaching a variety of elementary and secondary education courses, Dr. Prosser sponsors the School of Education Ambassadors organization on the Baldwin City campus. Over the years, she has taken many students to copresent at state and national conferences and is involved in community service projects with future teachers. Dr. Prosser serves as the project leader for the Robert Noyce Teacher Scholarship Grant from the National Science Foundation. Through the Advancement of STEM Teaching and Retention Academy program, scholarships and additional support are awarded to future STEM teachers. She earned a Doctor of Educational Leadership from Baker University. She also holds an education specialist’s degree in curriculum and instruction and a bachelor’s degree in elementary education from Austin Peay State University, and a master’s degree as a reading specialist from the University of Missouri-Kansas.

Dr. Hill has more than 20 years of experience as a teacher and building administrator for the Archdiocese of Kansas City. As an advocate for continuous school improvement, she also serves as a Lead Evaluator for Cognia, leading accreditation teams over the past 10 years in Kansas and Nebraska. Dr. Hill served as a KESA Program Consultant for the Kansas State Department of Education, supporting schools through the unexpected challenges of creating and maintaining continuous learning plans with the onset of the pandemic. She holds Master of Science and Doctor of Education in Educational Leadership degrees from Baker University.