What is a Doctorate in Early Childhood Education?

A doctorate in early childhood allows an educator to make an even greater impact in the early childhood field. It deepens one’s knowledge, helps refine research skills, and allows educators to connect and network with other professionals in the field. A program such as this typically requires between 60-90 credit hours of work.

Additionally, admission requirements for a doctorate in early childhood education often require a master’s degree in a related field, letters of recommendation from academic and professional references, writing samples, statement of purpose, professional resume demonstrating teaching experience, and GRE scores. With all the requirements to work towards a doctorate, what are the reasons educators seek this degree?

Reasons to Earn a Doctorate in Early Childhood Education

Research from the National Association for the Education of Young Children reports that children’s brains undergo rapid development up to the age of eight. This rate of growth is much greater than at any other time in their lives. These reports also find strong evidence that education in these early years is a factor in determining a child’s later academic performance, professional success, and economic outcomes. A strong early childhood education can even influence the probability of involvement, or lack of involvement, in criminal activity in the future.

There are many reasons one would like to pursue a doctorate in the early childhood field. For starters, it sets an educator up for taking on research and leadership positions in early childhood education as well as teaching at the college or university level. Educators with a doctorate in early childhood can become candidates for administer or superintendent roles.

A doctoral degree also allows one to advance educational theories that can transform education at a broader level, creating positive changes in the field. There are many advantages to working towards a doctorate degree, but what are some other things someone should consider before embarking on the journey towards their next degree?

Things to Consider Before Pursuing a Doctorate

There are many reasons to pursue a doctorate degree. A good starting place is to determine your “why.”

• Are you a lifelong learner that wants to advance your knowledge in the field?
• Are you considering a role in administration?
• Do you want to work at the collegiate level?

Or maybe you simply want to max yourself out on the pay scale. There is no wrong answer, but knowing your why can help you keep your goals at the forefront of your mind as you enter into this next phase of schooling.

Once you have determined your why, do your homework. Be sure to pick a program that meets your personal and professional goals. Consider academic rigor, the requirements necessary for completion, and the faculty you will be working with.

Additionally, there are dozens of programs to consider, and the time required to complete them varies.

• Do you want to pursue a degree that can mostly be completed virtually?
• Do you learn best in person?

These are all valuable questions to put some thought into. Reaching out to an advisor at the schools you are considering is a great resource to consider. Ask for the contact information of recent graduates that would be available to answer questions. These students are often the most honest about the programs they have just completed and a great way to make sure you are choosing the best one for you.

Lastly, set realistic goals and expectations for yourself. Decide when it works best for you and your family to set aside the time you need to focus on your schooling. For some, that may be Saturday mornings. For others, that may be post kid bedtime a few nights a week. Establishing a routine will help make the school-work seem more predictable and less stressful. Additionally,  make sure you turn to ways you can destress as well as self-care techniques so you don’t burn yourself out throughout the process.

Earning a doctorate in early childhood education is an amazing accomplishment. Determine your “why,” find the right program, and set realistic goals for yourself, all while making time for distress and self-care, will help make this journey a positive experience.    

Because of the importance of those formative years, early childhood education careers are vital in setting learners up for success. In the field of education, the Doctorate in Education (Ed.D.) degree is a terminal degree that can prepare professionals to make an impact in early childhood education. Ed.D. graduates who have studied topics like leadership and education policy can make a positive difference in school districts, classrooms, nonprofits, and other settings that deliver early childhood education.

Interested in advancing your career? Check out our available doctorate in education graduate programs and get started today!

The post The Rewards of a Doctorate in Early Childhood Education appeared first on Graduate Programs for Educators.

The doctorate is a highly specialized degree that opens up a wide range of career opportunities in the field of education. While many people assume that earning a doctorate in education only leads to careers in academia or school administration, the truth is that the degree can qualify you for a variety of roles both inside and outside the classroom. While many individuals with a doctorate in education pursue traditional academic roles as professors and researchers, numerous other career opportunities are available to those with this degree. In this article, we will explore some of the jobs that a doctorate in education qualifies you for.

Perhaps the most obvious career path for someone who has completed doctoral programs in education is to pursue a role in academia. This might involve teaching courses in education, conducting research in the field, or mentoring graduate students. Here are a few examples of academic roles that someone with a doctorate in education might pursue:

Academic Roles

Professor

Many colleges and universities require their faculty members to hold a doctorate degree in their field. In the case of education, professors may teach courses in subjects like educational psychology, curriculum design, or educational leadership. They may also conduct research in these areas, publish academic articles or books, and serve on committees or advisory boards within their institution.

Department Chair

In some cases, a professor with a doctorate in education may be promoted to serve as the chair of their department. This role typically involves overseeing the department’s curriculum, managing faculty members, and developing policies that support the department’s mission and goals.

Academic Dean

Another potential career path for someone with a doctorate in education is to serve as an academic dean. In this role, they would oversee one or more academic departments within a college or university, work with faculty members to develop new programs or initiatives and ensure that the institution is meeting its academic standards.

Education Policy Roles

Another area where a doctorate in education can be useful is in the field of education policy. This might involve working with government agencies, non-profits, or educational institutions to develop policies that promote student success and educational equity. Here are a few examples of education policy roles that someone with a doctorate in education might pursue:

Education Consultant

Many school districts or educational organizations hire consultants to help them develop and implement new policies or programs. A consultant with a doctorate in education might specialize in areas like curriculum design, assessment and evaluation, or teacher professional development.

Education Policy Analyst

Another potential career path for someone with a doctorate in education is to work as a policy analyst for a government agency or non-profit organization. In this role, they would analyze data, research current policies, and recommend new policies or initiatives supporting student success and educational equity.

Education Advocate

Someone with a doctorate in education might also choose to work as an advocate for educational issues. This might involve lobbying for policies that support students and teachers, working with community organizations to promote educational equity, or writing articles or blog posts that raise awareness about important issues in the field.

K-12 School Leadership Roles

Most of the job roles occupied by individuals who have a doctorate in education are roles held by leaders in K-12 school districts. Some of the job roles include:

School Administrator

One of the most common career paths for individuals with a doctorate in education is becoming a school administrator. School administrators are responsible for overseeing the daily operations of schools, from managing budgets and resources to hiring and supervising staff. They also play a critical role in setting policies that affect the educational outcomes of students. This would include job titles such as: assistant principals, principals, district directors, executive directors, chiefs, assistant superintendents, deputy superintendents and superintendents.

Curriculum Specialist

Curriculum specialists are responsible for designing and implementing educational programs that align with the goals and objectives of a school or district. They work closely with teachers and other educators to develop instructional materials and assessments that promote student learning and achievement.

Corporate Training Roles

While it may seem surprising, a doctorate in education can also be useful for those interested in corporate training roles. Many companies are recognizing the importance of ongoing employee development and are hiring professionals with advanced degrees to design and implement training programs. Here are a few examples of corporate training roles that someone with a doctorate in education might pursue:

Corporate Trainer

Corporate trainers use their expertise in education to design and deliver training programs for employees in various industries. They develop training materials, conduct training sessions, and evaluate the effectiveness of training programs. Corporate trainers work for corporations, government agencies, and nonprofit organizations.

Learning and Development Manager

In this role, someone with a doctorate in education might work with a company’s leadership team to develop training programs that align with the organization’s goals and values. They would also oversee the implementation of these programs and evaluate their effectiveness.

Instructional Designer

An instructional designer with a doctorate in education might specialize in designing training materials and courses for adult learners. They would work closely with subject matter experts to create relevant materials for adults that complement adult learning styles.

In conclusion, a doctorate in education offers numerous career opportunities beyond traditional academic roles. Whether you aspire to become a school administrator, educational researcher, or corporate trainer, a doctorate in education can help you achieve your professional goals while making a positive impact on the field of education.

Are you interested in pursuing a doctorate program to advance your career? If so, check out our available in-person, hybrid, or online doctoral programs in education today!

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Communication is the cornerstone of most successful ventures in education. The best of plans can erupt into chaos if there is not clear communication and ample planning. Communication should be timely, logical, relevant, and authentic. Effective district leaders have strong written and spoken communication skills. Further, effective communication can bring clarity to stakeholders while uniting the various groups in pursuit of common goals.

Research and Organize Your Vision

The first piece a school district should consider in developing an instructional vision is what a graduate should look like. Citizenship, empathy, academic knowledge, and innovative thinking should all be considered.

A school division’s instructional vision should communicate what teaching and learning looks like in the district. Innovative and engaging instruction across an entire district does not just happen. A plan serves as the blueprint for the district’s journey toward its instructional vision. The plan is articulated, implemented, revisited regularly with formative checks, and assessed.

Authentic and relevant instructional visions focus on the learner. The overarching goals should align with increased student learning outcomes and maximized growth.

The approved plan should promote:

• A universal understanding of content to be taught,
• Instructional methodologies implemented
• Student and teacher expectations
• Ways in which learning and instruction will be assessed

The plan must go beyond literacy and other core areas. Enrichment, acceleration, intervention, remediation, and the arts must all be given focus in the plan. That is, instructional practices must be planned to reach all learners. Consideration should be given to intervention along the way before intensive remediation is necessary. Further, accelerating and enriching student learning is considered to maximize growth and rigor for all learners. The arts promote critical thinking and innovation that can be cross-curricular that helps unite the instructional vision and reach additional students.

Time and communication are two essential investments in a quality instructional vision. Quality visions rise from shared conversations and active listening among stakeholders’ groups. The superintendent needs to develop a network that allows various stakeholder groups a voice in the development of the vision. School leaders should research high impact instructional practices, ensure alignment with state standards and literacy plans, and visit districts that have implemented highly successful instructional visions. Outside consulting groups may be necessary to organize the development process, but the decision-making component must remain in the hands of local stakeholders.

The final plan should operate smoothly like gears working together to guide the district and promote daily decision-making. The plan becomes a living document that is referenced and used. The vision needs to be clear as to the purpose of instruction, curriculum, instructional practices that are promoted, school cultural expectations, and manners of assessment. All key terms within the vision should be clearly defined for essential understanding. Goals should be relevant, measurable, and time bound.

The vision should be strategic and prioritized. The ways to improve instruction are not finite. Yet, having too broad a vision with too many initiatives will lead to burnout and the vision not being implemented with fidelity. Focusing on too many initiatives leaves faculty, students, and parents overwhelmed. Strategic and focused professional development should be differentiated according to need and align with the vision’s purpose. Further, when implementing a new instructional vision, it is essential to provide support and mentors for instructional staff.

Pedagogical Goals

Growth mindset is essential for the implementation of pedagogical goals related to an instructional school vision. Pedagogical goals go far beyond resources and tools. Pedagogy includes content, instructional practices, and the ways in which learning is assessed. Divisions should enact practices that research has shown to produce the greatest results and positively impact students. Educators must research and be willing to change.

Change is difficult so there must be communication, support, buy-in, and monitoring. Teachers are the core of effective instruction so understanding and buy-in are essential. Pedagogical goals should consider the impact of investing in positive relationships as a strategy to promote greater achievement and understanding. When relationships are productive among stakeholder groups, students benefit. Further, students need to know that a teacher cares about them as an individual. When a student knows a teacher cares, research shows learning is enhanced.

Further showing the need to embrace change, there is always room for pedagogical improvement. Educators should promote and model life-long learning. We need to explore new research-based instructional practices. The instructional vision should include new ways to differentiate instruction to reach all learners.

The vision can make instruction more learner-centered to help promote empathy and shared decision-making. Students have flexible routes to demonstrate mastery and can self-reflect upon their learning? The world is constantly evolving. As such, education should evolve over time. Pedagogical goals should consider innovation and creativity. As such, project-based learning should be explored.

The job market needs innovative thinkers who can contribute to teams. Routine facts can be researched, but students need to be able to think and bring concepts together to complete a project.

Common Rubric Models Outline Clear Expectations

Rubrics communicate clear expectations, criterial standards, performance levels, and define overall mastery. These components are more objective and concrete using carefully crafted rubrics that are aligned with the district’s instructional vision. Feedback is a foundation piece for continuous improvement for both the learner and teacher. Rubrics provide the opportunity for more substantive and rich feedback.

Rubrics should be used for classroom observations. Feedback should be clear as to exemplary practices and areas of needed improvement. Teachers with a sound understanding of common definitions and ongoing communication will know what is expected. Observations using rubrics should be strategically planned to allow for both formative and summative measures of the instructional practices. In addition, the rubrics can provide teachers a way to self-reflect within known parameters.

A graduate degree in administration prepares you to lead as a principal, superintendent or other school administrator and help shape the future for generations of students. Check out our available administration and leadership graduate degrees and get started today!

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Another consideration of earning a doctorate is more extrinsic in motivation. Earning a doctorate can make an educator more marketable for career advancement. A doctorate within a field is both respected and well-recognized. As such, the grad degree leads to heightened credibility within the field. These doctoral degrees can even lead to additional certifications, opening the door to new fields under the education umbrella. A doctorate certainly makes a candidate more marketable for most fields in education.

Why I Chose to Pursue a Doctoral Degree

The decision to start down a path toward an additional degree is not one to take lightly. There will undoubtedly be additional pressures in your life during this period. Perseverance and resilience are essential for the successful completion of a graduate degree. This commitment will require time, which may take time away from family and other aspects of life. Balance is essential, and the individual must be confident that the investment is in their best interest.

Earning a doctorate is a bucket list item for many individuals. I would include myself in this group of individuals, as my degree was my personal goal. Graduate programs add to a feeling of accomplishment. I knew I wanted a doctorate, but the timing and expense were looming considerations at points in my life.

In addition, a person must get beyond fear of failure. Many accomplished people fear the next step as it might be the one that impedes their success. I realized that we cannot live in fear, but rather must embrace life and its challenges. Entering a doctoral program with eight of my colleagues provided the assurance I needed to begin my doctoral degree.

Another consideration that led to my pursuit of the doctoral degree was the desire to make a greater impact within the field of education. I wanted to teach additional education courses at the collegiate level, write articles for publication, present at conferences, and eventually pursue the position of division superintendent. While I knew that some of these accomplishments could be pursued without the doctorate, I also knew that adding the credential would make me more marketable and credible. Upward mobility is strongly linked to the completion of this degree.

How My Doctorate Helped My Career

I selected a doctoral program that fit my needs as a current leader within a school system. My leadership track helped me to study leadership skills and models that were useful to me as a principal at the time. Relevant, meaningful, and practical programs are often of most use to educators. I did not earn an additional certification through my doctoral program as my state affords persons with a specialist degree the opportunity to hold a Division Superintendent’s License. Yet, my investment in the program provided additional confidence and understanding of the field.

Many divisions add a paid stipend for anyone with a doctorate. In this regard, my doctoral degree added to my compensation, which helps my career in the present and boosts future retirement earnings. In addition, the doctoral degree, combined with my leading a highly successful school, allowed me to speak at numerous conferences and publish relevant educational articles. These accomplishments opened to door for me to become an adjunct faculty member in leadership studies at the collegiate level.

What I Learned Through the Degree that I Still Use

I am able to use the skills gained from my doctorate program on a daily basis. Earning the credential was certainly a key factor in my becoming a superintendent. Since I selected a degree program that aligns with my leadership career, I can use the leadership skills to create better working conditions for employees and learning experiences for our students. One of the critical understandings from my program was leading by example as a servant leader. Empathy and serving others are driving forces of my daily goals.

Further, educators’ time is too limited to focus on initiatives that are not producing sound results. The program’s focus on data-driven instruction and evaluation helps me use action research on the job to refine an educational system to produce the best results. The dissertation phase, although daunting, is essential for understanding how to evaluate and rely on sound data to make informed decisions. Educators are prepared to have a larger impact as they apply research methods to answer relevant questions about daily practices and gaps in existing studies.

I can use the skills that I learned along the path to the doctoral degree to remain relevant as a college professor in educational leadership. Further, the degree opens the door to present and write about education. As such, these opportunities help motivate me to continue to learn and grow within the field as an administrator. Continual growth and learning should be the goal of any educator.

Each person needs to believe in themselves and make the best decision for them regarding their future and career. The best way to start is a conversation with colleagues who have earned a doctorate and college graduate education departments.

Are you interested in pursuing a doctorate program to advance your career? If so, check out our available in-person, hybrid, or online doctoral programs in education today!

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What Does a Superintendent of Schools Do?

The superintendent leads the daily operations of the school division including budgeting, hiring quality staff, and monitoring student success. The school board hires the superintendent to oversee all operations of the district in alignment with district policies. The superintendent is tasked with developing innovative solutions to a broad range of priorities including maximizing student learning.

As such, superintendents work with stakeholders to develop a vision and related strategic plan to move the district forward. In productive divisions, school boards and superintendents work in close collaboration with one another in the best interest of all students. The superintendent becomes the key spokesperson for the division and lobbies. This is for the division’s best interest at all times.

Superintendent Requirements: Skills

People-Person

Division superintendents need a myriad of skills and background knowledge. Being a people-person is likely the most important of all the skills necessary for success as a superintendent. Effective superintendents must be able to build effective rapport with a multitude of different stakeholder groups. Further, superintendents need to leverage this rapport to bring these groups together to work in alignment with the district’s vision in pursuit of increased student success and better experiences in the schools. That is, understanding and cultivating positive and productive relationships is essential to success in this leadership role.

Effective Communication Practices

Further, modeling and expecting effective communication practices within the system is crucial for success as a superintendent. Effective communication must be used and expected at all levels for a school system to grow and flourish. Communication needs to be timely, relevant, clear, and purposeful. To advance the division and maintain strong stakeholder relationships, superintendents need to be highly skilled in written and spoken communication. One of the most important strong communication skills is being an active listener. Effective superintendents earn credibility through listening and considering input.

Division Representation

A superintendent must understand that they are always representing the division through instructional leadership, and more. Aligning with the thought that a superintendent always represents the school division, a superintendent must have the ability and dedication to model the way for fellow staff. The superintendent needs to make grounded, logical decisions that are both ethical and equitable. Actions are grounded in what is best for students and in alignment with code and school division policies. Superintendents must embrace living in glass houses and understand that they will become public figures within the area.

Organization

Given the demanding schedule and pressures from multiple groups, a superintendent should be organized and have the ability to both delegate and prioritize tasks as appropriate.

An effective leader understands the impossibility of perfecting everything overnight. As such, they must strategically decide which challenges to pursue with sound and unbiased decision-making. The superintendent must remain stable, composed, calm, and logical in all tasks.

Superintendent Requirements: Education

It is imperative that a chief executive of a school system have extensive knowledge and prerequisite skills related to education. While the exact degree and endorsement may vary slightly, at least in title, from state to state, some basics requirements are almost universal.

While some states require a terminal degree in education, other states are willing to employ superintendents with an educational specialist degree in the field. Having an earned doctorate certainly gives a candidate an advantage in both knowledge and perception when pursuing a superintendent position. Hiring a candidate with a doctorate can add to a feeling of expertise within the district and surrounding community. Educational Leadership and Administration and Supervision are the two most common doctoral pathways to superintendent licensure.

In addition to having an appropriate graduate degree, licensure is necessary for school superintendents similar to other positions within the field of education.

Superintendents are required to be licensed in PreK-12 Educational Administration in most states. In addition, superintendents normally rise through the ranks within the educational systems and carry additional endorsements in education.

Diverse endorsements and trainings within the field make a candidate more employable. A proven success record in academic achievement and school leadership must be clear. Further, experience and knowledge of the various levels from primary to upper high school is certainly helpful.

Why Should You Consider a Superintendent Position?

A person who wants to advance and make the most significant impact possible within a district should consider applying for the superintendent position. A person should not apply for the school superintendent position solely considering pay and power. There are other, much easier, ways to achieve these two aspirations.

Superintendents need to be individuals who are servant leaders who enter the field with the noblest intentions to shape the present and future in schools. Furthermore, the impact of a superintendent can extend way beyond the boundaries of the school system as these leaders are given platforms to shape practices within the region, state, and collegiate world.

How to Become a Superintendent

School leaders’ daily actions become their extended interview for advancement. As such, the best way to become a superintendent is to be dedicated to the success of a school or a division as either a school principal or central office director. School divisions will become interested in a candidate who has a proven record of accomplishment in school leadership. Doing what is best will pay off long-term if a person wants to advance within the field.

After a potential superintendent has earned an appropriate graduate degree and related licensure, the candidate needs to promote their accomplishments that highlight effective leadership within the field. Resumes and related documents must align with the leadership post’s skills. Future superintendents seek out opportunities to present at conferences and workshops.

Many states offer statewide superintendent posting and application sites. As such, candidates can be more easily and quickly apply for multiple superintendent positions within a given state. These sites are often linked to recruitment agencies that assist both school boards and superintendent candidates.

When a candidate accepts an interview, they should invest time to better understand the school system and surrounding community. Driving through the area to see schools and resources will prove most helpful in the interview process. Further, visiting the area for the weekend allows a candidate to see if it is likely to align with their leadership style.

Interested in becoming a superintendent or simply continuing your education as a teacher? Check out our administration and leadership graduate programs and get started today!

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Throughout their time in the field, educators may become very interested in a specific area of study within the education world. Once they realize that they want to become experts in this area of study, they may want to continue their education and begin Ph. D. or Ed.D. programs.

When research universities in the U.S. first began awarding degrees, they initially focused on the sciences and later, the arts. Demand for professional doctoral degrees outside of the ancient fields of law and medicine grew in the late 19th century, leading universities to begin offering Ph.D. programs.

In 1893, the Teachers College at Columbia University awarded the first Ph.D. in the field of education. As educators began seeking advanced degrees in their field, some universities sought to provide these students with a more applied education, as opposed to the more-common research-focused Ph.Ds.

This led to the creation of Ed.D. programs. Harvard University granted the first Ed.D. degrees in 1921. Over the course of the 20^th century, more universities began offering Ed.D. programs, while others continued to award a Ph.D. in education.

Today’s doctoral students can choose between a research-focused Ph.D. and a more practice-focused Ed.D. program.

Similarities Between These Programs

Both Ph.D. in education and Ed.D. programs are designed to provide a rigorous education system and reflect the interdisciplinary nature of the education field. Doctoral students in education will develop a strong knowledge base and learn about the latest developments in education theory, regardless of the type of degree they pursue.

In both Ph.D. and Ed.D. programs, students are exposed to a range of research methods. Students might also be required to take a class such as research design that helps them focus on their dissertations. Graduates who earn either degree will have an understanding of the latest research in education and will have developed the skills to analyze these findings.

To earn either degree, doctoral candidates must demonstrate the ability to make an original contribution to the study of education. Both Ph.D. and Ed.D. degrees are highly respected in the field and open the door to many advancement opportunities.

What is a Ph.D. Degree?

A Ph.D. program in education is a Doctor of Philosophy and the highest academic degree possible. A Ph.D. degree can be obtained across almost all fields of study after completing rigorous coursework.

A Ph.D. program for educators focuses on research, theories, and educational techniques. This program includes coursework on how to become a great researcher, including qualitative and quantitative studies.

A Ph.D. program also includes courses related to ethics, leadership theories, equity and inclusion, and so many more. In addition to those courses, a student will have specialty courses related directly to the program they choose. Educators who decide to get a Ph.D. in special education will have several programs related to that topic. Once, they get to the dissertation phase, their research will be concentrated on an area in special education.

The dissertation is the culmination of any Ph.D. program. This is the original research and findings of the Ph.D. student. The dissertation can take more than a year to complete. Many steps go into completing and defending a dissertation; that is why a person should make sure that they are genuinely passionate about the subject area because they will be digging deep into the research and finding what they can add to the field.

How Does it Differ from an Ed.D?

Depending on an educator’s goal, they may decide that they want to focus on the actual practice rather than the research related to education. If this is the case, they will want to enroll in an Ed.D. degree. An Ed.D is a Doctor of Education. Just like a person with a Ph.D., they will also be referred to as “doctor.”

An Ed.D can typically be completed in about two years, whereas a Ph.D. generally takes four years. Both programs require research, but an Ed.D focuses on implementing theories into practice in the K-12 or college setting.

What are the Benefits of a Ph.D. and Ed.D.?

In addition to becoming an expert in your field by obtaining your Ph.D. or Ed.D., many more benefits will come along once you complete your program. Not only will you now be called “Dr.”, you will open the doors to many new opportunities.

Salary

You may see a salary increase. Some jobs will increase a person’s salary depending on their educational degrees. You may move into a new salary bracket by reaching the highest academic degree possible.

Career/Professional Opportunities

A Ph.D. or Ed.D will provide the educational requirements for specific careers. You can become a superintendent of schools, a director of special education, a provost or vice provost of student services, and the list goes on. You may be asked to write a book based on your research done during the Ph.D. dissertation phase. Before you begin the degree, during, or after, research new jobs and see where your new qualifications might take you.

Professional Development

School districts and universities are always looking to host professional development workshops or series for their employees or outside guests. Having a Ph.D or Ed.D. shows that you are an expert in a particular field.

You will be asked to present and teach others what you have learned or found in your research. These are usually paid opportunities. The more that you present, the higher your compensation will be.

Passion

Finally, deciding to pursue your Ph.D. or Ed.D. will allow you to spend time on a topic you are genuinely passionate about. You will immerse yourself in the research and theories, and become an expert. You will have the time to experiment with your ideas and thoughts in the area. Finally, you will have the opportunity to share your findings with other experts in the field.

Prestige and Credibility

Obtaining your Ph.D. is an amazing goal that not many people in the world reach. You deserve to be proud of yourself and celebrate. You will be looked up to for advice in your field, and you need to recognize yourself as the expert you have become.

Are you interested in pursuing a doctorate in education? Check out our available doctoral graduate programs and take your next step today!

*Updated June 2022

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Educational leadership resides in persons who have relationship skills coupled with training and life experiences that can leverage positive energy to bring a group of like-minded individuals together to pursue a common vision.

Effective school leaders can foster a climate and culture that builds social-emotional intelligence among stakeholders while simultaneously pursuing academic excellence. Leadership is mainly about listening, supporting, and fostering productive relationships among stakeholders. Further, leadership is about building leadership capacity in others.

Significant research connects strong leadership with creating a positive school climate and lasting impact on student achievement. Heightened academic and social growth among students is likely with student-focused supportive school leadership. School leaders embrace an overwhelming level of responsibilities in the hope of making a difference. Leaders ensure that students are safe, supported emotionally, provided a diverse, challenging curriculum, and taught by dynamic teachers who bring real-life connections to the curriculum.

Accomplishing these demands while being the building-level instructional leader necessitates a team approach. Practical leadership development involves understanding how to build a strong team and bring the team together to pursue common goals. With strong leadership, teachers, staff, parents, and the community reach their best potential.

In addition, leaders are called on to make difficult decisions. In these times, leaders must model the way and choose paths that are best for the students, school, and district. Leaders need strong conviction and ethics to stand up for what is right.

What Does an Ed.S. Educational Leadership Program Focus On?

Educational specialist degree programs focus on providing the skills necessary to obtain licensure and obtain employment in school leadership. Some educators who already have a master’s degree in educational leadership with required licensure decide to pursue an Ed.S. in hopes to refine skills and explore current best practices.

In contrast, many educators choose to pursue a degree after their master’s degree to add an additional credential, as many teachers choose a master’s degree in counseling or curriculum but later decide to pursue school leadership.

The specialist program in educational leadership includes core coursework in educational foundations, teacher supervision/evaluation, educational research, community relations, professional learning communities, and school law. Often specialist programs also include an intensive practicum in which students practice leadership under the close direction of a site supervisor.

These reflective experiences are often the specialist degree program’s authentic, practical, and relevant components. An educational specialist degree consists typically of 30 to 40 hours of coursework that prepares graduates to sit for licensure exams and enter the field.

How Does a Doctorate Educational Leadership Program Differ from an Ed.S. Program?

One of the most obvious distinctions between an Ed.S. and Ed.D. program is duration. An educational leadership doctorate program is lengthier, intensive, and requires the completion of a dissertation. In addition, a doctorate in educational leadership will open more opportunities.

While the Ed.S. is sufficient to earn a superintendent’s license in many states and teach adjunct coursework in education at most universities, the doctorate will make a person more likely to be hired as a district leader, superintendent, or full-time professor of education.

Ed.S. vs. Ed.D.: Benefits of Each

There are benefits associated with both the Ed.S. and Ed.D. in school leadership. The Ed.S. program can be completed more quickly, allowing one to advance within the field more rapidly and return to a state of normalcy concerning college studies. Because of this, the Ed.S. may not seem as overwhelming while seeming more doable.

Yet, the Ed.D. as the terminal degree within the field provides more closure to one’s educational journey and opens the door to the most opportunities. A more immediate benefit of both degree programs is that most school districts offer annual degree stipends, providing graduates a path toward a more respectable salary.

It is important to note that these two degree programs do not have to be exclusive choices as it is perfectly acceptable to pursue an Ed.S., then pursue the Ed.D. with or without a break. While some colleges view the specialist degree as an additional terminal degree that leads to specialty licensure and skillsets, other universities allow graduates to continue to build upon the Ed.S. program in pursuit of a doctorate in educational leadership.

Many universities accept all or the majority of educational specialist credits toward a doctorate in educational leadership. One degree can be viewed as a milestone along the way – providing either a stopping point or a point of celebration in pursuit of a bigger goal.

How Do I Decide which is Right for Me?

Either path, the Ed.S. or the Ed.D., is respectable and valuable so the choice is more about the individual, where they are in their career, and future ambitions. If an educator is 25 years into their career when they decide to pursue school leadership, the Ed.S. might be the best choice because the person is unlikely to make enough additional money from the stipend for a doctorate degree prior to retirement.

The specialist program will lead to the licensure necessary to become a school leader and make a difference in the lives of many. Yet, a person in the initial years of their career might find the Ed.D. program the best option and a sound investment. Further, a doctorate is a life-long goal of many regardless of where they are in life. In this case, the doctorate might be a fulfilling choice.

As I reflect on my own journey, I always wanted to accomplish a doctorate degree but found the prospect overwhelming. When the opportunity to pursue a specialist degree presented itself, I readily accepted the challenge knowing that I would add a leadership credential to my licensure. I did take a break but later decided to take a leap and finish my Ed.D. in Educational Leadership.

Students, regardless of age, often embrace challenges and perform at higher levels when tasks are chunked into more manageable pieces. Climbing a ladder is not overwhelming when the steps are manageable.

Explore our available Ed.S. and Ed.D. Educational Leadership programs and get started today!

The post Educational Leadership Degree: Ed.S. vs. Ed.D. appeared first on Graduate Programs for Educators.

Every public school district has a policy manual—online in today’s world. A policy manual is a set of documents that serve as directives for the way the district is run by administration and school leadership. Publishing it on the website increases transparency. Board policy manuals must be aligned with state and federal law and cited in each policy. The members of a board of education create and set policy during board meetings with support from the superintendent and administrative team. Policy manuals are regularly reviewed and updated. They are general in nature and actual procedures are typically written from these policies and carried out within the school buildings.

Who Can Have an Impact on School District Policy?

Any stakeholder in a district has the potential to affect policies. The employees, students, parents, and community members who are residents have the greatest impact. State and federal legislators, too, have a significant ability to impact policy every time they pass a new law.

Ways to Affect School District Policy

There are steps that one must take to change school district policy. It is important to follow the chain of command when trying to make changes so that administrators and board members are not caught unprepared. Although it can be tempting to ruffle feathers about an issue that may be very personal, getting emotional and creating havoc will not make anyone eager to work together for a change. It’s best to be calm and thoughtful about the issue.

When there is policy that one wants to change, the first thing to do is research the policy. Review the online policy manual and then see what specific laws, if any, are noted at the end. Check those laws to be sure they are current. If something is law, no amount of working with the district will get them to change it. They are not able to ignore state and/or federal law. At that point, take your views to legislators to see if you can get them to change the law. They typically would like to be re-elected so they do listen to reasonable requests.

If you find that no laws are cited, write down ideas about why the policy needs to change. Check out surrounding school districts and review their policy on the matter. They may have something different that you can use for your research. Check to see if there is any research supporting your point of view. Call your principal and let them know that you are interested in this policy and ask questions about how it is implemented. Ask them what they think about changing it to your point of view and carefully listen. There may be reasons for this policy that weren’t clear.  Or, you may find that they, too, do not agree with the current policy.

Next, go to the district level and ask for an appointment with the superintendent. Be clear about the intent of the meeting so that the superintendent is not caught unprepared. Let them know the policy that you will discuss so that they can be ready. If the superintendent can be convinced to bring it to the board level, the objective will be attained.  Be calm and present your arguments in a well thought out, coherent manner. The most important point to bring up is any effect on students. Students are at the center of all decision-making taking place.

If the superintendent is not moved, let them know that you will take it to the next level, the board of education. You can go to the website and get emails and contact information for board of education members. Frame your arguments in a letter and send it to each person. Call and ask to meet with the board president to discuss this policy. It is best to address the board president initially to see if you can garner support.

Going to a board of education meeting is not recommended for several reasons. First of all, a board meeting is a meeting for the board to conduct business of the school district in public. It is not a meeting for the public to come and hold discussion. There are public comment sections of the meeting and those are typically held with a time limit, 3-5 minutes is common. No one is going to be convinced to change a board policy from one speech given in 3-5 minutes. They may also ask if you brought up your concern to the administration first. If you have not, they will direct you back through the appropriate chain of command.

It is also not recommended to gather together in a group and approach the administration and school board as a group. It is more impactful for individuals to state their own cases and not rely upon a group. When single individuals regularly contact the administration and/or school board, it becomes a pattern that bears looking into.

The best example this author has seen took place in an Illinois school district. The school nurse was bothered by a no-nit policy that the district had for head lice. The policy read that if any nits were discovered in a child’s head, that child could not be in class until all nits were extinguished. The nurse felt that nits were not giving a disease to others and that it was excessive to ban the child from school until all nits were gone. He got medical information from the American Academy of Pediatrics that stated the same thing and recommended that students be allowed to come to school and take care of the nits at home so they would not miss instruction.

He first ran it by the principal and though she was not moved by the argument, he stated his intent to bring it to the district office. He shared his information and request with the superintendent and head of student services, and they advocated with him to the board of education to change the policy so that students would no longer be excluded from the educational environment. The board of education agreed to this change. Even one person can have a profound impact on educational policy and the improvement of public-school education.

The post How to Impact Education Policy appeared first on Graduate Programs for Educators.

Reputable Ed.D. programs generally require approximately 60 credits, comprised of required and elective courses, along with a nine-credit dissertation.

What is the Primary Goal of an Ed.D. Program? (Expertise & Experience)

Ed.D. programs focus on developing exemplary educational leaders who are able to teach and train other educators, and who possess the skills to understand and conduct research into educational matters.

The Ed.D. program capitalizes on the prior knowledge and professional experience of educators and elevates their skills through advanced training in:

• Leadership
• Legal Issues
• Statistics
• Qualitative and Quantitative Analysis

Career Pathways for Ed.D. Holders

The Ed.D. is a useful degree because it provides two distinctive and highly valuable pathways for those who attain it, emphasizing the degree holder’s unique combination of expertise and experience:

1. Educational Leadership and Administration (Most Common)

This pathway prepares and/or enriches school administrators, such as:

• Superintendents
• Principals
• Directors of Curriculum
• Special Education Directors

Ed.D. graduates possess the ability to analyze both instructional and situational data to inform their decisions. This background lends itself to improving schools academically and instructionally, as degree holders are fully trained in managing curriculum and personnel.

They not only identify areas of improvement within their institutions but also manage the human and fiscal resources necessary to complete the improvement process.

2. Postsecondary Instruction (College-Level Teaching)

Individuals possessing an Ed.D. typically have extensive training and a vast array of professional experience to bring to the college-level classroom. This factor makes Ed.D. degree holders uniquely qualified to instruct future educators and school administrators because they possess:

• Textbook knowledge and research abilities.
• The essential experiential background necessary to assess how popular theories and approaches function in actuality (the “real-world” experience).

As a result, college and university professors with an Ed.D. are better equipped to analyze the information they present to their students, continuing the cycle of developing effective leaders.

Structure and Completion of Ed.D. Programs (Trustworthiness)

Ed.D. programs vary from institution to institution based upon specific requirements, concentration areas, and format.

Credits and Timeline

• Total Credits: As a general rule, Ed.D. programs require 60 total credits for completion, including a completed dissertation.
• Time Frame: The most abbreviated time frame necessary to complete a program is generally in the three to four year range. Candidates who work full-time may need to pace themselves accordingly.
• Dissertation Window: Once coursework is complete, most Ed.D. programs permit candidates to use up to seven years to complete their dissertation. It is not recommended to take the maximum time, as candidates’ momentum tends to wane as they become farther removed from their coursework and research training.

Specializations and Coursework

Ed.D. candidates have the opportunity to specialize in several areas depending upon the institution chosen. Common specializations include:

• Educational Leadership
• Curriculum and Instruction
• Special Education

In most cases, the general course requirements will be much the same, with candidates then choosing elective courses relevant to their area of specialization. The dissertation research should then surround a problem or topic within the candidate’s specialization area.

Learning Formats for Ed.D. Programs

Numerous Ed.D. programs are available globally in all learning formats. Candidates must critically examine a variety of programs to determine which one best meets their needs.

The Dissertation and Learning Opportunities

The terminal accomplishment of most Ed.D. programs is the written dissertation.

Dissertation Requirements (Authoritativeness)

As candidates explore potential programs, they should seek one that requires the dissertation to be at least somewhat experimental with regard to research design and that it must result in an original contribution to the body of research surrounding their area of study. The process is rigorous, but most institutions provide a structured timeline and format to assist candidates in timely completion.

Doctoral Learning Activities

Apart from direct instruction from experienced and highly qualified professors, doctoral candidates may participate in a variety of other learning opportunities:

• Independent and Collaborative Research Projects
• Classroom Observations
• Scenario-Based Simulations

Note: Except in rare cases, Ed.D. students do not participate in student teaching as most have already completed this requirement through their undergraduate or graduate certification processes.

Ultimately, the experience of earning an Ed.D. results in not only more knowledgeable and effective educators and administrators but also denotes to potential employers that applicants have the ability to complete challenging tasks and accomplish goals in an efficient manner.

You’ve got important career goals — we have the graduate program to get you there. Check out our available graduate degree programs to advance your career today!

*Updated September 2025

The post What to Expect from Ed.D. Programs appeared first on Graduate Programs for Educators.

Considering the paucity of educational doctors, a doctoral degree in education translates into notable recognition. Subsequently, the degree carries certain clout that authenticates the spoken words of the holder. In short, with such a degree, graduates are viewed as experts. By extension, they are invariably positioned to make significant contributions in education or corporate settings.

Beyond these, a doctoral degree in education carries an aura of achievement that bespeaks of commitment, tenacity, hard work, and discipline. It confirms graduates possess the knowledge, skills, and experience for top-level jobs in and outside of education. In an increasingly globally competitive environment, the degree is an asset to the holder. It is symbolic of immense opportunities for advancement that are inherently tied to multiple benefits.

What is a Doctorate in Education?

21^st-century educational leaders need requisite skills and knowledge that are unprecedented. Without these, the development of a citizenry prepared to meaningfully participate in a global society is drastically reduced. These leaders must be able to collaborate with other professionals to pinpoint and understand groundbreaking ways to tackle the myriad complex challenges facing education. Besides that, the capability to solve those problems becomes crucial to ensuring economies develop and remain viable.

Subsequently, students in a Doctor of Education program acquire extensive knowledge in a variety of courses aligned to education. Additionally, graduates get rigorous training in research techniques. These efforts position them to augment existing knowledge in order to improve education. Since much of the research is conducted in various educational settings, graduates get invaluable practical experience.

Taken together, the training is designed to hone graduates’ knowledge, skills, attitudes, and practices. Hence, graduates are equipped to develop programs and policies to shape reform efforts; and evaluate and implement practices and strategies to significantly impact education at all levels. The resulting effect is graduates are poised to be excellent leaders in various fields.

What You’ll Learn in a Doctoral Education Program

Graduates with a doctoral degree in education learn specific knowledge, abilities, and a vast array of soft skills, the depth and breadth of which are unparalleled. Students learn to independently and collaboratively evaluate and analyze programs, processes, and practices within the education system.

The interdisciplinary approach to the course of study provides students with a close-up view on multiple social, political, historical, economical, and technological issues impacting education. Through research, teachings, and seminars, students acquire in-depth knowledge into these issues from several perspectives. As students’ insights deepen, they are placed in different educational settings to investigate solutions to specific challenges. This is the premise on which multiple research are conducted. These experiences invariably engage every student in producing original scholarly writing.

The resulting impact of such grand undertakings is the development of a deeper understanding of issues facing education, and the identification of specific and feasible strategies to address those issues. So, every student in the doctoral program becomes a knowledgeable leader with powerful thinking capacity to generate solutions to promote positive change.

Collectively, the doctoral process differs significantly from an undergraduate degree. The latter is primarily from a theoretical perspective with some practical experience sprinkled throughout. The former is more intense as it intentionally immerses students in a hands-on learning environment where learners collaborate to explore content-specific matters and constantly engage in an exhaustive exploration of multiple issues impacting education in order to generate workable solutions.

Advantages of an Education Doctoral Degree

Upon earning the Doctor of Education credentials, depending on their professional goals, graduates are eligible for licensure based on state requirements. They are positioned to access multiple leadership jobs in various educational or corporate settings. As most higher-level jobs require a doctorate in education, no job is out of reach. So, whether graduates elect to work locally within a school or district, at the college or university level, at the state level, or globally, job opportunities abound.

Projections by the U.S. Bureau of Labor Statistics for 2018-2028, indicate growth rates between 7-11% depending on the job. For example, there is a growing increase (11%) for those aspiring to work at the college or university level as lecturers. For those seeking to work in administrative positions, a 7% outlook is estimated. In 2018, median salaries were $78,470 per year and $94, 340 per year respectively. Graduates seeking work at the district level can earn up $117,000.00 per year. On the upper end of the administrative scale (university presidents), salaries can exceed $200,500.00. The financial benefits when compared with lesser degrees are therefore significantly higher. With a doctoral degree in education, multiple other jobs within education or corporate entities are accessible.

Additionally, graduates’ potential to impact socio-economic changes increases exponentially. As experts, they possess the know-how to lead successful organizational change efforts. So, in addition to fulfilling the responsibilities of their assigned jobs, they are positioned to add to existing body of research whether through oral presentations or via scholarly articles. Suffice it to say, these are invariably linked to an increase in social networks.

Ready to take the next step in your career and pursue your doctorate? Check out our available doctoral programs today!

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