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Doctoral Program Core Values
The doctoral faculty believes preparation and practice of educational leaders must embody the following tenets:
- develop connections between theory and practice in the context of leadership;
- promote the development of capacity and capabilities of scholar-practitioner leadership;
- learn to deal with the diversity of ideas represented in educational leadership, and to utilize the techniques offered by each idea when relevant to school and student needs, thus facilitating commonality instead of divisiveness;
- through the cohort experience, learn how to be a part of a collegial community, and how to develop authentic collegial community for purposeful behavior contextualized by ethical and moral responsibility to the group;
- through intern experience ground theory in current practice by having the opportunity, through critical reflection, to synthesize classroom theory with the authentic practice and problems encountered in the internship experience;
- learn to engage in authentic personal and professional critical reflection of their experience and the theory that they engage by including personal, emotional, and professional experience in their reflections;
- learn and apply systems theory to educational change and school improvement projects;
- through their own portfolio assessment experience, learn to assess for purposes of promoting growth instead of for the purposes of ranking and sorting;
- gain a deeper understanding of criticality in all its ramifications in relation to schooling and education; and
- ground leadership preparation and practice in disciplined inquiry guided by contemporary and alternative paradigms of research.