DOCTOR OF EDUCATION IN EDUCATIONAL LEADERSHIP
AND
CURRICULUM AND INSTRUCTION
STUDENT HANDBOOK
SCHOOL OF EDUCATION
DEPARTMENT OF TEACHER EDUCATION AND LEADERSHIP
MISSISSIPPI COLLEGE
CLINTON, MISSISSIPPI 39058
In compliance with federal law, including provisions of section 504 of the Rehabilitation Act of 1973
and Title IX of the education amendments of 1972, Mississippi College does not discriminate on the
basis of race, color, national origin, gender, age, disability, or military service in admissions, in the
admission of its education policies, programs, and activities, or in employment. Under federal law,
the university may exercise religious preferences in employment.
Revised December 2011
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SCHOOL OF EDUCATION
Department of Teacher Education and Leadership
Dr. Don Locke, Dean
Dr. Cindy Melton, Department Chair, Teacher Education and Leadership
Dr. Ruthie Stevenson, Coordinator, Doctor of Education in Educational Leadership
with a Concentration in Leadership
Dr. Tommye Henderson, Coordinator, Doctor of Education in Educational
Leadership with a Concentration in Curriculum and Instruction
Lowrey Hall
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TEACHER EDUCATION AND LEADERSHIP
DOCTORAL STUDENT HANDBOOK
OFFICES OF THE PROGRAM COORDINATORS
Dr. Ruthie Stevenson
Lowrey 400B
Dr. Tommye Henderson
Lowrey 403
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TEACHER EDUCATION AND LEADERSHIP
To:
From:
Date:
Ed.D. Doctoral Students
Dr. Ruthie Stevenson and Dr. Tommye Henderson
Program Coordinators
Spring 2012
Welcome to the Doctor of Education (Ed.D.) in Educational Leadership program!
You are here because we believe you have what it takes to be a successful student. This
handbook has been developed to help you to be a successful student. The handbook
contains important information about the Ed.D. program, specifically about the program
requirements and timelines. Please take the time to review this handbook carefully, and
ask questions about any processes or policies as they affect you.
During the time you are in our program, you will learn many things from many people, in
class and out, from producing your own work to assisting others in the production of their
work. You will read a lot of information, generate ideas, try out ideas on colleagues in
and out of the program, collect and analyze data, and put the results into meaningful
relationships with the rest of the field of education.
We want you to be a happy student on this journey to your Ed.D. During those times
when you feel frustrated, lost, or uncertain, recognize that this is a normal part of the
process. Seek help to assist you to move ahead; know that this is really and truly worth
the effort! We are committed to help you move through this program. Each person in this
program is a future leader in this field. Take this journey as a personal challenge and
opportunity!
We wish you success in your studies, research, and other professional activities.
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TABLE OF CONTENTS
Introduction
Program Staff
Mission Statements
 Mississippi College
 Teacher Education and Leadership
Conceptual Framework
Program Oversight and Governance
 Dean, Graduate School
 Dean, School of Education
 Department Chair
 Program Coordinator
 Doctoral Leadership Committee
 Doctoral Student Leadership Executive Organization
Program Design
Goal
Advisor
General Admission Requirements
Stage I
Stage II
Stage III
Cognate Coursework
Residency Requirement
Transfer Credit
Time Limit
Student Progress
Requirements for Graduation
Comprehensive Examinations
Dissertation Proposal
Dissertation Preparation
Protection of Human Subjects
Advancement to Candidacy
Courses
 Stage I
 Stage II
 Stage III
Schedule of Course Offerings
 Stage I
 Stage II
Course Descriptions
Checklist of Program Milestones
Forms
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Degree Plan (Specialist0
Degree Plan (Doctorate)
Dissertation Committee Request Form
Dissertation Committee Request Change Form
Request for Written Comprehensive
Report of Written Comprehensive Results
Request for Oral Comprehensive
Report of Oral Comprehensive Results
Dissertation Proposal
Dissertation Topic Approval
Admission to Candidacy
Request for Dissertation Defense
Announcement of Dissertation Defense
Report of Dissertation Defense Results
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INTRODUCTION
The Doctor of Education in Educational Leadership is designed to accommodate the
active life of practicing professionals who wish to assume leadership roles in K-12
settings. The program is a blend of theory and practice designed to prepare school leaders
who can work effectively in solving real issues of school improvement. The Doctor of
Education requires a minimum of eighty-five (85) semester hours above the master’s
degree. The cohort-based program will require students to be continuously enrolled once
they have been admitted. The doctoral program consists of three stages: 1) Advanced
Leadership and Practicum (40 hours), 2) Leadership/ Cognate (33 hours), and 3)
Dissertation (12 hours).
The purpose of this Doctoral Students’ Handbook is to assist students (and graduate
committee members) in the development and completion of the doctoral program of
study as efficiently and satisfactorily as possible. In some instances, however, one will
need to refer to the Mississippi College Graduate Program Handbook for assistance.
Check with your major professor, department head, or program coordinator when you
have questions.
Doctoral degrees are “terminal” and are considered the highest formal academic
designation in the fields in which they are given. The title “Doctor” indicates that the
bearer has studied, learned, and contributed to the body of knowledge of a field.
It is the responsibility of the student to follow the procedures outlined in this handbook
and to stay informed about program changes, requirements for the degree, and the
policies and procedures of the Department of Teacher Education and Leadership. You are
encouraged to work closely with your program coordinator, major professor, dissertation
committee, and other program staff to complete the degree requirements.
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PROGRAM STAFF
Dr. Don Locke, Dean, School of Education
Dr. Cindy Melton, Chair, Department of Teacher Education and Leadership
Dr. Tom Williams, Coordinator of Graduate Programs, Department of Teacher Education
and Leadership
Dr. Gerald Hasselman, Director of Educational Leadership Program; Coordinator,
Education Specialist in Educational Leadership
Dr. Ruthie Smith Stevenson, Coordinator, Doctor of Education in Educational Leadership
with a concentration in Leadership
Dr. Tommye Henderson, Coordinator, Doctor of Education in Educational Leadership
with a concentration in Curriculum and Instruction
Dr. Doris Smith, Coordinator, Master’s in Educational Leadership
Dr. Bobby Franklin, Faculty
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MISSION STATEMENTS
MISSISSIPPI COLLEGE
Mississippi College, governed by a Board of Trustees elected by the Mississippi Baptist
Convention, is a private, co-educational, comprehensive university of liberal arts and
sciences and professional studies dedicated to the pursuit of academic excellence.
Founded in 1826, Mississippi College is the oldest institution of higher learning and the
largest private university in the state of Mississippi. As a Christian institution, Mississippi
College values the integration of faith and learning throughout the educational process.
Consistent with its Baptist heritage and relationship to the Convention, Mississippi
College provides a quality Christian education for its student population. Students select
the university because of the quality of its academic programs, Christian environment,
and location. The university strives to recruit students who demonstrate excellence in
scholarship, leadership, and church/community involvement. The majority of students
come from Mississippi and other southeastern states.
Mississippi College stimulates the intellectual development of its students through the
liberal arts and sciences and concentrated study in specialized fields, including preprofessional and professional programs. Furthermore, the university environment
promotes the spiritual, social, emotional, and physical development of its students and
encourages them to utilize their skills, talents, and abilities as they pursue meaningful
careers, life-long learning, and service to God and others. The university emphasizes
those undergraduate, graduate, and professional programs which offer opportunities for
service. Additionally, the university reflects its responsibility of service to the community
through a variety of learning opportunities and numerous cultural enrichment
experiences.
Mississippi College is committed to excellence and innovation in teaching and learning.
The university seeks to employ and retain faculty who are dedicated to teaching/learning
and advising students, who support and engage in scholarship and creative activities that
advance knowledge, and who seek to continue their own professional development. The
university also seeks to employ and retain staff and administrators who are equally
dedicated to supporting these efforts. Furthermore, the university selects employees who
reflect Christian values and a commitment to service. Mississippi College is an equal
opportunity employer in accordance with Title VII and applicable exemptions.
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DEPARTMENT OF TEACHER EDUCATION AND LEADERSHIP
The mission of the Teacher Education Department at Mississippi College is to provide
collaborative, integrated professional educator preparation which is field connected and
focused on teaching and learning; based on best practice which is driven and assessed by
high national, state, and local standards which will develop reflective practitioners with
the appropriate knowledge, dispositions, and skills to lead the 21st Century educational
enterprise in America.
CONCEPTUAL FRAMEWORK
The conceptual framework underlying the programs at Mississippi College is designed to
integrate programs in elementary education, secondary education, and special education
at the undergraduate level and elementary education, secondary education, educational
leadership and school counseling at the graduate level. The conceptual framework states
the shared vision of the faculty of the Department of Teacher Education and Leadership.
It is based on current knowledge, articulates supporting knowledge, and incorporates
standards which allow for the development of reflective practitioners who focus on
identified best practices for contemporary teaching and learning. This framework
provides a system for developing and assessing coherence throughout the various
educator preparation programs.
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PROGRAM OVERSIGHT and GOVERNANCE
Dean of the Graduate School The Dean has been given the responsibility for overseeing
the requirements for the Doctor of Education in Educational Leadership. Thus, the
Graduate School Dean has the responsibility for ensuring the integrity of the degree, and
students must satisfy requirements specified by the graduate school as well as the
Department of Teacher Education and Leadership.
Graduate School policies, procedures, and requirements are published in the Graduate
School Handbook. It includes general information about admission rules, tuition,
registration procedures, grading policies, and awarding of degrees. Information may also
be found online at www.graduate.mc.edu.
Dean of the School of Education Most policy-making authority resides in the Office of
the Dean. Policy changes are developed and recommended by the Doctoral Leadership
Committee, but must be approved by the Dean before they are adopted. In some cases,
policies must be further approved by the Dean of the Graduate School. Most of the
routine operational decisions concerning the doctoral program and individual doctoral
students have been delegated by the Dean to the Doctoral Program Coordinator.
Chair, Teacher Education and Leadership The Chair of the Department of Teacher
Education and Leadership oversees all Educational Leadership programs and is a member
of the Doctoral Leadership Committee. The chair also addresses student concerns as part
of the grievance process.
Doctoral Program Coordinator The program coordinator serves as the primary point of
contact for the doctoral program. The coordinator chairs the Doctoral Leadership
Committee, advises students, resolves problems, and reviews student progress. The
coordinator also oversees recruitment and admission procedures.
Doctoral Leadership Committee (DLC) The Doctoral Leadership Committee consists
of the department chair, Ed. D program coordinator, and coordinators of the masters and
specialists programs in Educational Leadership. The primary function of the committee
is to monitor the quality of the program by periodically reviewing and evaluating its goals
and guidelines. The committee also assists the doctoral program coordinator in the
evaluation of student progress. The committee recommends programs and policy changes
to the Dean of the School of Education.
Doctoral Student Executive Organization (DSEO) Student needs and interests are
represented by the DSEO. Representatives from the organization communicate concerns
and issues and provide advice to the DLC based on formal and informal communication
with all doctoral students.
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PROGRAM DESIGN
The Doctor of Education in Educational Leadership will consist of a minimum of eightyfive (85) semester hours beyond the master’s degree (inclusive of dissertation and
statistics). Students entering with a master’s degree will obtain a specialist degree en
route to the terminal degree.
GOAL
The goal of this program is to develop and facilitate the growth of educational leaders as:
A. Experts in educational leadership who:
 Demonstrate visionary leadership;
 Use management and leadership skills;
 Value and practice data-driven decision-making;
 Lead diverse communities of learners;
 Demonstrate systemic educational reform skills and strategies;
 Understand the importance of working with and building quality
relationships with colleagues, students, families, and community
constituents;
 Practice effective communication skills;
 Facilitate group processes and develop effective conflict resolution
strategies; and,
 Integrate technology in meaningful ways in the organization.
B. Critical thinkers informed by scholarly literature who:
 Encourage, promote, and utilize evaluation that makes a difference; and,
 Use reflection to learn and grow self and the organization.
C. Change agents who:
 Demonstrate the courage to make systemic changes in educational
organizations; and,
 Manage change in anticipation of, not reaction to, the future.
D. Self-aware, ethical professionals who:
 Expect ethical leadership for self, colleagues, and the organization;
 Understand, promote, encourage education and lifelong learning for PreK-12 students and employees;
 Model a “can do’ spirit, persistence, and optimism; and,
 Develop and lead Pre-K-12 organizations that embrace their social
responsibility for ensuring high academic achievement for all students.
E. Professionals who value and promote diversity and who:
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Produce better educational results across diverse groups including students
with disabilities and English Language Learners; and,
Promote diversity and equity among students, colleagues, and community
partners
ADVISOR
The program coordinators in Leadership and Curriculum and Instruction will serve as
your advisors during the various stages of your program. When you complete coursework
and pass the written and oral comprehensive examinations, you will be assigned a major
professor. This individual and three additional faculty members will comprise your
dissertation committee. This committee will be charged with the responsibility of
approving your dissertation proposal, overseeing your preparation of the dissertation,
conducting the oral defense of your dissertation, and ultimately, with recommending to
the Dean of the Graduate School that you be awarded the Ed.D.
GENERAL ADMISSION REQUIREMENTS
The Doctor of Education (Ed.D) in Educational Leadership is designed to accommodate
the active lives of practicing professionals who wish to assume leadership roles in K-12
settings. The Doctor of Education degree requires a minimum of eighty-five (85) hours
above the master’s degree, inclusive of dissertation and statistics.
Those individuals who wish to be considered for admission to the program should follow
the steps listed below.
Submit the following admission credentials to the Graduate Office (Box 4029,
Clinton, MS 39058-4029):
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A completed application for admission to the Graduate Office (with all
required information)
A non-refundable $30.00 application fee
One copy of all official transcripts from previous collegiate work
(associate’s, bachelor’s, master’s, and education specialist) and any
transferable graduate credit
Submit Graduate Record Examination (GRE) test scores earned within the
last five years directly from Educational Testing Services to the Graduate
Office. Application packets without scores on the verbal, quantitative, and
writing sections will not be processed.
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Submit a professional portfolio to the applicable Coordinator of the Ed.D. Program
(Box 4009, Clinton, MS 39058) consisting of:
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A completed application for the Ed.D. program
Photocopy of master’s and specialist standard educator licenses
Documentation of a minimum of five (5) years of educational
experience
Documentation of two (2) years of experience in a leadership role
An essay of no more than 750 words on the reasons for seeking the
Doctor of Education degree (should include a summary of personal
and professional goals)
Three (3) recommendations from professionals who can evaluate the
applicant’s potential for success as an educational leader
Examples of applicant’s work as a professional educator
Additional information
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All applicants must have a GPA of 3.25 on graduate work.
Students are expected to attend all classes on campus. No provisions will
be made for Independent Study.
All materials for admission to the Ed. D. program in Educational
Leadership must be postmarked by September 15.
The Graduate Educational Leadership Review Committee will review all
applications. The committee will select applicants to be interviewed by a
panel of faculty members. After a full review of the portfolio and the
structured interview, the committee will recommend admission or
rejection. The Dean of the Graduate School will notify each applicant in
writing of his/her admission status.
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STAGE ONE
Advanced Leadership and Practicum
Students entering with a master’s degree will obtain a specialist degree en route to the
terminal degree. Upon successful completion of the specialist degree, students will enter
Stage II of the doctoral program.
STAGE II
Leadership Cohort/Cognate/ Research Design
Students in Stage II of the Ed.D. program are members of a learning community called a
cohort. All students in the learning community will take classes together. As a member of
this learning community, you are expected to learn from your colleagues, teach your
colleagues, help your colleagues, and provide and receive help from them.
STAGE III
Dissertation
A dissertation is required of all candidates for the doctoral degree. A minimum of twelve
semester hours of dissertation must be scheduled.
COGNATE COURSEWORK
The cognate should represent coursework that supports the student’s leadership program.
The cognate area will be comprised of nine hours of coursework to be determined by the
student and his/her doctoral advisor. These courses must show unity and must be taken at
the graduate level.
RESIDENCY REQUIREMENT
The residency requirement provides the student the opportunity for a time of continuous
study and interaction with the professional faculty at the University. The residency
requirement may be satisfied by completing three full-time semesters with continuous
enrollment once the candidate has been admitted into the doctoral cohort (Stage II).
TRANSFER CREDIT
A maximum of six (6) semester hours of graduate credit above the master’s level may
be transferred into the doctoral program. Transfer credit will be granted for only
those courses in which the student received a B or better. No hours above the
specialist may be transferred into the doctoral program. Transfer courses may be
substituted for required courses if the catalog description reflects similar content. No
credit is accepted for courses completed by correspondence or online.
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CONTINUOUS ENROLLMENT
Unless a student has been approved for a leave of absence, he/she is expected to be
enrolled in the program continuously after all required coursework has been completed
and until the degree has been completed. Failure to enroll for the required number of
hours will result in the student being dropped from the program. The student must
reapply for admission to the program.
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Students must register for three (3) hours of coursework during the semester in
which they take their comprehensive examinations.
After a student completes his/her examinations, continuous enrollment in at least
one (1) semester hour must be maintained during each semester and summer until
the student has successfully defended the dissertation.
If a student does not submit copies of his/her dissertation in a form acceptable to
the dissertation reader prior to the deadlines established in a given semester, or if
the student’s degree will not be awarded until the next term, the student must
register for one (1) hour of EDU 8880 (dissertation) during the semester or term
in which the degree will be awarded.
TIME LIMIT
After the student begins the doctoral program, he/she must complete the program within a
period of seven years. All course work included in the program of study must be current
at the time of the degree completion. An extension-of- time form can be used to request a
one-time, one-year extension. Prior to being submitted to the Graduate Office, the request
must be signed by the major professor, program coordinator, the department chair, and
the Dean of the School of Education.
STUDENT PROGRESS
Doctoral students are expected to make steady progress toward completion of
requirements for the degree. The time requirement is dependent less on units of credit or
semesters of attendance than it does on the mastery of the subject matter and completion
of a satisfactory dissertation.
There will be an annual review of doctoral students’ progress in the program. At the end
of each calendar year, the program coordinator will collect feedback from the doctoral
faculty. The program coordinator will meet with each student to review progress in the
course-taking pattern, progress toward a dissertation, and the student’s strengths and
weaknesses. Students will receive verbal and written feedback of their progress, with
ideas for improvement when warranted. A copy of the feedback will be placed in the
student’s file.
Students must maintain a 3.25 grade point average in all coursework to remain in good
standing. Letter grades for classes will include plus and minus grades. Students who have
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a grade point average below 3.25 in two consecutive semesters will be disqualified from
the program.
A doctoral student who fails to make satisfactory academic progress may be officially
disqualified from the university after consultation with the Doctoral Leadership
Committee (DLC). A doctoral student may be disqualified because of unsatisfactory
academic progress only after a careful review and written recommendation by the GLC.
To ensure that a decision to disqualify a doctoral student from the program is just, basic
due process requirements will be met, including an opportunity for appeal by the doctoral
student following guidelines in the university Graduate Handbook. A student who has
been disqualified is considered to have been terminated from the university and will not
be allowed to continue in the program, enroll in classes, or register again without
readmission.
REQUIREMENTS FOR GRADUATION
Candidates will receive clearance for graduation after successfully meeting the
following requirements:
o A minimum GPA of 3.25 on all coursework prior to the comprehensive
examination in the Doctor of Education program
o Successful completion of written and oral comprehensive examinations
o An approved dissertation
o Successful dissertation defense
COMPREHENSIVE EXAMINATIONS
The Comprehensive Examinations will be taken upon completion of all coursework. The
examinations must be passed before admission to candidacy. The student must be
registered at Mississippi College during the semester of the examinations. The
Comprehensive Examinations will be written and oral and comprehensive in nature and
designed to test the student’s knowledge and understanding in the field of educational
leadership.
Purpose
The purpose of the Comprehensive Examinations is to provide doctoral students with the
opportunity to demonstrate their thorough understanding of specific content as it applies
to educational leadership. They are intended to be a stimulating learning experience that
empowers students to move to the next level of intellectual and professional
development. The Comprehensive Examination mark a rite of passage from coursework
to initiating the dissertation process.
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Written Comprehensive Examination Eligibility Requirements
To be eligible for the Written Comprehensive Examination, the student must have
demonstrated competency in the application of research and statistical techniques, have
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completed all coursework, have a 3.25 grade point on all coursework after being admitted
to the program, and must be enrolled at Mississippi College during the semester in which
the examination is administered.
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Application for the Written Comprehensive Examination
The Written Comprehensive Examination will be scheduled by the program coordinator.
The student must contact the program coordinator to ascertain the date of the examination
and then apply to take the examination through the major professor. The student
completes the form requesting permission to take the examination and submits it to the
program coordinator at least four (4) weeks before the date of the examination. The
examination will be scheduled by the program coordinator.
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Content of the Written Comprehensive Examination
The Written Comprehensive Examination will be prepared and scored according to
procedures of the department. The examination will be between 8-16 hours in length.
Students should contact their major professor, members of the committee, and their
program coordinator for more specific information concerning the schedule and content
of the examination.
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Failure on the Written Comprehensive Examination
The Written Comprehensive Examination must be completed successfully before the
student is eligible to take the oral examination. A student who fails the written
examination cannot apply for another examination until four months have elapsed from
the time of the first examination. The student must take only the parts of the examination
that were failed. Two failures on the written examination will result in the student being
recommended to the Office of Graduate Studies that the student be terminated from the
program.
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Report of the Results of the Written Comprehensive Examination
The results of the examination will be reported separately from the oral examination.
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Oral Comprehensive Examination Eligibility Requirements
The Oral Comprehensive Examination should be scheduled after the student is notified
by the program coordinator that the student has passed the written examination. The
student must be enrolled during the semester in which the examination is administered.
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Application for the Oral Comprehensive Examination
Each student will apply for the Oral Comprehensive after s/he has been notified that s/he
has passed the written comprehensive. The student completes the form requesting
permission to schedule the oral examination at a specified time and submits it to the
program coordinator. The program coordinator must receive the application for the Oral
Comprehensive Exam four weeks prior to the examination. The examination will be
scheduled through the program coordinator.
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Content of the Oral Comprehensive Examination
The Oral Comprehensive Examination will be conducted by members of the leadership
faculty and the major professor. Each member of the committee will be given an
opportunity to question the student. Any weakness or questions from the written exam
that need to be clarified may be asked by committee members at this time. The student is
expected to demonstrate: (a) thorough familiarity with the literature in educational
leadership; (b) understanding of the relationships among the various areas in the field
and/or related fields of study; (c) general knowledge and training (including the use of
oral English); and (d) the ability to apply, synthesize, and evaluate knowledge gained in
relation to problems encountered in the area of educational leadership. Adequate
performance on the oral examination requires the ability to think quickly, orally express
ideas and thoughts fluently and competently, and express opinions in a well-articulated,
logical, and comprehensible manner. A student who passes the Written
Comprehensive with a score of 4.00 or above may be exempt from the oral
comprehensive.
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Regulations Regarding Absence of Graduate Committee Members at the
Oral Comprehensive Examinations and Dissertation Defenses (Final Oral)
The oral examining committee shall be composed of three members of the leadership
faculty and the major professor. Neither the oral examination nor the dissertation defense
may be held with fewer than three committee members present.
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Report on the Result of the Oral Comprehensive Examination
The result of the oral examination will be reported on the appropriate form and signed by
the program coordinator.
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Feedback on Performance on the Oral Comprehensive Examination
If the student fails the Oral Examination, each committee member, at the student’s
request, will provide specific feedback concerning the student’s performance and give
suggestions on how to improve the performance.
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If the student passes the Oral Examination, the major professor should provide the
student with feedback relative to points/concerns on which the student’s answers
appeared confused. The purpose of this feedback is to insure that the student does not
remain misinformed or uninformed on important concepts/issues covered in the oral
examination.
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Failure on the Oral comprehensive Examination
A student who fails the oral examination cannot apply for another examination until four
months have elapsed from the time of the original examination. Two failures on either
examination will result in the student being recommended to the Office of Graduate
Studies that the student be terminated from the program.
Schedule
The application for the Written Comprehensive Exam must be received four weeks prior
to the examination.
The Written Comprehensive Exam will be administered the second Friday and Saturday
of September each year.
Each student will apply for the Oral Comprehensive after s/he has been notified that s/he
has passed the written comprehensive. The Program Coordinator will announce and
schedule the Oral Comprehensive following the completion of the Written
Comprehensive.
The application for the Oral Comprehensive Examination must be received four weeks
prior to the examination.
General Information and Key Policies for the Written Examination
Note: The examination procedures described within this document are subject to change
based upon future changes adopted by the doctoral leadership committee.
Requirements
Students must meet eligibility requirements by documenting they have completed the
necessary coursework which must be verified by a signed Program of Study attached to
the application for the Written Comprehensive Exam.
Eligibility---Students are eligible for comprehensives when they have successfully
completed all doctoral coursework.
Verification--- The major professor must verify course completion by attaching a signed
Program of Study to the application form.
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Application---The student is responsible for determining his/her eligibility and then
completing the application for the examination. The student must complete the form
requesting permission to take the examination, obtain all required signatures, and submit
the request to the program coordinator at least four (4) weeks before the date of the
examination.
Deadlines
The application for the Written and Oral Comprehensive Examinationss must be received
by the doctoral program coordinator no later than the announced date.
ASSUMPTIONS UNDERPINNING THE WRITTEN EXAMINATION CONTENT
Content on the examination is based on the following assumptions:
1. All students should be able to respond to a general leadership question and
demonstrate their understanding about leadership as it relates to intellectual
origins and the values they hold about leadership.
2. All students should be able to discuss their answers in thoughtful, coherent, and
grammatically correct ways to provide evidence they have answered the questions
and supported the responses with appropriate scholarly works and authors.
3. All students should be able to demonstrate integrated learning across their
coursework; identify seminal scholars in the field of leadership; and transfer
scholarly literature to personal and professional experiences.
ETHICAL CODE
Students will report to the computer laboratory on the second floor of Lowrey Hall. The
proctor in charge of the examination for the day will make sure all computers are ready
for students to begin writing the examination. Students will not be permitted to access the
Internet.
The assumption is that all doctoral students in educational leadership will adhere to the
strictest ethical codes of behavior for taking comprehensives. Dishonesty and cheating
during comprehensives are grounds for dismissal from the program. We have high
standards and expectations and expect the best from our students.
SUGGESTED TOPICS FOR EXAMINATION PREPARATION
o Leadership philosophies you have studied and how they can be applied to
education
o Multiculturalism and Diversity
o Supervision
o Faith, Social, and Ethical Dimensions of Leadership
o Research Designs
o Statistics
o Curriculum Development
o School Improvement
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EXAM ASSESSMENT RUBRIC
The examination rubric is a scale from 1 to 5. The numbers indicate the quality of the
response by the professor grading the examination.
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The candidate’s response to the question demonstrates superior and in-depth
knowledge and understanding of the subject.
The candidate’s response to the question demonstrates above average
knowledge and understanding of the subject.
The candidate’s response to the question demonstrates average understanding
and knowledge of the subject.
The candidate’s response to the question demonstrates below average
understanding and knowledge of the subject.
The candidate’s response to the question demonstrates poor understanding and
knowledge of the subject.
NOTE: Readers also respond to the candidate’s proficiency in utilizing syntax,
grammar, and spelling.
SCORING (This is based upon the overall average of your examination.)
4.5
3.5
3.4-3.0
2.9
Candidates scoring 4.5 or higher pass the examination.
Candidates scoring 3.5 or higher pass the examination.
Candidates scoring 3.4 through 3.0 will receive a deferred grade and will
be referred to their doctoral committee for recommendations concerning
the candidate’s results.
Candidates scoring 2.9 or below fail the examination but may retake it. A
student who fails the written examination cannot apply for another
examination until four months have elapsed from the time of the first
examination. The student must take only the parts of the examination that
were failed. Two failures on the written examination will result in the student
being recommended to the Office of Graduate Studies that the student be
terminated from the program.
LOGISTICS FOR WRITTEN EXAMINATION
1. On the days of the examination, candidates will report to the second floor computer
laboratory in Lowrey Hall.
2. On Day 1, exams are scheduled to be taken in an eight-hour time block, 3 hours in the
morning {9:00 a.m. -12:00 noon}; a one-hour lunch break (12:00 noon-1:00 p.m.};
22
3.
4.
5.
6.
7.
8.
9.
and 4 hours in the afternoon {1:00 p.m. – 5:00 p.m.}. On Day 2, exams are scheduled
to be taken in a four-hour time block (8:30 – 12:30). Testing will begin at the
specified times. If a student arrives at a later time, s/he will not be provided extra time
to complete the exam.
Prior to the examination, candidates will leave all personal belongings and study
materials in a designated room until the examination is over.
Candidates may take bottled water and snacks to the room; however, bagged lunches
may not be brought to the room.
Candidates may take breaks during the examination, but may not have access to
materials that may help them with the examination. Students are not allowed to talk
about the exam during break.
Prior to lunch, each exam will be placed in a manila envelope by the proctor. The
student’s ID will appear on the front of envelope for the student to identify his/her
exam responses. Students will be assigned their student ID’s so that only the
designated person can match the exam results to the actual student names. This
ensures students’ confidentiality and anonymity when the exams are graded. No one
will know who students are when they are grading exams. The same process will be
followed for the exam at the end of the day.
Students will be given pencils and paper to draft their responses to questions for the
exam. All of the notes students may make in relation to the exam will be submitted in
the manila envelope at the end of the day.
Students should monitor their time on each of the questions so that they do not spend
all of their time on one question. Remember that comprehensive exams are designed
to assess the student’s knowledge about broad, foundational concepts as well as the
ability to integrate this knowledge in a manner that “graders” perceive as indicative of
doctoral status. There is no required length for a comprehensive exam answer;
passing has to do with quality not quantity.
Each student will be informed in writing of his/her comprehensive results in a letter
mailed to his/her home. Every effort will be made to get results to you in 3-4 weeks;
please do not call for your test results.
23
DISSERTATION PROPOSAL GUIDELINES|
General Considerations and Questions
Why do a proposal? The main reason for crafting a proposal is to prompt you to create a
blueprint for your dissertation. With luck, this will save you from false starts and wasted
time. Another reason is that the proposal essentially constitutes a contract between you
and your dissertation committee. It apprises your committee of your plans and gives each
member an opportunity to agree with your plans or alert you to potential problems. Your
committee should evaluate your completed dissertation in light of the proposal. If your
committee approves the fundamental features of your project as articulated in your
proposal (e.g., its theoretical orientation, research methods, and overall significance), this
prevents these concerns from arising after you have already begun researching and
writing the dissertation.
When do you do your dissertation proposal? The proposal for the dissertation study
will be presented to the dissertation committee between the time a student passes the
Comprehensive Examinations and before s/he begins data collection. The committee will
meet with the student to discuss the proposal and, if the committee is satisfied, will give
the student permission to proceed with the study. If the committee is not satisfied, the
student will meet with the major professor and /or other members of the committee to
revise the proposal before presenting it again. This process will continue until the
dissertation proposal is approved. The proposal should be completed by the end of the
spring semester following the comprehensive examinations.
Who helps you develop the proposal? Students work primarily with his/her major
professor in drafting the dissertation proposal. Once the proposal is approved by the
major professor, a draft of the proposal is circulated to committee members. Suggestions
are channeled to the major professor and student. Students should consult with individual
committee members as appropriate. For instance, if one member has methodological
expertise pertinent to the project, you might consult with him or her as you draft that part
of the proposal. Check with committee members to ascertain whether they prefer to see
the completed proposal before the full committee meets to discuss the proposal.
Can you deviate from your proposal once it is approved? Some students delay in
filing proposals because they worry about predicting (and committing to paper) every
detail that they will encounter in research. All research projects evolve as they unfold,
and this concern should not become an excuse for holding up a proposal. The proposal
should specify the major elements of your dissertation with reasonable precision. If it
becomes necessary to adjust your plans after the proposal is approved, your major
professor should be consulted. If the changes are significant enough, they can be
discussed with your full committee. You don’t want to surprise your committee by
submitting a dissertation defense that departs too dramatically from the proposal they
approved.
24
What should a dissertation proposal do? A dissertation proposal should set out three
things: the sources (primary and secondary) that you think will shape your work; the
issue (or issues) that will drive your project; and the structure of the dissertation (i.e., a
chapter outline) that you think will be the result of your labors. Obviously at the proposal
writing stage this is all subject to change. The archive you thought would have everything
you needed might have very little; your understanding of the issues that you are
investigating will probably (hopefully, in fact) change dramatically over the course of
your work on your dissertation; and few chapter outlines survive writing the initial
chapter. But while a proposal‘s shelf life is often not very long, its value lies in helping
you and your committee get an initial handle on your project and its place in the historical
literature.
While that is the formal explanation of a proposal’s purpose, a more accurate way of
thinking about the proposal is to realize that ultimately it should provide answers to two
questions (and even here, the answers it gives must be tentative): Why should anyone
care about this project? Can it be done?
Getting started
Presumably by this point you have identified (and discussed with your major professor) a
general research problem that you hope will be the focus of your dissertation. Getting
from that problem (which presumably interests you to the extent you are willing to spend
several years researching and writing about it) to a proposal is a matter of refining your
project by expanding your understanding of what is out there, in terms of secondary
literature in the relevant field (or fields) and the available sources. It is often easiest to
think of this in terms of the elements of a proposal since those elements relate fairly
precisely to the work that needs to be done in preparing a proposal.
Elements of a Proposal
Dissertation proposals vary according to topic, methods, and preferences of the major
professor and committee. Most share the following elements, though not necessarily in
this order.
A variation of a proposal often reappears as the introduction to your dissertation (and
ultimately the book manuscript that derives from the dissertation), so a good place to start
in terms of thinking about structure is to read a number of introductions to dissertations.
You will see, as you do so, that there is no single organizing principle, some
introductions begin with a thesis statement, others begin with an historical anecdote, a
few begin by posing a question, and still others leap into an examination of the
literature. The beginning of the introduction then, typically, dictates the order in which it
proceeds. That having been said, there are basic elements of most introductions and those
elements are also found in the dissertation proposal.
1. Thesis statement: Your thesis statement for a dissertation proposal should be
more complicated than the single sentence or so that forms the basis of most
25
papers. It is best, perhaps, to think of this statement as having several parts: it is a
statement of the problem you are researching, the tentative conclusion about that
problem you hope your research will support, and an explanation of why this
problem and your solution are significant.
While this section should not be a sentence long, it should also not be ten pages
long. Brevity and clarity are key for two reasons. If you can state your thesis in a
succinct fashion you probably have a clear understanding of what it is. However,
if, in contrast, you talk around it for pages, you probably are not sure what you are
getting at. Likewise, if you can set your thesis statement out clearly and concisely,
you increase the likelihood that your committee will understand what you are
hoping to do.
A reasonable model for your thesis statement is the abstract found at the
beginning of some journal articles. Think in terms of trying to set out the parts of
your thesis statement in a page, or in one hundred words. If it takes a bit more,
that’s not the end of the world; nor is it a disaster if it takes slightly less. But if
your thesis statement is two sentences, or five or more pages, you need to
reassess.
2. Literature review: Here you are demonstrating two different things, and the
length of this typically fairly long section should be driven by those two concerns.
First, you are showing that you are familiar with the relevant literature. Second,
you are establishing that your work will not duplicate something that is already
done, but instead will advance the field(s).
What you should do is read the relevant journal and monograph literature,
focusing on recent works, of course, but paying attention to older studies (as far
back as you can find them). Look at works that cover the same time period, or
region, or general field of inquiry, to see what they can tell you about the subject
of your research. You should concentrate on becoming expert on the literature
related to your project.
Think in terms of three things when considering literature: What does it tell you
about the time or place or phenomenon you are interested in studying? What
archival sources that might be relevant to your project does it reveal? What
method or methodologies does it utilize? Then, when positioning your project in
the literature, make use of all this information.
There is one other thing to consider in writing this section on the relationship of
your work to the other works in the relevant field(s). The temptation, particularly
as you become more comfortable with (and enthused about) your own project, is
to treat the works of the researchers who preceded you dismissively.
3. Statement of primary sources: Obviously as you do your research you will
expand and contract your plans relating to primary sources. Often initial plans are
26
wildly unrealistic; reading all the literature regarding leadership models in
education and business may be the work of a lifetime. This section must be
tentative.
At the same time, it is the core of your proposal. A brilliant thesis, set off by a
stunning literature review, is worthless if there is no evidence that will enable you
to back up your claims. In this section you must show that it is at least more likely
than not that there are sources out there that you expect to be able to use and you
must offer some sense of how you will use them.
This is the section that will convince your committee there is something to your
project, so be sure you spend time making it as strong as you can. That does not
mean that you need to go to every archive before you present your proposal, but it
does mean you need to have some fairly coherent idea of what archives are
relevant, what they contain, and how you hope to use the materials in them.
4. Methodology: This section contains considerable overlap with the section on
primary sources, and so it might make sense to collapse the two sections together.
One methodological issue, perhaps the only one, you need to address is how you
will use the materials that are the basis of your research, but this may involve
answering several questions. For example, how do you plan to interpret the
research that you plan to use? How do you plan to test for or adjust for the bias of
your sources? If you are studying the place of women in educational leadership,
and your only sources are written by the males, what do you need to take into
account in weighing that evidence and how do you plan to do so?
Much of this will have to be refined as you go along. At this stage, you need to
consider these questions to make sure they are on your radar screen and to be able
to prove to your committee that you understand that there are issues about the
reliability of historical evidence that you need to consider.
A discussion of methodology may also involve a discussion of the theory or
theories that influence your work. If you propose a Senge view on leadership, you
need to discuss that methodology and show it is appropriate to your inquiry. In
this respect, your methodology may be closely related to your literature review,
and you may want to put your discussion of it in that section. (You need not, of
course, do so.)
5. Research plan: Do you expect to spend a year in the archives and writing? If so,
this is the section in which to outline those goals. Do you think it makes more
sense to research two chapters, write for a while, and then research some more? If
so, set that out. Are you applying for a fellowship or grant to do research with? If
so, say so here, and also explain what you will do about your research if the grant
falls through. While no one wants to be discouraging, the nature of fellowships
and grants is such that a dissertation that depends on a $35,000 a year grant that is
awarded to one person every decade may be a dissertation that needs to be
27
reconsidered, on the remote chance that you are not the person who wins that
coveted grant.
6. Chapter outline: This is another bit of the proposal that has value for a limited
time only. No one expects that the final organization of your dissertation will in
the least bit resemble this outline. But at this stage, even the roughest outline
helps you think through your project and helps your committee evaluate its
balance. An outline can help catch issues of overreach and narrowness.
You might even sketch out your chapter outline first, to give yourself an idea of
where you hope to go with your proposal, and then return to the chapter outline
when you’ve finished the rest of the proposal to see how it matches up. In its final
form, a good chapter outline not only has tentative chapter titles that suggest what
each chapter will cover, but also has a paragraph that summarizes the focus of the
chapter and, perhaps, sets out the major sources of evidence for that chapter (i.e.,
in chapter two you will look at trial records, while in chapter three you will look
at appellate opinions).
Usually, this is the last text section in the proposal, since it gives concrete shape to
the airier ideas that you floated in the rest of the document.
7. Bibliography: This should be the very end of your proposal, and should contain
not only secondary sources but also as many primary sources as you have
identified.
LENGTH
There are no hard and fast rules about this. The proposal should be as long as it
has to be. Ideally, you will show several drafts to your dissertation advisor and get
feedback on whether material can be cut or needs to be added. It is better to be
concise than rambling, but it is also better to treat every part of the proposal as
fully as necessary. Twenty-five pages are probably the minimum (plus a
bibliography that lists both primary and secondary sources) and forty-five pages
(not including the bibliography) is probably an outer limit. Much will depend on
how many fields you need to engage in your literature review or how complicated
your methodology is.
28
DISSERTATION
The dissertation is required of all students. It must be prepared in accordance with
standard practices specified in the dissertation handbook. The dissertation must
demonstrate mastery of the techniques of research and be a contribution to the field under
investigation. A minimum of twelve (12) semester hours of dissertation research must be
scheduled.

Scheduling Dissertation Hours
Students are encouraged to explore a possible topic early in the doctoral program.
Therefore, students may enroll in up to four (4) hours of dissertation research during the
semester in which he/she takes the comprehensive examinations.

Grade Assignment for Research /Dissertation Hours
The only grades assigned for Research/Dissertation hours are “S” for Satisfactory or “U”
for unsatisfactory. Other letters grades, including I, are not permitted.

Scheduling a Formal Dissertation Proposal Meeting
With the approval of the major professor, a student may schedule a formal graduate
committee meeting for the purpose of presenting the proposal for the dissertation once
the student has passed Comprehensive Examinations.

Format for the Dissertation Proposal
The student should consult the major professor for the guidelines concerning the format
and length for the dissertation proposal. See also the Doctoral Handbook section on
“Dissertation Proposal Guidelines.”

Dissertation Proposal Meeting and Procedure for Formal Approval of the
Proposal
After the student and the major professor decide that the dissertation proposal is ready for
submission to the full committee, the proposal meeting should be scheduled. All
committee members are to be given an unbound copy of the proposal at least ten (10)
working days prior to the scheduled date of the meeting in order to give the committee
ample time for careful review of the proposal. The student will be expected to summarize
orally and explain the essential aspects of the proposed study and to answer questions
from the committee regarding the proposal. The committee is to formally vote on the
acceptance of the student’s proposal. The committee may select to make any of the
following decisions concerning the proposal: (a) accept the proposal as presented; (b)
accept the proposal with minor changes; (c) accept the dissertation topic as a legitimate
area of study, but the proposal needs major revision; or (d) reject the proposal as
unacceptable as an area of study for the dissertation.
29
If the committee accepts the proposal, the following points should be covered during the
proposal meeting: (a) the changes that are considered necessary by the majority of the
committee members; and (b) the kinds of changes that may be made with only approval
by the dissertation director’s approval during the data collection and analysis stages. If
major revisions are required, before the student can start collecting data, the committee
should decide whether or not another formal proposal meeting is needed. The degree to
which the student may expect to incorporate the material in the proposal into the
dissertation depends upon the thoroughness of the proposal required by the Department
of Educational Leadership. Generally, students can expect to make extensive revisions. In
other words, the proposal should not be viewed as the final version of the first three
chapters of the dissertation. The student should also recognize that the dissertation
director is entitled to require additional data analyses if the results of the preliminary
analyses so warrant. The signed approval sheet with conditions specified and a revised
copy of the proposal (incorporating the committee’s changes) are to be placed in the
student’s folder by the dissertation director.

Approval of the Proposal by the Committee on the Protection of Human
Subjects
No dissertation based on the use of human beings as subjects can be accepted without
prior review and approval by the Institutional Review Board (IRB), and handled in
accordance with university procedures. You may request a copy of the Mississippi
College Human Subject Review Policy from the program coordinator.
ADVANCEMENT TO CANDIDACY
Advancement to candidacy occurs when the student has successfully completed the
written and oral comprehensive examinations and has the dissertation proposal approved
by the dissertation director. The major professor is to complete the “Admission to
Candidacy” form and send it to the Program Coordinator. At this stage, students are
officially “doctoral candidates” and can proceed with work toward the dissertation.
30
COURSES
*CURRICULUM AND INSTRUCTION
SPECIALIST
STAGE 1
EDU 6519
EDU 6520
EDU 6521
EDU 7501
EDU 7525PR30
EDU 7525PR31
EDU 7525PR40
EDU 7525PR41
**EDU 7525 PR60
**EDU 7525PR61
**EDU 7525PR70
EDU 7530
EDU 7531
EDU 7540
EDU 7541
EDU 7560
EDU 7561
EDU 7570
Advanced Leadership and Practicum
Teaching and Learning
Basics of Effective Leadership
Organizational School and
Community Effectiveness
Advanced Educational
Research Applications
Practicum in Personnel
Management
Practicum in Leadership
Dilemmas
Practicum in School Finance
Practicum in Legal Issues
Practicum in Advanced
Curriculum and Instruction
Practicum in Data-Driven
Decision Making
Practicum in Technology
Trends in Curriculum and
Instruction
Issues and Concepts of
Personnel Management
Seminar in Current
Educational Dilemmas
Basics of School Finance and
Fiscal Control of Schools
Legal Structures and Legal
Issues pertaining to School
Operations
Advanced Curriculum and
Instruction
Data-Driven Decision-Making
Technology Trends in
Curriculum and Instruction
40 Hours
3 hours
3 hours
3 hours
3 hours
1 hour
1 hour
1 hour
1 hour
1 hour
1 hour
1 hour
3 hours
3 hours
3 hours
3 hours
3 hours
3 hours
3 hours
*Courses for students who enter the program without a specialist in Educational
Leadership
**Not required for doctoral level students (Stage II)
NOTES: The seven sections of EDU 7525 may be taken at any time after the first
(1st) spring classes
31
Curriculum and Instruction
*SCHEDULE OF COURSE OFFERINGS FOR STAGE I
Advanced Leadership and Practicum
Spring
EDU 6520 Basics of Effective Leadership
EDU 7501 Advanced Educational Research Applications
Summer
EDU 7530
EDU 7531
EDU 7540
EDU 7560
Issues and Concepts of Personnel Management
Seminar in Current Educational Leadership Dilemmas
Basics of School Finance and Fiscal Controls of Schools
Advanced Curriculum and Instruction
Fall
EDU 6519 Teaching and Learning
EDU 7527 Leadership Models and Applications
EDU 7570 Technology Trends in Curriculum and Instruction
Spring
EDU 6521 Organizational School and Community Effectiveness
EDU 7550 Central Office Structures, Roles, and Responsibilities
EDU7561 Data-Driven Decision Making
Summer
EDU 7541 Legal Structures and Legal Issues Pertaining to School Operations
EDU 7551 Roles and Functions of the Superintendency and School Board Relations
.
*Please confer with your program coordinator regarding course selections.
32
CURRICULUM AND INSTRUCTION
Educational Leadership with a Concentration in Curriculum and Instruction
Leadership K-12
STAGE II
PSY 6505
EDU 7601
EDU 7606
EDU 7710
EDU 8120
EDU 8125
EDU 8130
EDU 8135
STAGE III
EDU 8880
Leadership Cohort/Cognate/Research Design 33 hours
Intermediate Statistics
3 hours
Comparative Philosophies of
3 hours
Education
Advanced Statistics
3 hours
Qualitative and Quantitative
3 hours
Research Designs in Education
Faith, Ethics, and Social Issues
3 hours
in Educational Leadership
Multiculturalism and Diversity
3 hours
Instructional Supervision
3 hours
Curriculum Planning and
3 hours
School Improvement
Cognate Core Courses
9 hours
Dissertation
Dissertation
12 hours
12 hours (minimum)
Schedule of Course Offerings for Stage II
Curriculum and Instruction Cohort/Cognate/ Research Design
SPRING
PSY 6505
EDU 8125
Intermediate Statistics
Multiculturalism and Diversity
SUMMER
EDU 7601 Comparative Philosophies of Education
EDU 7606 Advanced Statistics
Advanced Curriculum and Instruction
FALL
EDU 8120 Faith, Ethics, and Social Issues in Educational Leadership
Technology Trends in Curriculum and Instruction
SPRING
EDU 8130 Instructional Supervision
Data-Driven Decision Making
SUMMER
EDU 7710
EDU 8135
Qualitative and Quantitative Research Designs in Education
Curriculum Planning and School Improvement
33
COURSES
*LEADERSHIP K-12)
SPECIALIST
STAGE 1
EDU 6519
EDU 6520
EDU 6521
EDU 7501
EDU 7525PR27
EDU 7525PR30
EDU 7525PR31
EDU 7525PR40
EDU 7525PR41
EDU 7525PR50
EDU 7525PR51
EDU 7527
EDU 7530
EDU 7531
EDU 7540
EDU 7541
EDU 7550
EDU 7551
Advanced Leadership and Practicum
Teaching and Learning
Basics of Effective Leadership
Organizational School and
Community Effectiveness
Advanced Educational
Research Applications
Practicum in Leadership
Models
Practicum in Personnel
Management
Practicum in Leadership
Dilemmas
Practicum in School Finance
Practicum in Legal Issues
Practicum in Central Office
Responsibilities
Practicum in Superintendent
Functions
Leadership Models and
Applications
Issues and Concepts of
Personnel Management
Seminar in Current
Educational Dilemmas
Basics of School Finance and
Fiscal Control of Schools
Legal Structures and Legal
Issues Pertaining to School
Operations
Central Office Structures,
Roles and Responsibilities
Roles and Functions of the
Superintendency and School
Board Relations
40 Hours
3 hours
3 hours
3 hours
3 hours
1 hour
1 hour
1 hour
1 hour
1 hour
1 hour
1 hour
3 hours
3 hours
3 hours
3 hours
3 hours
3 hours
3 hours
*Courses for students who enter the program without a specialist in Educational
Leadership
34
LEADERSHIP K-12
Educational Leadership with a Concentration in Educational Leadership K-12
STAGE II
PSY 6505
EDU 7601
EDU 7606
EDU 7710
EDU 8120
EDU 8125
EDU 8130
EDU 8135
STAGE III
EDU 8880
Leadership Cohort/Cognate/Research Design 33 hours
Intermediate Statistics
3 hours
Comparative Philosophies of
3 hours
Education
Advanced Statistics
3 hours
Qualitative and Quantitative
3 hours
Research Designs in Education
Faith, Ethics, and Social Issues
3 hours
in Educational Leadership
Multiculturalism and Diversity
3 hours
Instructional Supervision
3 hours
Curriculum Planning and
3 hours
School Improvement
Cognate Core Courses
9 hours
Dissertation
Dissertation
12 hours
12 hours (minimum)
Schedule of Course Offerings for Stage II
Leadership Cohort/Cognate/ Research Design
SPRING
PSY 6505 Intermediate Statistics
EDU 8125 Multiculturalism and Diversity
SUMMER
EDU 7601 Comparative Philosophies of Education
EDU 7606 Advanced Statistics
COGNATE
FALL
EDU 8120 Faith, Ethics, and Social Issues in Educational Leadership
COGNATE
SPRING
EDU 8130 Instructional Supervision
COGNATE
SUMMER
EDU 7710 Qualitative and Quantitative Research Designs in Education
EDU 8135 Curriculum Planning and School Improvement
35
PROGRAM COURSE DESCRIPTIONS
EDU 6519- Teaching and Learning
This is a study of current research and theory of effective teaching as they relate to
curriculum, instruction, and special programs in elementary, middle, and high school
with an emphasis on instructional leadership. This study will include the investigation of
interpersonal skills and how these integrate with personal development.
EDU 6520 - Basics of Effective Leadership
A study of the knowledge, skills, and values that is necessary to identify organizational
constructs, to develop with others a vision and purpose for the organization, and to
exercise leadership processes to achieve the common goals for the organization
EDU 6521- Organizational School and Community Effectiveness
A study of the elements and concepts of administering fiscal, physical, and human
resources within an organization with an emphasis on the importance of effective
communication with the various cultures in the community to build school structures
EDU 7501- Advanced Educational Research Applications
Advanced study of research designs and development of research projects at the school
district level to develop skills related to writing research reports, project proposals, selfstudies, and grant writing
EDU 7525- Educational Leadership Practicum
This practicum course is designed to provide field-based experiences for Ed.S.
Educational Leadership students. Specific field experiences will be assigned for each of
the required courses in the Ed.S program.
EDU 7527- Leadership Models and Applications
An in-depth study of modern participative leadership models and their applications for
change in leadership roles and organizational climate as trends for future leadership
effectiveness in educational organizations
EDU 7530- Issues and Concepts of Personnel Management
An in-depth study of personnel management areas to include policies, organizational
structures, recruitment, selection, compensation, development, evaluation, reward
structures, and termination issues of an effective personnel organization
EDU 7531- Seminar in Current Educational Dilemmas
36
An exploration of current educational problems effecting the development of future
educational policy formation and educational management decisions at the school and
district levels
EDU 7540- Basics of School Finance and Fiscal Control of Schools
An in-depth study of the historical significance of funding sources, distribution formulas,
and accounting for expenditures to include application of sound principles of fiscal
management at the school, district, and state levels
EDU 7541- Legal Structures and Legal Issues Pertaining to School Operations
A study of the interrelationships among federal, judicial, state, and local governing
structures that affect the decision and judgment parameters of operating a school district
and the impact of emerging legal issues on future educational policies
EDU 7550- Central Office Structures, Roles, and Responsibilities
An in-depth study of the roles, functions, and organizational structures of the school
district central office staff and the leadership skills employed in implementing
instructional programs, state, and federal programs, and the operational programs of the
school district
EDU 7551- Roles and Functions of the Superintendency and School Board Relations
An in-depth study of the techniques, leadership skills, and attitudes required for the
executive function of the superintendent and the roles, functions and relationships
pertaining to the operation of the school district board of education
EDU 7560 – Advanced Curriculum and Development
This course is designed to prepare reflective practitioners who demonstrate knowledge,
skills, and dispositions of curriculum development, refinement, evaluation, and their
relationships to effective instruction. The overall goal is to help current and aspirating
leaders to develop competencies in the areas of curriculum planning, scope, sequence,
reform, and evaluation.
EDU 7561 – Data-Driven Decision- Making
This course is designed to prepare instructional leaders who demonstrate knowledge,
skills and dispositions essential to effective professional practice in data- driven decisionmaking. The goal of the course is to develop competencies in the area of using a wide
variety of data to make effective decisions at the building and district levels.
37
EDU 7570 – Technology Trends in Curriculum and Instruction
This course is designed to allow school leaders to develop the knowledge and skills
needed in order to use technology effectively in the areas of curriculum development,
instructional management, administrative tasks, and assessment.
PSY 6505- Intermediate Statistics
This is an intermediate level course in statistics and assumes student knowledge of
central tendency and variability; the normal curve and transformations; probability theory
and hypothesis testing. The major emphasis in this course is on parametric and
nonparametric approaches to data analysis. Computer applications are emphasized.
EDU 7601- Comparative Philosophies of Education
This is an overview of some major philosophies and how they impact the educational
system in the United States.
EDU 7606- Advanced Statistics
This is an advanced level course in statistics which emphasizes correctional techniques;
linear and multiple correlational techniques; linear and multiple regression analyzes;
complex analysis of variance to include repeated measures and analysis of covariance;
multiple comparison procedures; nonparametric tests. Sample size and the relative power
of alternative statistical procedures are explored. Students are expected to master SPSS
Windows statistical package.
EDU 7710- Qualitative and Quantitative Research Designs in Education
This course is designed to assist students in developing the research framework and
proposal for their dissertation research. Knowledge of content in this course should help
school leaders at every level improve research practices. The course explores the
meaning of sound research design and how design choices influence the
validity/credibility of research findings and conclusions.
EDU 8120- Faith, Ethics, and Social Issues in Educational Leadership
This course is intended to familiarize students with principles, practices, and trends in
faith, ethics, and social issues related to educational leadership within a variety of
organizational settings. The orientation of the course is toward enabling individuals to
reflect on their personal religious faith, practice, and ethical frameworks from which
decisions are influenced and to analyze and critique social issues in various contexts.
38
EDU 8125 Multiculturalism and Diversity
This is a doctoral level course designed to increase the student’s understanding of how
individual and collective assumptions about diversity and multiculturalism share
educational policies, practice, and research in K-12 schools. The course provides an
opportunity for school leaders at every level to develop and critically reflect on their
theoretical understanding of school leadership in relation to issues of social justice.
EDU 8130- Instructional Supervision
Designed to help school leaders improve their supervision practices and promote student
achievement. This course focuses on effective schools, productive teaching, theoretical
constructs of supervision, and supervisory practices. Individual teacher and group
professional growth strategy development and program and program implementation are
emphasized.
EDU 8135- Curriculum Planning and School Improvement
This course examines the relationship of the written, taught, and tested curriculum and
identifies critical leadership decisions that can positively impact student achievement.
The guiding theme of this course is creating and sustaining healthy, reflective and
successful teaching and learning environments for all students and staff.
EDU 8880- Dissertation
Students in the Doctor of Education program are required to complete a minimum of
twelve (12) semester hours of dissertation course work prior to completing the Doctor of
Education degree.
39
CHECKLIST OF DOCTORAL PROGRAM MILESTONES
Activities



























Complete admission requirements to the program.
Attend orientation for program requirements.
Begin coursework.
Submit program of study.
Get Program of Study approved by Program Coordinator and Department Chairperson.
The Program Coordinator identifies the major professor.
Apply to take written comprehensive.
Take written comprehensive.
Schedule to take oral comprehensive.
Select dissertation committee.
Select dissertation topic.
Get topic approved by committee.
Do literature search; prepare dissertation proposal.
Schedule dissertation proposal.
Get dissertation proposal approved.
Obtain approval from committee for Protection of Human Subjects to Research.
Get notification of admittance to candidacy.
Conduct research; write dissertation.
Apply for graduation. (Refer to University deadlines.)
Request date for dissertation defense.
Announce dissertation defense.
Defend oral dissertation.
Make necessary corrections; get all necessary signatures on approval page.
Complete procedures for copyright of dissertation.
Submit final copies of dissertation to the Graduate Office for Dean’s signature and binding.
Commencement
Congratulations, Doctor!
40
Deadlines for Dissertation Completion
It is strongly suggested that the student and committee plan on submitting earlier than the
stated deadline to allow time for correction and resubmission for approvals.
Deadline
Description
Submission of predefense draft to the
major professor
Successful defense of
the dissertation
Submission of
approved dissertation
to Dean’s Office
Submission of final
error-free manuscript,
CD’s, and fees to the
Graduate Office for
binding
August
Graduation
December
Graduation
May
Graduation
April 15
August 15
December 15
June 15
October 15
February 15
July 7
November 6
March 5
July 28
November 27
March 26
41
FORMS
42
Degree Plan
Department of Teacher Education and Leadership
Curriculum and Instruction
Directions: This degree plan will serve as your guide as you matriculate through the doctoral
program and must be completed in consultation with your advisor. The courses you are planning
to take are to be listed during the first semester of your enrollment in the program.
Name: ______________________________________Student I.D. _________________
Address: _______________________________________________________________
Phone: (H) _______________ (W)___________________(C)______________________
Email Address: ___________________________________________________________
SPECIALIST LEVEL
Advanced Leadership and Practicum 40 Hours (Stage 1)
Dept.
Course No.
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
6519
6520
6521
7501
7525PR27
7525PR30
7525PR31
7525PR40
7525PR41
7525PR60
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
7525PR61
7530
7531
7540
7541
7560
7561
7570
Course Title
Cr
Teaching & Learning
Basics of Effective Leadership
Org. School & Community Eff.
Advanced Educational Research
Practicum Leadership Models
Practicum Personnel Mgmt.
Practicum Leadership Dilemmas
Practicum School Finance
Practicum Legal Issues
Practicum in Advanced Curriculum and
Instruction
Practicum in data-Driven Decision Making
Issues/Concepts Personnel Management
Seminar Current Educational Dilemmas
Basics School Finance-Fiscal Control
Legal Structures/Issues in Education
Advanced Curriculum and Instruction
Data-Driven Decision Making
Technology Trends in Curriculum and
Instruction
Grade
Semester
3
3
3
3
1
1
1
1
1
1
1
3
3
3
3
3
3
3
________________________ ______________________ _______________________
Student
Date
Program Coordinator Date Department Chair Date
Student (White) Program Coordinator (Canary) Major Professor (Pink) Department Chair (Goldenrod)
Department of Teacher Education and Leadership, Mississippi College Educational Leadership K-12
Revised July 2010
43
Degree Plan
Department of Teacher Education and Leadership
Curriculum and Instruction
Directions: This degree plan will serve as your guide as you matriculate through the doctoral
program and must be completed in consultation with your advisor. The courses you are planning
to take are to be listed during the first semester of your enrollment in the program.
Name: ______________________________________Student I.D. _________________
Address: _______________________________________________________________
Phone: (H) _______________ (W)___________________(C)______________________
Email Address: ___________________________________________________________
DOCTORAL LEVEL
Advanced Leadership and Practicum
Dept. Course No. Course Title
PSY
EDU
EDU
EDU
6505
7601
7606
7710
EDU
EDU
EDU
EDU
8120
8125
8130
8135
33 Hours
Grade Semester
Cr
Intermediate Statistics
Comparative Philosophies of Education
Advanced Statistics
Qualitative/Quantitative Rsch Designs in
Ed
Faith, Ethics, & Social Issues in Ed Ldrshp
Multiculturalism & Diversity
Instructional Supervision
Curriculum Planning & School
Improvement
Cognate Core Courses
Dept.
Course No. Course Title
3
3
3
3
3
3
3
3
9 Hours
Grade Semester
Cr
3
3
3
Dissertation
Dept.
EDU
Course No.
8880
12 Hours Minimum
Course Title
Cr
Dissertation
Grade
Semester
12
________________________ ______________________ ________________________
Student
Date
Program Coordinator Date
Department Chair Date
Student (White) Program Coordinator (Canary) Major Professor (Pink) Department Chair
(Goldenrod) Department of Teacher Education and Leadership, Mississippi College Educational
Leadership K-12
Revised July 2010
44
Degree Plan
Department of Teacher Education and Leadership
Educational Leadership K-12
Directions: This degree plan will serve as your guide as you matriculate through the doctoral
program and must be completed in consultation with your advisor. The courses you are planning
to take are to be listed during the first semester of your enrollment in the program.
Name: ___________________________________Student I.D. _________________
Address: _______________________________________________________________
Phone: (H) _______________ (W)___________________(C)______________________
Email Address: __________________________________________________________
SPECIALIST LEVEL
Advanced Leadership and Practicum 40 Hours (Stage 1)
Dept.
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
Course No. Course Title
6519
6520
6521
7501
7525PR27
7525PR30
7525PR31
7525PR40
7525PR41
7525PR50
7525PR51
7527
7530
7531
7540
7541
7550
7551
Cr
Teaching & Learning
Basics of Effective Leadership
Org. School & Community Eff.
Advanced Educational Research
Practicum Leadership Models
Practicum Personnel Mgmt.
Practicum Leadership Dilemmas
Practicum School Finance
Practicum Legal Issues
Practicum Central Off. Responsibilities
Practicum Superintendent Functions
Leadership Models & Applications
Issues/Concepts Personnel Management
Seminar Current Educational Dilemmas
Basics School Finance-Fiscal Control
Legal Structures/Issues in Education
Central Off. Struct, Roles, Responsibilities
Roles, Functions Supt. &Bd. Relations
Grade
Semester
3
3
3
3
1
1
1
1
1
1
1
3
3
3
3
3
3
3
_______________________ _______________________ _______________________
Student
Date
Program Coordinator Date Department Chair Date
Student (White) Program Coordinator (Canary) Major Professor (Pink) Department Chair (Goldenrod) Department of
Teacher Education and Leadership
Revised July 2010
45
Degree Plan
Department of Teacher Education and Leadership
Educational Leadership K-12
Directions: This degree plan will serve as your guide as you matriculate through the
doctoral program and must be completed in consultation with your advisor. The courses
you are planning to take are to be listed during the first semester of your enrollment in the
program.
Name:_______________________________________Student I.D. _________________
Address: _______________________________________________________________
Phone: (H) ______________ (W)___________________(C)______________________
Email Address: __________________________________________________________
DOCTORAL LEVEL
Advanced Leadership and Practicum
Dept.
PSY
EDU
EDU
EDU
EDU
EDU
EDU
EDU
Course No.
6505
7601
7606
7710
8120
8125
8130
8135
Course Title
Cr
Intermediate Statistics
Comparative Philosophies of Education
Advanced Statistics
Qualitative/Quantitative Rsch Designs in Ed
Faith, Ethics, & Social Issues in Ed Ldrshp
Multiculturalism & Diversity
Instructional Supervision
Curriculum Planning & School Improvement
Cognate Core Courses
Dept.
Course No. Course Title
Dissertation
Dept.
Course No.
EDU
8880
33 Hours
Grade Semester
3
3
3
3
3
3
3
3
Credit Grade
3
3
3
Course Title
Credit
9 Hours
Semester
12 Hours Minimum
Grade Semester
Dissertation
_______________________ ______________________
Student
Date
Program Coordinator Date
__________________
Department Chair Date
Student (White) Program Coordinator (Canary) Major Professor (Pink) Department Chair (Goldenrod)
Department of Teacher Education and Leadership, Mississippi College Educational Leadership K-12
Revised July 2010
46
Request for Written Comprehensive Examination
TO:
Dean of Graduate School
FROM:
Department of Teacher Education and Leadership
SUBJECT:
Request for Written Comprehensive Examination
It is requested that the comprehensive examination
for ________________________________________________
be held on___________________________________________
at _________________________________________________
Approved:
____________________________________________________________________
Major Professor
Date
____________________________________________________________________
Program Coordinator
Date
____________________________________________________________________
Department Chair
Date
____________________________________________________________________
Dean of the School of Education
Date
____________________________________________________________________
Dean of the Graduate School
Date
Dean Graduate School (White) Program Coordinator (Canary) Major Professor (Pink) Student (Goldenrod)
Department of Teacher Education and Leadership, Mississippi College
October 2008
47
Doctor of Education
Educational Leadership
Report of Written Examination Results
Name: __________________________________________Student ID #____________
The above student has successfully or unsuccessfully taken the examination
required as indicated below.
Date Held
Written
______
Passed
______
Failed
______
Dean Graduate School (White) Program Coordinator (Canary) Major Professor (Pink) Student (Goldenrod)
Department of Teacher Education and Leadership, Mississippi College
October 2008
48
Request for Oral Comprehensive Examination
TO:
Dean of Graduate School
FROM:
Department of Teacher Education and Leadership
SUBJECT:
Request for Oral Comprehensive Examination
It is requested that the oral comprehensive examination for
____________________________________________________
be held on___________________________________________
at _________________________________________________
Approved:
_______________________
Major Professor
_________
Date
_______________________
Program Coordinator
_________
Date
_______________________
Department Chair
_________
Date
_______________________
Dean of the School of Education
_________
Date
_______________________
Dean of the Graduate School
_________
Date
Dean Graduate School (White) Program Coordinator (Canary) Major Professor (Pink) Student (Goldenrod)
Department of Teacher Education and Leadership, Mississippi College
October 2008
49
Doctor of Education
Educational Leadership
Report of Oral Examination Results
Name: __________________________________________Student ID #____________
The above student has successfully or unsuccessfully taken the examination
required as checked below.
Date Held
Oral Comprehensive Examination
______
Passed
______
Failed
______
Signatures of the Examining Committee:
Major Professor _______________________________________________
Committee Member ____________________________________________
Committee Member ____________________________________________
Committee Member ____________________________________________
Remarks/Conditions:
_____________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Dean Graduate School (White) Program Coordinator (Canary) Major Professor (Pink) Student (Goldenrod)
Department of Teacher Education and Leadership, Mississippi College
October 2008
50
Dissertation Committee Request Form
(Please type or print.)
Name: ______________________________________ Student Number ID: ________
Date: __________________
Signature
Date
Committee Member_____________________________________________________________________
Committee Member_____________________________________________________________________
Committee Member_____________________________________________________________________
Approved:
_______________________________________________________________________
Major Professor
Date
_______________________________________________________________________
Program Coordinator
Date
Program Coordinator (White) Dissertation Chair (Canary) Major Professor (Pink ) Student (Goldenrod)
Department of Teacher Education and Leadership, Mississippi College
October 2008
51
Dissertation Committee Request Change Form
(Please type or print.)
Student: ___________________________________________________________________Date:_____
Name of Committee Member to Be Added: ___________________________________
Current Committee:
Major Professor________________________________________________________________________
Committee Member_____________________________________________________________________
Committee Member_____________________________________________________________________
Committee Member_____________________________________________________________________
NAME OF COMMITTEE MEMBER TO BE DELETED: ____________________________________
Proposed Committee:
Major Professor________________________________________________________________________
Committee Member_____________________________________________________________________
Committee Member_____________________________________________________________________
Committee Member_____________________________________________________________________
Approved:
________________________________________________________________________
Major Professor
Date
________________________________________________________________________
Program Coordinator
Date
Program Coordinator (White) Dissertation Chair (Canary) Major Professor (Pink) Student (Goldenrod)
Department of Teacher Education and Leadership, Mississippi College
October 2008
52
Doctor of Education
Educational Leadership
Dissertation Topic Approval Form
Name: ________________________________________
Student ID: ________
Dissertation Topic:
__________________________________________________________________
_______________________________________________________________________
Signature
Date
Major Professor:
________________________________________________________________
Committee Member:
________________________________________________________________
Committee Member:
________________________________________________________________
Committee Member:
________________________________________________________________
Approved:
Program Coordinator
Date
Dean Graduate School (White) Program Coordinator (Canary) Major Professor (Pink) Student (Goldenrod)
Department of Teacher Education and Leadership, Mississippi College
October 2008
53
Dissertation Proposal
Name: ____________________________________________
Tentative Dissertation Title:
________________________________________________________________________
________________________________________________________________________
Decision: (Check one of the following)
______1) Accepted proposal as presented
______2) Accepted the proposal with minor changes
______3) Accepted the dissertation topic as legitimate area for study, but proposal
needs major revision
______4) Rejected proposal as unacceptable as an area of study for the dissertation
Remarks:_______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________
Date of meeting: ______________________
Typed or Printed Name/Signature of:
Name
Signature
Major Professor________________________________________________________________________
Committee Member_____________________________________________________________________
Committee Member_____________________________________________________________________
Committee Member_____________________________________________________________________
Dean Graduate School (White) Program Coordinator (Canary) Major Professor (Pink) Student (Goldenrod)
Department of Teacher Education and Leadership, Mississippi College
October 2008
54
Doctor of Education
Educational Leadership
Admission to Candidacy Form
Name: ___________________________________________________________
Address: _________________________________________________________
__________________________________________________________
__________________________Date of admission to program
__________________________Date graduate program approved
__________________________Number of course hours completed
__________________________Date written comprehensive exam passed
__________________________ Date oral comprehensive exam passed
Approved:
______________________________________________
Major Professor
Date
______________________________________________
Program Coordinator
Date
______________________________________________
Department Chair
Date
______________________________________________
Dean of the School of Education
Date
______________________________________________
Dean of the Graduate School
Date
Dean Graduate School (White) Program Coordinator (Canary) Major Professor (Pink) Student (Goldenrod)
Department of Teacher Education and Leadership, Mississippi College
October 2008
55
Request for Dissertation Defense
TO:
Dean of Graduate School
FROM:
Department of Teacher Education and Leadership
SUBJECT:
Request for the Doctoral Defense
It is requested that the final examination (dissertation defense)
for ________________________________________________
be held on___________________________________________
at _________________________________________________
Approved:
_________________________
Major Professor
____________
Date
_________________________
Program Coordinator
____________
Date
_________________________
Department Chair
____________
Date
_________________________
____________
Dean of the School of Education Date
_________________________
Dean of the Graduate Office
____________
Date
Dean Graduate School (White) Program Coordinator (Canary) Major Professor (Pink) Student (Goldenrod)
Department of Teacher Education and Leadership, Mississippi College
October 2008
56
Doctor of Education
Educational Leadership
Announcement of Doctoral Dissertation Defense
Name: ____________________________________________________
EXAMINATION INFORMATION:
Date: ________________________________________________
Time: ________________________________________________
Place: ________________________________________________
Student: ______________________________________________
Major Professor: ______________________________________
Dean Graduate School (White) Program Coordinator (Canary) Major Professor (Pink) Student (Goldenrod)
Department of Teacher Education and Leadership, Mississippi College
October 2008
57
Doctor of Education
Educational Leadership
Report of Dissertation Defense Results
Name: __________________________________________Student ID #____________
Dissertation Defense
Date Held
Passed
Failed
______
______
______
Signatures of the Examining Committee:
Major Professor _______________________________________________
Committee Member ____________________________________________
Committee Member ____________________________________________
Committee Member ____________________________________________
Remarks/Conditions:
_____________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Dean Graduate School (White) Program Coordinator (Canary) Major Professor (Pink) Student (Goldenrod)
Department of Teacher Education and Leadership, Mississippi College
October 2008
58
59