COLLEGE OF EDUCATION
EDUCATIONAL LEADERSHIP EdD PROGRAM
Program Handbook
2013 Cohort
Fall Version 2.0
Department of Educational Professions
Frostburg State University
Frostburg, MD 21532
TABLE OF CONTENTS
Page
Welcome to the Educational Leadership (EDLP) Doctoral Program
 Message from Frostburg State University President ………………………. .................... ii
 Message from the Office of the Dean, College of Education ………………….. ........... iii
About this Handbook ………………………….............................................................................. 1
EDLP Vision Statement …………………………………………........................................................... 2
EDLP Mission Statement ……………………………………………………… .......................................... 2
Overview of the EDLP Program
 Program Design ...................................................................................................... 2
 Program Outcomes ………………….. ........................................................................... 3
Program Requirements
 Program Progression ………. .................................................................................... 4
 Required Academic Courses and Specializations …………........................................ 5
o Plan of Study ……………. ............................................................................... 5
o Specializations ……………… ........................................................................... 6
 PK-12 Leadership
 Curriculum and Instruction
 Special Education
 Reading
 Higher Education
 Course Sequence ….. ............................................................................................... 7
Comprehensive Examinations … ......................................................................................... 8
Dissertation Process …… ..................................................................................................... 8




Dissertation Committee …….. ............................................................................................. 8
Developing the Proposal. .................................................................................................... 8
Dissertation Defense........................................................................................................... 9
Dissertation Process at a Glance … ................................................................................... 10
Doctoral Faculty Contact Information……….. .................................................................... 11
i
MESSAGE FROM THE PRESIDENT OF FROSTBURG STATE UNIVERSITY
Dear Students:
It is truly a privilege to welcome you to Frostburg State University’s
Doctor of Education in Educational Leadership program. We are
very proud that you have selected us and I know you will have an
exceptional experience in this program.
Dr. Jonathan Gibralter
This program has been many years in preparation and designed as an applied program for
professionals already in the field, so I am certain you will find our approach to be a valuable
resource to your career and to your current institution. Our aim is to offer you a practical
connection between theory and practice, with the theme of leadership woven throughout your
course of study. The first two years of your program will be rooted in authentic experiences,
case studies, problem-based learning activities and professional theory. During your third year,
you will participate in an integrated practicum and produce your dissertation. In fact, you will
likely have several Frostburg State University administrators who will share their knowledge and
experience with you throughout the program.
We recognize the impact that your current position takes on your time, so this program is
designed to accommodate your schedule as much as possible, with scheduling of evening and
weekend sessions and online programming for maximum flexibility. The program’s sequence is
designed to highlight connections among the courses. Your professional position will be the
source of many of the course assessments, so what you learn can be applied right away. We are
constantly working to keep the special needs of our graduate students in mind and we pledge to
adapt as those needs evolve.
This is an exciting time for us at Frostburg State University, and we are extremely pleased and
proud to have you with us. I wish you all the best as you embark on this journey.
Jonathan Gibralter, Ph.D.
President
Frostburg State University
ii
MESSAGE FROM THE OFFICE OF THE DEAN OF THE COLLEGE OF EDUCATION
Dear Students:
We are pleased to welcome you into the first Hagerstown cohort
of the Frostburg State University’s Doctor of Education in
Educational Leadership Program.
Dr. Clarence Golden
The College of Education is proud and pleased to house this
program within our Department of Educational Professions, but
we view this new academic endeavor as a university initiative.
Indeed, we have had support and active involvement across
campus from approval to admissions, and we will have instructors
from the other colleges as well as university administration
sharing their expertise with this cohort.
Dr. Glenn Thompson
The implementation of this program was a model of collaborative leadership. Dozens of
individuals worked innumerable hours over many months to see this program become a reality.
We stand here today celebrating the work of many and we welcome this first Hagerstown
cohort into what is becoming a unique and excellent program.
Welcome!
Clarence Golden, Ed.D.
Dean
College of Education
iii
Glenn E. Thompson, Ph.D.
Coordinator
Doctoral Program
ABOUT THIS HANDBOOK
This handbook provides an overview of the vision, mission, outcomes, course sequence, and
expectations for candidates enrolled in the EdD program for Educational Leadership (EDLP)
offered through the Department of Educational Professions in the College of Education at
Frostburg State University. This version and all current information about the program are
available under the graduate programs section in the FSU web site. Although this version of the
handbook reflects some changes from the original it is still subject to correction or change as we
move into the second year of the program. The EdD Program Coordinator will notify candidates
of any handbook changes. However, candidates are responsible for meeting the policies and
requirements of the most recent handbook version applying to their cohort.
EDLP DOCTORAL PROGRAM OPERATIONS
EdD Operations Program Committee
The EDLP doctoral program is organized under a functioning Operations Program Committee
that is responsible for developing, overseeing, and implementing the policies and academic
programming of the program, as established by the College of Education, including review and
approval of doctoral faculty, dissertation committee members, and chairs. The EdD Program
Coordinator serves as Chair of the Operations Program Committee.
EdD Advisory Council
A comprehensive Advisory Council will advise the Operation Program Committee and offer
recommendations on policy procedures and resources. The advisory council will include
representation from the three departments in the College of Education, the FSU community,
and the regional education community at large.
1
THE EdD PROGRAM IS OFFERED THROUGH THE COLLEGE OF EDUCATION AT FROSTBURG STATE
UNIVERSITY
Vision Statement
Our vision is to offer and maintain a comprehensive, current, and integrated doctoral
experience for the professional practitioner that will produce transformational leaders in their
area of specialization who will be among the best educational leaders in the region and nation.
We actively seek to emulate the process of transformation through ongoing assessment, review,
and revision to meet changing needs and demands.
Mission Statement
As educational leaders, the EdD Program in Educational Leadership (EDLP) is committed to
prepare scholar-practitioners, reflective leaders, and change agents who can inspire, influence,
and impact diverse educational communities by helping to meet the challenges and
opportunities of educational organizations. We integrate research, teaching, and service by:



Exploring and expanding the knowledge of educational theory, policy, practice, and
leadership, and
Fostering the growth of educational leaders who possess the requisite knowledge, skills, and
dispositions, and
Building the capacity of individuals and communities to identify and solve problems.
OVERVIEW OF THE PROGRAM
Program Design
The applied doctorate in Education is designed to provide an avenue for practitioner to
complete a terminal degree in the profession. The program is rooted in authentic experiences,
case studies, problem based learning activities, and an integrated practicum, in addition to the
requisite theory and knowledge base commensurate with a terminal degree. The target
audience includes individuals aspiring to be educational leaders, such as administrators,
supervisors, master teachers, policy specialists, and other educational professionals at all levels.
Although the program consists of discrete courses, the design our program uses is to integrate
leadership as a theme throughout, and cross-course content is expected. Program delivery is via
the cohort model spanning two years of study with the practicum and dissertation completed in
the third year. The course load and sequence is designed to be attainable for the practitioner.
Content mastery requires an authentic connection between theory and practice. Thus, many of
the course assessments emanate from candidates own experiences in the field.
2
The research component for this applied doctorate centers on three goals: sufficient knowledge
of statistical methodology to read, interpret, and apply current research in the profession;
specific knowledge in needed methodologies to complete a quality dissertation; and use of
appropriate methodological procedures that will improve professional and leadership goals in a
professional position.
Program Outcomes
The EdD program outcomes listed below demonstrate substantial agreement on the knowledge,
skills, values, and commitments needed to transform the education field. They state that our
candidates already have certain high aspirations and core commitments to educational
leadership. –Further, we recognize that a well-designed and rigorous program can develop the
outcomes that the FSU EdD Educational Leadership program has identified. These detailed
outcomes fall into the following interrelated categories:
I.
Transformational Leadership
II.
Instructional Leadership and Authentic Learning Climates
III.
Stakeholder Involvement and Community Partnerships
IV.
Reflective Professional Development
V.
Management and Operations
All aspects of the program—candidate and faculty selection, curriculum, practicum assignments,
assessments, and final dissertation—are aligned to these outcomes.
Graduates of the EDLP EdD program will be scholarly practitioners who:
•
set the highest achievement and ethical expectations for any enterprise that they lead as
well as for all whom they engage in that enterprise;
•
are continuously searching the external environment and internally reflecting on their own
expertise to discover and apply optimum instructional pedagogies and technologies for all
learners;
•
have the personal commitment, skills and knowledge to accomplish their transformational
objectives;
•
have a profound understanding of the role that race, culture and ethnicity play in society at
large, and in institutions engaged in a transformational process;
•
are able to apply available research in planning, implementation, and dissemination to the
field;
•
are able to use self-analysis, inquiry and purposeful reflection to continually improve their
own practice;
•
understand the dynamics of educational systems and are able to leverage those systems
using coherent, aligned strategies for educational change by creating democratic learning
communities that move those systems articulated goals;
3
•
possess the knowledge and ability to ensure that all learners are achieving at optimum
levels by fostering effective curricular programs, student-centered learning environments,
and accountable institutional cultures that reflect high expectations and produce
exceptional outcomes;
•
inspire shared vision and commitment informed by best practices through collaboration and
inquiry for continuous improvement;
•
who are applied-researchers who purposefully engage in inquiry and construct knowledge
that promotes equity in diverse geographic regions; and
•
value the effect of theory on practice and conduct systemic institutional inquiry, identifying
critical issues using data to inform decision-making.
PROGRAM REQUIREMENTS
Following are the requirements for the EdD program in Educational Leadership.
Program Progression

Preliminary Coursework Overview: By the end of the first summer of study, candidate
progress will be reviewed by the coordinator of the program. If there are candidates
who the coordinator finds may not be successful in the program, the information and
concern will be taken to the program committee for an overall review. Should the
coordinator and program committee determine the candidate is systematically not
doing well in the coursework, and may be headed for failure in the program; the
coordinator will schedule a meeting with the candidate and outline the concerns. A
plan will be created in harmony with the coordinator and candidate that clearly
indicates what will be seen in the future as improvement and success for continued
enrollment, or what will be seen as deepening concern and cause of dismissal from the
program.

Proposal Prospectus: At the beginning of the Spring semester in the second year of study
it is expected that each candidate will present a "Proposal Prospectus" to his or her
dissertation committee chair. The paper should - at a minimum - state the topic area for
dissertation study, state the general question(s) to be investigated, and indicate the
value to the study. Included in the paper should be a review of the current literature
about the topic enough to suggest the candidate is aware of the current status of the
topic and that the answer to the question to be investigated is of value to the body of
knowledge associated with the topic. Finally, the paper should include the candidate's
estimate regarding the methodology to be used.

Comprehensive Examinations: at the end of Spring following the second year of study,
candidates will take a comprehensive examination based upon program study to date.
Satisfactory performance on the comprehensive examination as assessed by at least two
of three scorers will advance the candidate toward degree candidacy. Candidates not
advancing to candidacy will not be allowed to continue in the program.
4

Dissertation Proposal: at the end of the second summer of study, concurrent with the
Capstone Seminar, candidates will have devised a proposal for research. Typically the
proposal consists of the first three chapters of the dissertation: Introduction, Literature
Review, and Research Methodology. The dissertation committee size and composition is
described later in this handbook.

Doctoral Candidacy: Admission to “Doctoral Candidacy” status occurs upon successful
approval of the Proposal and approval from IRB to conduct the study.

The Dissertation Defense: upon completion of all examinations, coursework and
research, the candidate will present the dissertation final study to the Dissertation
Committee. The committee will then determine the quality and success of the
presentation, dissertation, and defense, directing any changes or edits as necessary.
Dissertations must be successfully presented to complete the degree.
Required Academic Courses and Specializations
The program consists of a minimum* of 60 hours of graduate study in the following areas:
Plan of Study

Educational Leadership: 33 hours
EDLP 715: Introductory Seminar in Educational Leadership (3)
EDLP 716: Organizational Change and Leadership Theory (3)
EDLP 782: Educational Politics and Policy (3)
EDLP 785: Educational Assessment (3)
EDLP 781: History of American Education (3)
EDLP 801: Cognition and Exceptionalities (3)
EDLP 840: Strategic Planning and Data-Informed Decision-Making (3)
EDLP 806: Research I (3)
EDLP 807: Research II (3)
EDLP 808: Applying Theory and Research to Practice (3)
EDLP 900: Capstone Seminar (3)

Specialization: 9 hours (courses listed in following section)
Leadership
Special Education
Curriculum and Instruction
Reading
Higher Education Leadership
5

Practicum: 6 hours
EDLP 901: Doctoral Practicum I (3)
EDLP 902: Doctoral Practicum II (3)

Dissertation: 12 hours*
EDLP 911: Dissertation I (concurrent with Capstone Seminar) (6)
EDLP 912: Dissertation II (6)
EDLP 913: Dissertation CE (1-3) Individuals not completing the dissertation by
the end of EDLP 912 must maintain continuous enrollment of at least one (1)
dissertation credit each semester until completion. The student must enroll for
three (3) dissertation hours in the term of the dissertation defense.
Specialization Courses
PK12 Leadership

EDAD 742: Human Resources (3)

EDAD 743: Educational Law (3)

EDAD 744: Educational Finance (3)
Special Education

SPED 712: Advanced Special Educational Law and Procedures (3)

SPED 713: Supervision of Special Education Programs (3)

SPED 714: Special Education Funding and Grant Writing (3)
Curriculum and Instruction

CUIN 722: Curriculum and Instructional Leadership (3)

CUIN 723: Planning and Implementing Curriculum and Instructional Change –
Becoming a Change Agent (3)

CUIN 724: Planning and Conducting Professional/Staff Development and
Training (3)
Reading

REED 732: Foundations of Teaching Reading (3)

REED 733: Reading in the Content Area: Implications for Leadership (3)

REED 734: Organizing and Administering a Reading Program (3)
Higher Education Leadership
6

HIED 752: Higher Education Structure and Governance (3)

HIED 753: Higher Education Finance (3)

HIED 754: Current Issues in Higher Education Leadership and Law (3)
COURSE SEQUENCE
Semester Credit
/Term
Hours
Core Subject Matter
Steps/Work Product
Year 1
Fall
6
 EDLP 715 - Introductory Seminar in Educational
Leadership (3)
 EDLP 781 - History of American Education (3)
 EDLP 782 - Educational Politics and Policy (3)
Spring
6
 EDLP 716 - Organizational Change and
Leadership Theory (3)
 EDLP 785 - Educational Assessment (3)
Summer
9
 Specialization 1 (3)
 Specialization 2 (3)
Year 2
Fall
6
Winter
3
 EDLP 840 - Strategic Planning and Data-Driven
Decision-Making (3)
 EDLP 806 - Research I (3)
 EDLP 801 - Cognition and Exceptionalities (3)
 Proposal Prospectus
 Specialization 3 (3)
Spring
6
 EDLP 807 - Research II (3)
 Comprehensive Examination
 EDLP 808 - Applying Theory and Research to
Practice (3)
Summer
9
 EDLP 900 - Capstone Seminar (3)
To help ensure the candidate is progressing
on the targeted pace the Proposal Prospectus
is strongly recommended.
To advance towards Doctoral Candidacy,
candidates must complete a Comprehensive
Examination along with all coursework with
satisfactory ratings.
Admission to Doctoral Candidacy occurs upon
successful approval of the Dissertation
Proposal.
 EDLP 901 - Practicum I (3)
 Dissertation Proposal
Year 3
 EDLP 902 - Practicum II (3)
Fall
6
 EDLP 911 - Dissertation I (6)
 EDLP 912 - Dissertation II (6)
 Dissertation Defense
Spring
9
7
*EDLP
913: Dissertation CE (1-3) Individuals
not completing the dissertation by the end of
EDLP 912 must maintain continuous
enrollment of at least one (1) dissertation
credit each semester until completion. The
student must enroll for three (3) dissertation
hours in the term of the dissertation defense.
COMPREHENSIVE EXAMINATION
To advance to Doctoral Candidacy students must complete a comprehensive examination and
all coursework with satisfactory ratings. The comprehensive examination will consist of a
written exam.
The comprehensive examination must be completed before a dissertation proposal can be
defended.
DISSERTATION PROCESS
The dissertation represents the final assessment for the EdD degree. A successful defense of the
dissertation before the dissertation committee leads to the dissertation committee forwarding
an acceptance of the candidates work through the Program Coordinator to the Dean of the
College of Education. The dissertation must be successfully defended within six years of the start
date of doctoral studies.
The Dissertation Committee and Chair
Each EdD dissertation committee must have a minimum of three members. One of those
members must be designated as the Chair of the committee and will serve as the advisor in the
process for the doctoral candidate. The Chair or Co-Chair of the Committee (special approval
required) must be an active faculty member from the University. At least two members of the
committee must be faculty members from the university and at least one member must be from
the College of Education. One member of the committee can be an individual who is not
employed by Frostburg State University, provided that they possess an earned doctorate and a
professional background suitable for the assessment of doctoral-level research.
Beginning as early as the first day of October in the second year and hopefully no later than May
1 of the second full year, doctoral candidates will submit a completed “Intent to Serve on a
Dissertation/Thesis Committee” form to the program coordinator. The Program Coordinator
approves the composition of all Dissertation Committees. Until an “Intent to Serve on a
Dissertation/Thesis Committee” form has been returned to the committee Chair with the
program coordinator initials affixed, and filed with the graduate office, a proposal defense
cannot be scheduled.
All members of the committee must be approved by the Program Coordinator before a doctoral
student is advanced to candidacy. Questions regarding committee member approval status will
be resolved by the Program Committee.
Developing the Dissertation Proposal
Doctoral candidates will propose the topic and research methodology for their dissertation. From
the very beginning of the coursework in year one, doctoral candidates should be thinking about
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dissertation topics. For the course EDLP 715, Introductory Seminar in Educational Leadership, each
candidate will purchase David R. Krathwohl and Nick L. Smith’s book, How to Prepare a Dissertation
Proposal: Suggestions for Students in Education & the Social and Behavioral Sciences (Syracuse
University Press 2005). This book will be used to support a proposal development thread that will
run throughout the first two years of the program. Skills for, and development of, the proposal will
be threaded throughout each of the EdD classes. This process culminates in EDLP 900, “The
Capstone Seminar,” during which each doctoral student will finalize their proposal.
By the end of Summer of Year 2, all doctoral candidates should be in a position to present their
proposal before the Dissertation Committee. This presentation will be open to other doctoral
candidates, all FSU faculty members, and other interested persons from the local PK-16
education community, to support the tradition of academic and intellectual discussion.
Once the doctoral candidate’s proposal is defended and IRB approval given to conduct the study,
the student will advance to doctoral candidacy and begin the data gathering process.
Dissertation Defense
At least three weeks prior to the anticipated defense date, the candidate must submit the
Defense Notice Form to the program coordinator. At that time, candidates must provide each
member of their Dissertation Committee with defendable copies of the dissertation (fully edited
final version). A defendable copy of the dissertation is also filed with the program coordinator,
so that members of the FSU faculty or other doctoral students may review the document.
There are two components to the defense session: a presentation of the dissertation study and
a defense of the study.

The presentation of the dissertation study is open to other interested parties (e.g., other
faculty, graduate students, and outside visitors) and shall include an overview of the
study, including its rationale, design, data analysis, and results. This portion of the
defense shall be no longer than one hour, consisting of a half hour presentation of the
study by the candidate and, if needed, a half hour for questions from the noncommittee audience.

The defense of the dissertation study shall commence after all non-committee visitors
leave the room. Each committee member shall have an opportunity to raise one or two
major questions with reasonable follow up questions. After the completion of any
questions, open and spontaneous interchange may be pursued by the committee
members and the candidate. At an appropriate time, the chair will invite the candidate
to leave the room. The committee will then select one of the following outcomes:
1. Pass with minor or no editorial revisions of written document
2. Pass with more substantial revisions of the written document
3. Fail with major revisions necessary prior to second and final defense
opportunity
It is the responsibility of the chair to guide the committee deliberations to a consensus around
one of the outcomes above. No vote is recorded. In cases where a consensus is not possible,
9
dissenting members have an option of not signing the dissertation approval form. This option
shall be exercised very rarely; it is anticipated that differences will be resolved within the
committee. In special cases, the EdD Program Coordinator may be consulted for assistance in
resolving committee conflicts.
The chair will notify the candidate in writing of any required changes/revisions. Once revisions
are complete, the chair disseminates revised copies of the dissertations and may either 1)
contact each committee member individually to determine acceptance of the revisions, or 2) call
a meeting of the committee with the candidate present to go over the written revisions. Once
the dissertation is approved by the committee, the dissertation and accompanying paperwork
move through the program Coordinator on to the Dean of the College of Education for final
approval.
Dissertation Process at a Glance
Years 1 and 2
Spring, Year 2
Courses: EDLP 715, 781, 782, 806, 807
EDLP 807
Develop topic ideas/research methods
Submit Proposal Committee to
Program Coordinator for approval
Summer, Year 2
EDLP 900
Defend
Develop Proposals
Proposal
Submit Dissertation Committee to
Program Coordinator for approval and
advance to candidacy
Year 3 (and possibly beyond)
EDLP 911, 912 (and possibly 913)
Research and write the dissertation in consultation with
chair, methodologist, and committee
10
Defend the
dissertation
Complete revisions and win
final approval