Doctoral Program in Educational Leadership Redesign: Utilizing a Multicriteria Framework

Authors

DOI:

https://doi.org/10.5195/ie.2018.70

Keywords:

Carnegie Project on the Education Doctorate (CPED), collaborative leadership, educational leadership program redesign, program implementation and evaluation, University Council for Educational Administration (UCEA)

Abstract

The development of educational leaders, who have a profound influence in shaping a culture of organizational learning; ethical community engagement; advocacy for diversity, equity and inclusion; and theory to practice solutions, is the aim of redesign efforts in one educational leadership (EDLE) program in the United States. These ideas, grounded in a multicriteria framework, are reified in the Carnegie Project on the Education Doctorate’s (CPED) Principles and Design Concepts and reinforced by the University Council for Educational Administration (UCEA) criteria. Yet, right from the beginning, faculty struggled with ideological differences and logistical challenges. Without the dean and department chair’s collaborative, visionary leadership and support of key faculty, efforts to redesign the program would have been stifled. We argue that the multicriteria framework, underscoring the importance of collaborative leadership, is the cornerstone of the education doctorate program redesign. The article’s contributions are intended to inform the planning, implementation, and evaluation of this program redesign and its impact.

Author Biographies

Miriam D. Ezzani, University of North Texas

Dr. Miriam D. Ezzani is an assistant professor of educational leadership at the University of North Texas. With academic and professional roots in urban education, her research interests are related to organizational leadership and systemic thinking within the contexts of cultural proficiency, ethics, and equity. Prior to her arrival at UNT, she served as a school leader in the state of California and prior to that as a literacy coach and teacher in the Los Angeles Unified School District. She is an alum of the University of Southern California (USC), where she earned a doctorate in K-12 Educational Leadership. Her current research project involves the exploration of systemic efforts within a district to identify and service students from diverse populations in advanced academic programs.

Noelle A. Paufler, University of North Texas

Dr. Noelle A. Paufler is an Assistant Professor of Educational Leadership in the College of Education at the University of North Texas (UNT). Her experiences as a high school social studies teacher, district administrator, and applied researcher in large urban and suburban school districts inspired her to conduct research related to education accountability policies and systems. Her research interests include: educational policy, the communication of educational research and its influence on policy, and the impact of standards and accountability systems for teachers and school leaders on local contexts. She also actively participates in several professional organizations, including as the representative for the UNT Teacher Education and Administration Department in the Carnegie Project on the Education Doctorate.

Downloads

Published

2018-06-20

How to Cite

Ezzani, M. D., & Paufler, N. A. (2018). Doctoral Program in Educational Leadership Redesign: Utilizing a Multicriteria Framework. Impacting Education: Journal on Transforming Professional Practice, 3(2). https://doi.org/10.5195/ie.2018.70

Issue

Vol. 3 No. 2 (2018): CPED Principles

Section

Essays

License

Authors who publish with this journal agree to the following terms:

  1. The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
  2. Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
  3. The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
    1. Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
    with the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
  4. The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
  5. Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
  6. Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
  7. The Author represents and warrants that:
    1. the Work is the Author’s original work;
    2. the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
    3. the Work is not pending review or under consideration by another publisher;
    4. the Work has not previously been published;
    5. the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
    6. the Work contains no libel, invasion of privacy, or other unlawful matter.
  8. The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.

Revised 7/16/2018. Revision Description: Removed outdated link.