Doctoral Program in Educational Leadership Redesign: Utilizing a Multicriteria Framework




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


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.




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).