Designed to engage students in understanding, implementing, and evaluating strategic leadership practices based on various theories, models, and approaches for achieving organizational transformation. Students will become skilled facilitators of the organizational transformation process by initiating, implementing, sustaining, and evaluating transformation/change efforts. Students will build a solid foundation through the integration of theory and practice in order to implement a planned change process in their home institution.

Prerequisite: Admission into the Ed.D. in Educational Leadership Program and instructor permission.

Builds and expands on candidates' knowledge of systems thinking, personal and organizational behaviors, and leadership approaches to the change process. Candidates will demonstrate ethical thinking and action in organizational settings by re-conceptualizing leadership roles and organizational structures. In coursework and related fieldwork components students will apply concepts and theories to improving their respective educational institutions. Among the interactive pedagogies used are: case studies, experiential exercises, dialogue and group activities.

Prerequisite: Admission into the Ed.D. in Educational Leadership Program and instructor permission.

Designed to engage students in critical analyses of policy at the local, state, national, and international levels. Specific California and federal policy environment structures and processes will be examined. Students will learn about how public policy is generated, potential consequences, ethical dilemmas, social justice, and equity issues.

Prerequisite: Admission into the Ed.D. in Educational Leadership Program and instructor permission.

This course will introduce educational leaders to concepts in quantitative research in preparation for conducting independent research. This course will enable students to critically understand, critique, and develop quantitative research methodology and apply it appropriately to various educational issues.

Prerequisite: Admission into the Ed.D. in Educational Leadership Program.

Designed to engage students in self introspection of awareness and advocacy in applying theoretical frameworks and research to promote equitable, excellence in schooling. Students will demonstrate the ability to develop cross-cultural relationships across multiple constituents for the purpose of improving students performance and promoting social justice. Students will develop the capacity to be courageous change agents in assuring academic excellence for all students.

Prerequisite: Admission into the Ed.D. in Educational Leadership Program and instructor permission.

Each candidate will work with a dissertation advisor (dissertation committee chair) to conduct independent research leading to the completion of a dissertation. Twelve units of dissertation study will be required for completion of the program. This course provides a 3 unit seminar in support of the first phase of the dissertation.

Prerequisite: Admission into the Ed.D. in Educational Leadership Program and instructor permission.

Corequisite: EDD 616B.

Note: Students must have passed their qualifying examination and successfully defended their dissertation proposal.

Each candidate will work with a dissertation advisor (dissertation committee chair) to conduct independent research leading to the completion of a dissertation. Twelve units of dissertation study will be required for completion of the program.

Prerequisite: Admission into the Ed.D. in Educational Leadership Program and instructor permission.

Corequisite: EDD 616A

Note: Students must have passed their qualifying examination and successfully defended their dissertation proposal.

This course introduces major sociological theories, key education history and policy, current and reoccurring equity debates in education---concepts fundamental to educational leadership, policy, and doctoral research. It includes a survey of seminal theorists, social theory, and its application; key historical events, facts, policies, and decisions that influence and situate contemporary educational practice; and important equity debates, such as segregation and tracking, access and quality, public and private roles, testing and accountability, and others.