Ed.D. in Transformational Leadership and Administration in Deaf Education
The Transformational Leadership and Administration in Deaf Education Doctorate of Education (TLADE Ed.D.) prepares candidates at the post-graduate level to become transformational leaders in schools and programs that serve deaf and hard of hearing children. The TLADE Ed.D. emphasizes critical pedagogy as the foundation for advocacy in the education of deaf individuals.
The Ed.D. program will be offered in a hybrid format with required summer work on campus and online for the remainder of the academic year. This is to allow students to continue working while completing their studies and also keeps them close to school practices. A total of 56 credits beyond the masters will be required for this program, and there are no options for tracks or concentrations at this time, as the PhD in CSEDL already offers flexibility for studies.
To succeed in the doctoral program in education, students must possess a high degree of initiative, self-direction, and commitment to inquiry. Upon completion of all program requirements except the dissertation, students in the doctoral program may apply to be awarded an Education Specialist in Education (Ed.S.) degree. The Ed.S. degree is typically awarded after two to three academic years of full-time study, and is not a terminal degree. The Educational Doctorate (Ed.D.) is awarded upon successful completion of the dissertation requirements.
Plan of Study
A minimum of 56 credit hours beyond the MA will be required in this program as shown below. The full program plan can be completed in 6 years following a part-time schedule. However, students will be permitted to extend and have up to 10 years to complete their degrees.
Co-requisites 6 credits
| | EDU 670 or other introductory special education course | |
| | EDU 720 or other introductory research course | |
Core Competency Area 1 - Foundations of Critical Studies in Deaf Education 9 credits
| EDU 820 | Proseminar I : Critical Pedagogy in Education | 3 |
| EDU 821 | Proseminar II : Critical Pedagogy in Education | 3 |
| EDU 889 | Seminar in Critical Curriculum Studies | 3 |
Core Competency Area 2 Design Research and Implementation 9 credits
| EDU 801 | Principles of Statistics I | 3 |
| EDU 812 | Qualitative Research Methods | 3 |
| EDU 814 | Action Research in K-12 Education | 3 |
Core Competency Area 3 - Scholarly Development 17 credits minimum
| EDU 805 | Doctoral Seminar in Scholarly Discourse | 3 |
| EDU 806 | Seminar in Publishing, Grant, Writing, and Presentation Skills | 3 |
| EDU 844 | Guided Studies: Candidacy Preparation | 2 |
| EDU 900 | Dissertation Research | 1-4 |
*EDU 900 - 9 credits minimum
Core Competency Area 4 - Transformational Leadership and Administration in Deaf Education 21 credits
Required 18 credits
| EDU 735 | Introduction to Special Education and the IEP Process | 2 |
| EDU 807 | Seminar I: Critical Issues in Deaf Education â€" Perspectives of Teachers, School Personnel, and Administrators | 1 |
| EDU 808 | Seminar II: Critical Issues in Deaf Education - Transformational Solutions | 2 |
| EDU 831 | Practicum & Seminar in Teacher Supervision | 3 |
| EDU 880 | Curriculum & Instructional Leadership in Deaf Education | 3 |
| EDU 886 | Educational Leadership & Organizational Change | 3 |
| EDU 890 | Internship for School Leaders | 1-3 |
**EDU 831 and 880 are offered every other year**
Elective 3 credits
Choose one:
| EDU 860 | Education Policy and Politics | 3 |
| EDU 881 | Studies in General and Special Education Curriculum & Leadership | 3 |
| EDU 887 | Educational Finance and Resource Management | 3 |
**EDU 860 and 887 are offered every other year**
Program Outcomes
Transformational Leadership and Administration in Deaf Education Program Learning Outcomes (Based on the National Educational Leadership Preparation (NELP) 2018 standards required for beginning educational leaders)
Candidates who successfully complete the Transformational Leadership and Administration in Deaf Education Education Doctorate program understand and demonstrate the capacity to promote the current and future success and well-being of each deaf and hard-of-hearing student, as well as each teacher and professional working with deaf and hard-of-hearing students by applying the knowledge, skills, and commitments necessary to:
Program Learning Outcome 1: Vision, Mission and Continuous Improvement
Collaboratively lead, design, and implement a school mission, vision, and process for continuous school improvement designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
Program Learning Outcome 2: Reflection and Professional Learning
Engage in ongoing reflection and communicate about, cultivate, and model professional dispositions and norms (i.e. fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, lifelong learning) that will support the success and well-being of the students, teachers and professionals in deaf schools and programs.
Program Learning Outcome 3: Ethics
Evaluate, communicate about, and advocate for legal and ethical decisions, particularly those that impact deaf and hard-of-hearing students.
Program Learning Outcome 4: Equity, Inclusiveness and Cultural Responsiveness
Develop and maintain a supportive, equitable, inclusive, and culturally responsive school culture by advocating for equitable access to educational resources, technologies, and opportunities that support the diverse students, teachers and professionals in deaf schools and programs.
Program Learning Outcome 5: Learning and Instruction
Apply the knowledge and skills necessary to collaboratively evaluate, develop and implement high-quality, technology-rich, culturally responsive, and accessible systems of curriculum, instruction, data systems, resources and assessment that support the school’s academic and non-academic programs.
Program Learning Outcome 6: Building Professional Capacity with Effective Supervision
Build the school’s professional capacity by engaging in effective, collaborative, and professional staff supervision, evaluation, support, and professional learning practices
Program Learning Outcome 7: School, Family and Community Partnerships
Utilize a variety of avenues to engage families, communities, and school personnel to strengthen student learning in and out of school, support school improvement, and advocate for the needs of their school and community.
Program Learning Outcome 8: External Leadership
Engage and cultivate relationships with diverse community members, partners, and other constituencies, political or otherwise, for the benefit of school improvement and student development.
Program Learning Outcome 9: Operations and Management
Seek ways to improve management, communication, technology, school-level governance, and operations systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.
Program Learning Outcome 10: Communication
Communicate effectively in American Sign Language (ASL) and English within a variety of academic and professional roles.