Administration and Supervision, Doctor of Education
The doctoral degree in educational administration and supervision is an opportunity for educational leaders to enhance their knowledge and skills in research and current trends in education, with a view to becoming administrative and policy leaders in the field of education. Highly qualified educational leaders who demonstrate a desire to further their professional and scholarly knowledge, and who possess the dedication and commitment to doctoral study, are selected for this program.
Please see a list of our Administrative and Instructional Leadership faculty.
Dr. Rene Parmar, Chair
Department of Administration and Instructional Leadership
Sullivan Hall, 513
Queens, NY 11439
Dr. Anthony Annunziato, Director
Department of Administration and Instructional Leadership
500 Montauk Highway
Oakdale, NY 11769
Please view the School of Education Graduate Admission Application Requirements for detailed admission information. Admission requirements include a minimum 3.2 graduate GPA, satisfactory scores on the GRE verbal and quantitative sections and an interview with the department graduate policy committee.
Graduate Admission Information
School of Education
Office of Graduate Admissions
Sullivan Hall SB 9
The program will prepare graduates to:
Create a learning environment that supports student achievement.
- Demonstrate knowledge of the function of instructional supervision within the overall organizational structure of schools.
- Identify the distinct instructional and leadership roles of supervisors working with classroom teachers that support and sustain effective learning environments for students and staff.
- Illustrate selected supervisory techniques and strategies and their advantages and disadvantages.
- Critique the effectiveness of formative and summative evaluation in the supervision process.
- Construct a paradigm of professional development that focuses on mentoring and collaboration
Understand the knowledge and skills required of school leaders.
- Demonstrate the ability to share and promote an articulated vision for schools.
- Demonstrate the interpersonal and human relations skills needed for goal setting, problem solving and decision making in a collaborative working environment.
- Apply leadership skills within and beyond the school community with emphasis on parents, business partners and professional organizations.
- Manage the finances, facilities and other noneducational services necessary for the operation of a school.
- Affiliate with professional organizations (PDK, ASCD, ASBO etc.) in order to broaden and strengthen professional growth.
Demonstrate knowledge of the current research, major theories, models and principles of teaching and learning.
- Describe the relationship between curriculum, instruction and teaching and learning
- Compare the differences among teacher styles, teacher processes, teacher behaviors, teacher effectiveness and their influence upon learning
- Design teaching and instructional prescriptions for responding to individual students’ abilities, needs and interests
- Evaluate the use of appropriate student support services to meet the individual learning needs of students
Understand the value, power and role of maintaining a high standard of personal and professional ethics.
- Set a standard and developing a plan for educating students about personal and social responsibility.
- Communicate the dilemmas and difficulties of ethical decision-making by demonstrating a willingness to risk your own self-interest for the sake of organizational and community goals.
- Maintain a high level of personal, professional and academic integrity.
- Establish a strong relationship with the larger community by understanding its values, beliefs and principles.
- Take seriously the perspectives of others by listening and working within the community.
- Establish clear legal, social and organizational parameters for ethical decision-making while displaying the courage and willingness to take risks and accept responsibility for the outcome.
Understand the value of human resources in leading an organization.
- Recognize that the people in the organization are its greatest resource by valuing the professional contributions of the staff, developing the staff’s ability to relate to people and fostering collaborative relationships within and outside the school community.
- Acknowledge and supporting each individual’s skills by including their contributions in determining and realizing the mission and vision of the organization.
- Develop the interpersonal skills that help employees relate to others, improve work processes that facilitate the organizations’ collective efforts, and address the needs of individuals as well as groups.
- Trust the strength of others by valuing their efforts and contributions and by formally and regularly recognizing those efforts.
Demonstrate the ability to conduct research that will make a significant contribution to the field.
- Develop procedures for independently investigating educational issues using both statistical and qualitative methods.
- Analyze the existing body of research in order to make recommendations for appropriate programs, products and services for schools and districts.
- Draw reasoned interpretations from investigations to make informed decisions regarding educational issues.
- Apply professional and ethical standards to research and to work in the field
Global Approach to Education
The doctoral degree in educational administration and supervision provides a means for candidates to participate at the state and national levels in conducting research and impacting educational policy and practice through engagement in professional organizations and agencies.
Our program graduates have advanced in leadership roles in their respective schools and districts. They are also actively engaged in preparing future teachers and school leaders through teaching at colleges and universities, or administrative positions in governmental agencies or research organizations that play a role in education.
The Department of Administrative and Instructional Leadership has partnerships with educational agencies in the metropolitan area, including the Nassau County BOCES, Eastern Suffolk BOCES, Stony Brook University and the New York City schools. Collaborative ventures with educational institutions in Korea and Italy have also been established.
What makes our program unique? Why come here?
The doctoral program at St. John’s University has an outstanding reputation for quality and completion. Faculty advisors work closely with candidates to identify research topics pertinent to the field of education and relevant to their own work contexts. The partnerships listed above provide a unique opportunity to examine issues in education with data that reflects the current challenges in the local area, region or state.
University Career Services provides assistance to candidates as they seek to identify opportunities for advancement.