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 programs.
- Degree Type
- EdD
- Area of Interest
- Education
- Associated Colleges or Schools
- Program Location
- Queens Campus
- Required Credit Hours
- 60
Admission Requirements
To be considered for the Ed.D. you must have a bachelor’s and master’s degree from an accredited institution or the international equivalent prior to enrollment.
You must also provide:
- A completed application form and nonrefundable $70 application fee.
- A current resume.
- Official transcripts from all undergraduate, graduate, and professional schools attended.
- Three letters of recommendation.
- Essay (See essay prompt below).
- Official TOEFL, IELTS, Pearson, or Duolingo scores are required for applicants whose native language is not English.
- Students with international credits must also submit a course-by-course foreign credit evaluation with grade point average calculation from a National Association of Credential Evaluation Services (NACES) member.
For any questions relating to the application or admission process, please contact the Office of Graduate Admission at [email protected] or 718-990-1601.
Professional Statement of Purpose
Applicants must submit a professional statement of purpose. This is a formal statement that helps the admission committee better understand your academic objectives and leadership goals, and convince them that you will be successful in the program. Write technically, using APA style. It should be between two and four pages (using Times New Roman font, double-spaced), and organized as follows:
PART 1: An introductory statement that demonstrates your passion for the field and includes your interests and motivation
Tell us what you are interested in, and perhaps, what sparked your desire for graduate study. Why is this the ideal time for you to pursue this degree? This should be short and to the point; do not write an autobiography.
PART 2: Description of your professional background in education, with a focus on leadership
Briefly discuss your work experience, especially any opportunities that are related to educational leadership and administration. How did these experiences influence your career goal?
PART 3: Description of your academic background in the field
How have your academic choices impacted your work and skills? Include prior research, recognized strengths, and accolades you received in your programs or courses. You can describe important papers or a project you completed, as well as anything scholarly beyond your curricular requirements.
PART 4: Explanation of why you are applying to St. John’s Department of Administrative and Instructional Leadership
Explain what you would like to study in graduate school in enough detail to convince the admission committee that you understand the discipline and are engaged with current issues and research in education. Indicate your area of interest and explain what you would like to study. You may choose to pose a question, define a problem, or indicate a theme that you would like to address. Look on the web for information about the program, faculty, and their research. Are there professors whose research interests parallel yours? If so, indicate this.
PART 5: (OPTIONAL) Supplemental Information
If there is anything else you would like the admission committee to know about you that was not covered in previous sections, please include it here.
PART 6: Conclusion
End your statement in a positive manner, indicating your excitement and readiness for the challenges that lie ahead.
Professional Statement of Purpose
Additional Suggestions:
- Consider what the admission committee will read between the lines: self-motivation, competence, an understanding of the program, a desire to pursue a career as an educational leader, and your potential as a graduate student.
- Emphasize everything from a positive perspective and write in an active, not a passive, voice.
- Demonstrate everything by example. It is more effective to provide an example of your persistence than to say it directly.
- Briefly discuss if there is something that happened to you that negatively affected your grades or career, such as poverty, illness, or excessive work. Write it affirmatively, showing your perseverance despite obstacles.
- Make sure everything is linked with continuity and focus.
- Be concise.
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Courses
The program consists of a minimum of 60 credits beyond an initial master’s degree in educational leadership or a closely related field. Upon admission, the candidate is assigned a faculty academic advisor who assists in developing a course plan in accordance with the program requirements.
Candidates typically enroll part-time (two courses per semester) for the majority of their program. Courses are offered on the Queens campus (weekday evenings). A limited number of doctoral fellowships are available each year for candidates pursuing full-time study. Doctoral dissertation research is conducted with the mentorship of a faculty advisor following the completion of course work.
Doctorate In Administration & Supervision, 60 Credits
I. Core: Choose 4 of 6 Courses – 12 credits
- EDU 5301 Leadership Values, Decision-Making & Multicultural Org.
- EDU 5556 Psychology and Development of Students in Higher Ed
- EDU 5701 Critical Analysis & Review of Research in Education
- EDU 7004 Essential Readings in Curriculum through the 20th Century
- EDU 7005 Culturally Relevant Pedagogy & Curriculum
- Edu 7412 Teaching Creative Thinking & Problem solving to G&T Students
II. Required 3 Credits – To Be Taken In Second or Third Semester
- EDU 7559 Introduction to Doctoral Research
III. Required Research Methodology: 15 credits
- EDU 5655 Educational Research & Data Analysis I
- EDU 7211 Educational Research & Data Analysis II (Prereq. 5655)
- EDU 7900 Qualitative Research Methods in Education (Prereq. 5655)
- EDU 7901 Educational Research and Data Analysis III (Prereq. 5655 & 7211)
- EDU 7800 Multivariate Data Analysis (Prereq. 5655 & 7211)
Or
EDU 7902 Advanced Qualitative Research in Ed (Prereq. 5655 & 7900)
IV. Areas of Specialization: 15 credits choose any 5 courses
- EDU 5471 Leadership in Instructional Supervision
- EDU 5571 Administrative Leadership & Planned Change
- EDU 5632 Organization & Admin. Of Elem. & Secondary School Curricula
- EDU 5650 School Based Data Analysis
- EDU 5741 Finance in Education
- EDU 5743 Educational Planning- An Integration of Professional Capital Agendas
- EDU 5761 School-Based Business Administration for Administrators and Supervisors
- EDU 5811 Administration & Supervision of Services for Diverse Students
- EDU 5551 Organization & Administrative Leadership in Higher Ed
- EDU 5552 Issues and Problems in the Administration of Higher Ed
- EDU 5554 Global Studies & Distance Education in Higher Ed
- EDU 5555 Data Management & Accountability in Higher Ed
- EDU 5557 Recruitment, Retention & Academic Advisement in Higher Ed
- EDU 7666 Developing Curriculum Materials for the Web
- EDU 7669 Leadership in Technology II
- EDU 7715 Issues in Curriculum: Theory and Development
- EDU 7410 Identification of the Gifted and Talented
- EDU 7411 Intro to Designing Programs, Curriculum & Materials for G&T
- EDU 7413 Professional Collaboration and Leadership in Gifted Education
V. Internship Seminar/Independent Study/ Special Topics in Educational Leadership
- EDU 5950 Internship Seminar in SBL
- EDU 5951 Internship Seminar in SDL
- EDU 5890 Independent Study A&S
- EDU 5980 Special Topics in Educational Leadership
VI. Behavioral and Social Sciences component
6 credits-relevant courses approved by Faculty Advisor
(e.g. Anthropology, Sociology, Speech, Business, Linguistics etc)
VII. Full-time Residency Verification
VIII. Doctoral Level Comprehensive Examination Completed (after completion of 51 credits)
IX. Doctoral Research Seminar- Enrollment in EDU 5990 (9 credits) is required for 3 semesters or until dissertation defense is successfully completed (minimum of 60 credits must be completed)
- EDU 5990 Doctoral Research Seminar
- EDU 5990 Doctoral Research Seminar
- EDU 5990 Doctoral Research Seminar
Career Outcomes
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.
Additional Information
Partnerships
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.
Internships/Placement
University Career Services provides assistance to candidates as they seek to identify opportunities for advancement.
Success at St. John's
Doctoral Graduate Overcomes Challenges to Earn Degree
Robert E. Cortes ’22Ed.D., Outreach Coordinator for Borough of Manhattan Community College (BMCC), decided it was time to go back to school after earning his bachelor’s degree from Hunter College, and his master’s degree from Columbia University School of Social Work. Between earning his last degree and beginning his studies at St. John’s University, 17 years had passed.
Robert E. Cortes ’22Ed.D. The School of EducationHighlight
Dr. Cortes graduated with a Doctor of Education degree in Administration and Supervision at The School of Education Commencement ceremony on May 17. For his dissertation, “The Stereotype Threat Experiences of Men of Color Persisting at Community College,” he explored factors affecting the graduation, persistence, and retention rates of men of color attending community college.
