Transformative Leadership Project
The purpose of the Monmouth University Ed.D. is to further develop leaders who are skilled in both practice and theory of leadership during the change process. The program is designed around a real-world experience as a director of a transformative project at the school district level. The project is selected, designed, and developed by you, the doctoral candidate.
Your project will be developed using a design-based approach to create what will begin as small pilot, then grow into a larger project across a two-year period. During that time, you will be researching, developing new ideas, and redesigning your project based on both readings and data analysis.
The analysis and write up of your project will take place over the duration of the program. Each course will provide you support for the research and writing of the project, especially during the transformative leadership strand. Each iteration of your project will require associated writing that will promote reflection and lead to your dissertation.
It is expected that most doctoral candidates will select and design a project that supports his or her home school district.
Assessments and Dissertation
Throughout the Ed.D. in Educational Leadership program, you will be provided with multiple opportunities to demonstrate your knowledge and skills for each learning outcome. The assessments are designed to extend your thinking by integrating learning across the different courses in the program.
Transformative Leadership Project Assessments – These assessments are directly related to the completion of the Transformative Leadership Project. They may be completed and evaluated within a single course, but they are intended to build towards the completion of the dissertation.
Qualifying Portfolio – Beginning with the fall semester courses in year one, those enrolled in the Ed.D. program will plan and gather evidence to be compiled in a portfolio as evidence they have met the learning goals. This evidence will come from individual coursework, integrated course assignments, answers to essential questions, and papers associated with the development of the transformative leadership project. This evidence will serve as a demonstration of your leadership skills, the quantitative and qualitative analysis skills, ability to read and write scholarly articles, and understanding of human growth and development.
Doctoral Candidacy – To qualify for doctoral candidacy, you must submit your portfolio to the doctoral committee for review. The doctoral committee’s review of the oral evaluation will determine your readiness for doctoral candidacy. This portfolio will serve in lieu of a written, comprehensive examination.
Dissertation Proposal – Once candidacy has been approved, you will formally present your doctoral dissertation proposal for approval by the dissertation committee.
Dissertation – After the dissertation proposal has been approved, you will proceed to conduct and complete scholarly work, culminating in a written dissertation that meets university and state regulations.
Dissertation Defense – Formal approval of the degree will be granted after a successful oral defense and completion of all sequential course work.
A Comparative Gender Analysis of High School Chemistry Textbooks: A 21st Century Perspective
– Kyle A. Seiverd
Examining the Emotional Impact on Educators Working with Trauma
– Damon Colbert
The Effectiveness and Impact of a Kindergarten Readiness Program In Closing the Early Childhood Transitionary Achievement Gap
– Lauren Jackson
The Impact of Global Citizenship Education Training on Select Grades 3-5 Teachers in a New Jersey Public School District
– Wendy Morales
Learning-Focused Supervision: Administrators’ Perception of Their Efficacy When Fostering Teacher Reflection
– Christopher A. Reginio
Comparative Effectiveness of Culture-Based Morning Meetings as Measured by Cultural Responsiveness of Fourth Graders
– Julia McCarty Abreu
Teacher Growth Through Personalized Professional Development
– Christine McCoid
The Design and Implementation of a Culture to Support the Mentoring of Pre-service Teacher Candidates
– James Falco
Improving Chronic Absenteeism: A Mentor/Intervention Program Evaluation To Improve Attendance And Academic Performance
– Vinny Sasso
Lost in Transition: Closing the Personalized Learning Gap
– Stephany Hesslein
How Ninth-Grade AP World History Impacts a School: Rigor and the Culture of Confidence
– William Thomas Smith IV