Judith Herb College of Education

Ed.D. In Educational Administration And Supervision

Educational Administration and Supervision is a graduate-level program in the department of Educational Foundations and Leadership at the Judith Herb College of Education (JHCOE). The Education Doctorate (Ed. D.) degree in Educational Administration and Supervision requires 61 hours beyond the master’s degree and includes original research and dissertation.


Course Descriptions

The Individual in Organizations (EDAS 8000): An overview of the individual in educational administration, i.e., as strategic leader, organizational leader, instructional leader and policy/community leader. Opportunities for personal assessment are provided as students explore critical educational issues.

Supervision for Improved Instruction (EDAS 8010): An examination of those principles of supervision which promote improved instruction. Emphasis is on teacher performance evaluation, curriculum management and strategies for staff development to improve staff performance.

Instructional Leadership (EDAS 8020): An in-depth analysis of instructional leadership to improve teacher classroom performance. Attention will focus on instructional analysis, strategies for providing feedback and writing professional growth plans.

Developing Effective Learning Environments (EDAS 8030): An exploration of group dynamics/processes. Development of effective action plans to improve school climate/culture and the learning environment is explored using problem-based learning.

Legal Aspects of School Administration (EDAS 8110): This course provides students an opportunity to analyze major topics and issues through which law influences education. Participants will examine the basic legal structure for education.

The Administrative Experience (EDAS 8150): A study of administrative leadership for modern schools. Emphasis is on blending current theory and practice and examining the interaction among the organization and the internal and external environment.

Integrated Experiences in Educational Administration (EDAS 8190): Working in a guided reflective practice environment, the student will apply knowledge gained in previous coursework to working in school building operations.

Continuous Improvement of Schools (EDAS 8200): This course addresses current Pre K-16 national and regional reform agendas, relating them to systemic changes in policies, governance and articulation of learner outcomes in local settings.

Leadership in Diverse Settings (EDAS 8210): Issues of multicultural, cross-cultural, race, gender, ethnicity, inter-agency cooperation in school settings are examined in diverse settings - urban, suburban and rural, noting problems, concerns and common issues for leaders.

Administration of Special Programs (EDAS 8220): This course examines the administration of special programs that operate at the district and school level. These include special education, Chapter I, vocational education, guidance and athletic programs.

Community and Schools (EDAS 8230): The unique role of school systems in the democratic social structure is examined through a theoretical critique of strategies that increase citizen involvement in and build support for schools.

Developing Learning Organizations in Educational Settings (EDAS 8240): This course introduces the theories, techniques and practices of planned organizational learning. Students examine the philosophical, theoretical and practical differences of organizational development as interventionist, consultative and collaborative processes.

Integrated Experiences: Policies in Action (EDAS 8300): This course analyses policies employed by schools and school districts in providing for education of students and services to the school community. On-site fieldwork is required.

School District Leadership (EDAS 8310): Analysis of duties, roles and responsibilities of local school district leadership. Specific competencies of building school support, planning, curriculum development, personnel, legal, financial and planning are covered.

School Business Management (EDAS 8320): The purpose of the course is to involve students in an analysis of the role and functions of school business management. Participants will analyze data in each topical area of school business management.

Collective Bargaining and Dispute Resolution (EDAS 8330): The purpose of the course is to examine the issues that arise before, during and after the collective bargaining process in the public sector, including resolving labor disputes and grievances.

Computers in Educational Administration Decision Making (EDAS 8350): This course allows the development for increased decision making based on local, state and national retrievable data concerning learning, achievement, efficiency and effectiveness of resource allocations.

Personnel Management and Contract Administration in Education (EDAS 8360): Course provides insight into the purposes, policies and processes of personnel administration and contract administration in public education, including recruitment, hiring, induction, evaluation, compensation and development.

Planning Educational Facilities for Learning (EDAS 8380): This course examines the issues surrounding planning, building and maintaining educational facilities appropriate for maximizing learning. Included is an examination of legal, health and safety requirements.

Micropolitics of School Communities (EDAS 8420): This course focus is on the day to day politics of school work that increase the complexities of educating. Using case studies and problem-based learning, students will practice skills that support democratic practices in school communities.

Legal Aspects of Educational Administration (EDAS 8430): This course provides students a background in legislation and court decisions that affect the administration of public schools. Students will investigate legal problem areas in schools.

Equity Issues in Educational Finance and Economics (EDAS 8440): Analysis of educational finance and economic issues pertinent to school districts. Analysis of various funding models at the local, state and national level are studied employing various measures of equity.

Leadership and Organizational Theory (EDAS 8600): An analysis of leadership and organizational theory as influences on current thinking about and approaches to educational administration. Emphasis is on understanding dominant themes that impact administrative theory.

Organization Behavior (EDAS 8610): This course integrate the educational and management theories and knowledge bases on leadership, power, motivation and change to understand the internal and external dynamics of people in educational organizations.

Politics and Policy Analysis and Development (EDAS 8620): This course examines the issues involved in policy formation and analysis along with the political process of public education. Local, intermediate, state and federal levels are considered.

Leading Systems Change (EDAS 8640): Course explores processes and practices used by educators to redesign preK-12 educational systems to improve outcomes for students. Content examines processes of moving espoused organizational values to actionable knowledge. Organizational Development recommended.

Interdisciplinary Perspectives in Educational Administration (EDAS 8650): Seminar focused on interdisciplinary examination of critical issues in educational administration. Multiple theoretical lenses from sociology, political science, economics and science are used to address educational issues.

Critical Analysis of Inquiry in Schools (EDAS 8660): Addresses the knowledge base school leaders must have to evaluate, use and initiate educational research in school settings. Students use action research to monitor implementation of researched ideas in schools. Quant. I and/or Qual. I (E) recommended.

Educational Administration Internship (EDAS 8940): An advanced field/seminar experience for doctoral students with fieldwork at the school system level. Fieldwork employs application of graduate coursework under supervision by the school system and the university.


Program Admission Requirements

A candidate applying for admission to the graduate program in the Judith Herb College of Education must meet the admission requirements of the Graduate School, the Judith Herb College of Education, and the Educational Administration and Supervision Program.

Application is made to the Graduate School of The University of Toledo. A complete Application for Admission to the Graduate School, an official transcript with two (2) copies of any and all undergraduate/graduate credits and degrees earned, a minimum of three (3) letters of reference (One letter from the organizational leader) in support of graduate study and in support of the student as a future school leader, and a non-refundable application fee (check or money order payable to The University of Toledo) must be submitted to the Graduate School to begin the admission process. Listed below is a composite of Graduate School and Judith Herb College of Education, Health Science, and Human Service requirements for admission.

    1. A baccalaureate or professional degree granted by an accredited institution.
    2. A master’s or professional degree granted by an accredited institution.
    3. A 2.7 cumulative grade point average, using a 4.0 scale, on all undergraduate academic work.   A 3.0 cumulative grade point average, using a 4.0 scale, on all previous graduate academic work.
    4. Applicants are required to submit scores on the GRE (Graduate Records Exam) of a minimum core of 152 on the verbal portion of the exam; a minimum of 146 on the quantitative portion of the exam, for a total of 298; and a minimum of 3.5 on the writing portion of the exam. Scores should not be older than six years.
    5. Evidence in prerequisite academic work that the applicant will be able to effectively pursue a graduate program in the department in which the applicant wishes to specialize.
    6. Applicants will provide a minimum of three (3) letters of reference that address (a) the applicant’s capacity for graduate work, (b) his/her ability to communicate both verbally and in writing, and (c) examples that demonstrate the applicant’s capacity and potential toward leadership. One letter must be from the leader of the organization in which the applicant works in support of graduate study and in support of the student as a future organizational leader.
    7. An autobiographical sketch which describes previous study, educational experience, professional accomplishments, immediate and future professional goals, a proposed time schedule, and other pertinent information the application believes will aid the department in making a recommendation for admission.
    8. A completed statement of purpose for the Doctoral Program.
    9. Evidence of five years of teaching or related work experience.
    10. A personal interview with EDAS faculty.



Application Process 

To apply for admission into the Ed.D Degree in the Educational Administration and Supervision program, visit the College of Graduate Studies Website.

The UT Graduate College homepage: http://www.utoledo.edu/graduate/
Admission Guidelines: http://www.utoledo.edu/graduate/prospectivestudents/admission/guidelines.html
Admissions online application: https://apply.utoledo.edu/prod/bwskalog.p_disploginnew

About the College of Graduate Studies: Every graduate student at The University of Toledo belongs to and is monitored by the College of Graduate Studies (COGS). Students in the Educational Psychology program must fulfill the academic requirements set forth by COGS as well as the specific requirements of the Educational Psychology program. For this reason, current graduate students are advised to remain in contact with and use COGS as a resource throughout their studies.

Graduate Student Handbook 2012-2013: http://www.utoledo.edu/graduate/forms/Hbk_2012_2013.pdf

Main Campus
University Hall, Room: 3240
Phone: 419.530.GRAD (4723) 
Fax: 419.530.4724



About Graduate Assistantships in the Department

Graduate Assistantships are awarded to new and returning doctoral students, and occasionally Masters students, in the Department of Foundations of Education.  Students can first apply for an assistantship when they apply for admission to the program, or they can apply after they have become students.  There are at least three types of Assistantships:  

    1. Regular Departmental Assistantships, are allocated annually to Colleges from the University budget, and then are divided among Programs within the College
    2. Grant-funded Assistantships, are funded through specific grants and exist only for the duration of the grant (“soft money”)
    3. Minority Assistantships, are funded by the University for qualified applicants for their first year of study, with the promise that the Department will fund subsequent years from their allocation of Departmental Assistantships. 

Once a doctoral student receives a graduate assistantship in the Department of Foundations of Education (FOED), they can normally expect, but are not guaranteed, to receive assistantship support for 4 years maximum, unless their particular assistantship is tied to a specific grant (“soft money”) or unless the university allocation of assistantships to the department is reduced.  That is, the Faculty in the Department are committed to supporting students long enough for them to finish their degree, unless the student is not making satisfactory academic progress or is not making the research or teaching contributions expected of a Graduate Assistant. 

Full-time Graduate Assistants are expected to work 20 hours per week (part-time, 10 hours per week) during the academic year on duties that may include teaching or assisting in teaching, participating in some phase of research being conducted by FOED faculty members, and providing general assistance to FOED faculty members (e.g., preparation of materials, administering surveys, etc.).  Graduate assistants will receive a Letter of Appointment from the Department Chairperson during the first 2 weeks of Fall semester indicating their Faculty Mentor, who will be responsible for their Graduate Assistant assignments, and the nature of their teaching, research, and/or service responsibilities.  At the end of the academic year, the Mentor will write an evaluation of the Graduate Assistant to be placed in the portfolio for review.  Upon receiving their letter, a Graduate Assistant should make an appointment with their Mentor, who will have received a copy of their letter.

For more information, please contact the department secretary at 419-530-2461.

[back to top]


College of Graduate Studies (COGS) Annual Fellowships, Scholarships and Awards

Each year, UT graduate students may apply for a fellowship, scholarship, or award given by the College of Graduate Studies. 

Complete descriptions and criteria are located on the College of Graduate Studies website:
Fellowships and Scholarships for Prospective Graduate Students

Scholarships and Awards for Current Graduate Students


Contact us for more information

      Educational Foundations and Leadership
      Department Secretary
      Gillham Hall Room  5000



Last Updated: 10/12/20