PhD Teacher Leadership

The PhD program offered in Teacher Leadership is specifically designed to prepare the candidates for leadership roles in teaching industry availing positions like curriculum specialists, facilitators, trainers and teaching leaders on the basis of districts and regions and many more in the field of education. It is a perfect choice for candidates who have similar experience or academic background of the same criteria so that they can further pursue their career in the same.

Queensville University always looks at the bigger picture and so provides for the most extensive of programs in the PhD offerings. The Teacher Leadership PhD. program is one of the programs that is taken up by most candidates who are willing to pursue their career in education. It helps in the skill development in terms of research and leading on the departmental, regional or district basis. The same PhD holders can further disseminate the education with an improved quality maintaining academic soundness.

 

What will you learn from this course

Through this PhD. program you will learn to:

  • Critically analyze the specific challenges that will be faced by next generation education leaders and also how to address those challenges.
  • Conduct research that positively impacts social change.
  • Communicate to multiple audiences via effective oral and written formats.
  • Advocate for social change that integrates diverse perspectives and demonstrates awareness of global interrelationships.
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Information Research Strategies 2 Introduction to information research including electronic resources. This course is designed to help researchers locate, evaluate, and use information. It includes exploration of the research process, search strategies, locating resources, source documentation, and organization of research.
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Statistical Modeling and Analysis for Complex Data Problems 2 reviews some of today’s more complex problems, and reflects some of the important research directions in the field. Twenty-nine authors – largely from Montreal’s GERAD Multi-University Research Center and who work in areas of theoretical statistics, applied statistics, probability theory, and shastic processes – present survey chapters on various theoretical and applied problems of importance and interest to researchers and students across a number of academic domains.
Optimal Experimental Design 2 Introduces the philosophy of experimental design, provides an easy process for constructing experimental designs, calculating necessary sample size using R programs and teaches by example using a custom made R program package: OPDOE introduces experimenters to the philosophy of experimentation, experimental design, and data collection. It gives researchers and statisticians guidance in the construction of optimum experimental designs using R programs, including sample size calculations, hypothesis testing, and confidence estimation. A final chapter of in-depth theoretical details is included for interested mathematical statisticians.
Mathematical Modeling 2 complete range of basic modeling techniques: it provides a consistent transition from simple algebraic analysis methods to simulation methods used for research. Such an overview of the spectrum of modeling techniques is very helpful for the understanding of how a research problem considered can be appropriately addressed.
Research Methods and Design 2 Learners gain a thorough understanding of statistical tests appropriate to their dissertation topic and design, how to interpret the results of the tests and how to conduct follow-up analyses, as appropriate. This course includes guidelines and "best practices" for collecting data. Power analysis, what it is, why do it, and how to use available software is covered. Data preparation, use of software to analyze data, and understanding the calculated results are covered. Experience with computer-based statistical analysis techniques is stressed. Emphasizes what is applicable to the Learner’s proposed research questions, design, construct/variable definitions and properties of measurements. Satisfactory/Unsatisfactory grade only.
Dissertation Planning, Writing, and Defending 2 step-by-step through the dissertation process, with checklists, illustrations, sample forms, and updated coverage of ethics, technology, and the literature review.
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School Leadership and Administration 2 ISLLC Standard, Leadership, Decision Making, Authority, Power, and Influence, Communication, Conflict Management, Organizational Culture, School Improvement, Introduction to Clinical Materials and Learning Experiences, Beginning Challenges, Student Problems, Administrator-Staff Relationships, School-Community Relations, Role and Organizational Problems, Social Justice Issues and Problems of Change
School Finance 2 This course will provide students with an understanding of and practical experience with the major concepts and tools in school finance. The course will cover the three distinct components of education finance: 1) evaluating revenue sources, including school aid; 2) developing and defending budgets; and 3) managing the finances and business operations of a school district. The objective is to provide students with an understanding of the general principles of education finance that can be applied in any setting.
School Safety 2 This course is designed to provide learners with set of standards that educators can use to evaluate their schools and then develop practical and systematic plans for ensuring orderly and caring learning environments. The course also addresses several theoretical perspectives through which learners can come to understand school safety. Attention is given to the distinction between preventing violence and promoting safety.
Leadership: Theory and Practice 2 Being a Leader, Recognizing Your Traits, Recognizing Your Philosophy and Style of Leadership, Attending to Tasks and Relationships, Developing Leadership Skills, Creating a Vision, Setting the Tone, Listening to Out-Group Members, Overcoming Obstacles and Addressing Ethics in Leadership.
Organizational Development 2 Survey of methodological approaches to planned change, including organizational diagnosis, data collection, interventions, feedback, and evaluation. Specific types of interventions covered include strategic planning, organizational design, culture change, team building, survey feedback, goal setting, and career development.
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Executive Coaching 4 Executive coaching is vital for developing talent in organizations today. Despite the recognized promise that executive coaching holds as a powerful means for leadership development, gaps remain in what we know about the science and practice of coaching. This volume provides a comprehensive resource for those addressing the most critical issues impacting the future of leadership coaching as an organizational development initiative.
Innovation and Change 4 To be an effective leader demands an understanding of the basic principles and practices underlying innovation and change processes in organizations. Learners will explore various change theories, and best practices for successful implementation in the their workplace. Issues of visioning, coalition building, creating and promoting change agenda, and the Learners examine building capacity for change. Opportunity to investigate one’s personal reaction and response to change is highlighted.
Teachers as Servant Leaders 4 Provide pre-service teachers and those currently in the profession with a renewed perspective of being not just content experts or classroom/behavioral managers, but leaders within their own classrooms, school buildings, and local communities. Building on servant leadership: A journey into the nature of legitimate power and greatness by Robert Greenleaf, this course applies the concept of servant leadership to the classroom teacher where the focus is on services to students, parents, colleagues, the school, and Community.
Teacher as a Mentor 4 Demonstrate how to build effective, active teacher mentoring programs from helping new teachers implement active classroom principles to creating a school-wide climate for mentoring.
Teacher as a Change Agent 4 Explores what parents, teachers, and employers must do to develop the capacities of young people to become innovators in their lives nurtured their creativity and sparked their imaginations, while teaching them to learn from failures and persevere. Identifies a pattern—a childhood of creative play leads to deep-seated interests, which in adolescence and adulthood blossom into a deeper purpose for career and life goals. Play, passion, and purpose: These are the forces that drive young innovators.
Teaching Management 4 Describe the fundamental elements in every learning situation, allowing students to adapt the suggestions to their particular teaching context. It sparks reflection on what we do in the classroom, why we do it, and how it might be done more effectively.
Standards and Practice of Teacher Leadership 4 Plans and strategies for exceeding state and Common Core Standards, cohesive principles and common language that strengthen professional collaboration, classroom vignettes that show teachers and kids at work, reading, writing, math, science, and social studies that support unified instructional goals, special attention to technology in the classroom, special education, ELLs, struggling readers, and the arts.
Teacher Leadership Technology 4 Presents research on the practical applications of technology in learning environments, assisting both educators and researchers in the quest to optimize and revolutionize educational practices. Experience-based scenarios and solutions allow readers to investigate and benefit from best practices in the design and development of online environments for both students and professionals.
Teacher's Role in Implementing Cooperative Learning 4 Provides a comprehensive overview of the challenges and issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice with an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy and outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning.
Educational Leadership and Planning for Technology 4 provides educators with both the theoretical and the practical considerations for planning and implementing technology in today’s schools, with an emphasis on the total application of technology including both administrative and instructional uses. Designed for preservice and inservice educators such as administrators, teachers, technology coordinators, and media specialists, this fifth edition text builds a strong foundation from which educators may provide informed leadership and become agents for realizing the powerful potential of technology in their schools.
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Concept Paper 2 Ethical issues in research are studied and the Learner evaluates the research plan developed in modules RSH8951-RSH8953 against accepted ethical principles and practices in the field. The material developed in the modules is integrated into a summarizing document called the Dissertation Research Proposal. The proposal is comprised of Chapter I (Introduction), Chapter II (Literature Review), and Chapter III (Methodology). The Learner develops the Dissertation Research Proposal under the supervision of the faculty mentor, with a focus on the conceptual and methodological clarity of the research plan for the Learner’s dissertation topic. Once acceptable to the Learner and the faculty mentor, the draft of the Research Proposal is reviewed by the Learner’s Dissertation Committee and the University’s Ethics Committee. Satisfactory/Unsatisfactory grade only.
Doctoral Comprehensive Examination 2 Assures that the Learner has mastered knowledge of his or her discipline, specialization, and can demonstrate applications of that knowledge before formal candidacy status is granted and research in support of the dissertation is initiated. Satisfactory/Unsatisfactory grade only.
Doctoral Dissertation Research l 2 Continuation of RSH8954-P. The draft of the Dissertation Research Proposal is finalized and approved by the Learner’s Dissertation Committee and the University’s Ethics Committee. All steps necessary to begin data collection, including any necessary pilot testing, are completed. Candidates for the Ph.D. must maintain continuous enrollment. Satisfactory/Unsatisfactory grade only.
Doctoral Dissertation Research ll 2 Dissertation data are collected and analyzed. Candidates for the Ph.D. must maintain continuous enrollment. Satisfactory/Unsatisfactory grade only.
Doctoral Dissertation Research lll 2 the dissertation process is completed. The manuscript is prepared, accepted by the Learner’s Dissertation Committee, and the oral defense is conducted. Candidates for the Ph.D. must maintain continuous enrollment. Candidates must have satisfied all financial obligations to the University and be enrolled at the time the oral defense is conducted. Satisfactory/Unsatisfactory grade only.