Nova Southeastern University NSUWorks Fischler Postgraduate Course Catalogs NSU Course Catalogs and Course Descriptions 1977 Bulletin of the National Ed.D. Program for Educational Leaders 1977-1978 Nova University Follow this and additional works at: https://nsuworks.nova.edu/abe_pgcoursecatalogs Part of the Education Commons NSUWorks Citation Nova University, "Bulletin of the National Ed.D. Program for Educational Leaders 1977-1978" (1977). Fischler Postgraduate Course Catalogs. 3. https://nsuworks.nova.edu/abe_pgcoursecatalogs/3 This Bulletin is brought to you for free and open access by the NSU Course Catalogs and Course Descriptions at NSUWorks. It has been accepted for inclusion in Fischler Postgraduate Course Catalogs by an authorized administrator of NSUWorks. For more information, please contact [email protected]. Bulletin of the National Ed.D. Program for Educational Leaders Nova University Fort Lauderdale, Florida 1977-1978 CONTENTS 2 PURPOSES OF THE PROGRAM 3 PARTICIPANTS AND THE CLUSTER CONCEPT 3 Local Clusters 3 Cluster Coordinators 3 Overview of Participants' Progress to Date 3 Characteristics of Participants 4 STUDY AREAS 4 Alternative Evaluation Procedure I) Appraising Leadershi p in Education I) Curriculum Development 6 Education Policy Systems 6 Evaluation 7 Finance 7 Managing the Schools 8 Resources for Impt"oving Education 8 Supervision 9 Schedule for Study Areas: Group II Clusters 10 PRACTICUMS 10 Practicums Sequence 11 Instructional Methods and Materials 11 Impact on Education II SUMMER INSTITUTE: EDUCATION USA 12 Individuals Working with Participants at Education USA (1972-1977) 17 INSTRUCTIONAL AND RESEARCH MATERIALS 17 Study Guides 18 Study Materials 19 ADM ISSIONS 19 Requirements for Enrollment 19 Credits and Certification 19 Transfer of Credits and Specialist Degree 19 COST 20 Schedule of Paymentll 20 Discount for Pre-payment 20 Late Fees and Reinshtement Fee 20 Refunds 20 Fees for Fourth-Year Services 21 Diploma Fee 21 PROGRAM TIME LIMITS 21 APPEALS PROCESS 22 LISTING OF CLUSTERS 22 Boston, M8lIsllCh uselts I I 29 Miami/Ft. Lauderdale, Florida 23 Bucks County, Pennsylvania II 30 New Haven, Connecticut I I 23 Chicago, Ulinois II 30 Philadelphia, Pennsylvania II 24 DadeCounty, Florida 31 Portsmouth, Virginia 24 Dallas, Texas III 31 Prince Georgtl's County, Maryland 25 Douglas. Georgia 32 RIMASS (Rhode Island-Maseachusetts) 25 Dover, Delaware 32 Sacramento, California II 26 Dover, Delaware II 33 San Francisco, California 26 Emporia, Virginia 33 South Park, Pennsylvania 27 Fairfield, California II 34 Stamford, Connecticut 27 Henrico County, Virginia 34 Tampa, Florida 28 Jacksonville. Florida II 35 Trenton, New Jersey 28 Los Angeles, California II 35 Washington. D.C. II 29 Maryland 36 Waukegan, Illinois II 36 West Palm Beach, Florida II 37 BIOGRAPHICAL INFORMATION 43 PROGRAM ADVISORY BOARD: 1977 44 NO VA UNIVERSITY BOARD OF TRUSTEES 44 ABOUT NOVA The basic design of the program permits par­ ticipants to work alone and with colleagues PURPOSES organized into local clusters. Outstanding scholars and practitioners drawn from universities and educational systems all over the country provide a OF THE national point of view through systematic in· teraction with participants, colleagues and lec­ turers from other areas and backgrounds. Annual DONALD P. MITCHELL summer meetings called Education USA bring PROGRAM Director participants together for exchanges with each other, Nova staff, academicians from other disciplines, and leaders in the political world. The National Ed.D. Program for Educational There is no equivalent in American education to Leaders offers a comprehensive, integrated Education USA in addressing the problem of program of study, assessment, and action to provincialism among school administrators. people with positions of responsibility in the School leadership requires a broad knowledge school system. It is designed for school ad­ of social, political and economic forces at work in ministrators who already have an advanced degree the society. Too narrow concentration on me­ and want to raise their level of competence. An chanical or logistical problems tends to perpetuate alternative to existing doctoral programs, suc­ parochialism and failure of leadership. A program cessful completion of the three-year program has therefore been fashioned that brings expertise results in the Doctor of Education Degree. and breadth of learning to participants. The In designing a program to meet the needs of behavioral sciences and related disciplines have practitioners, Nova was guided by several overall been integrated and focused on the role of ad­ considerations. First of all, it was Nova's in· ministrators in the school system. Practicum tention to develop leadership skills that would be projects focusing on actual problems within the applied immediately to the solution of real sphere of influence of the individual participant problems in the schools. A major objective was to are also an innovative and essential part of the create a program for the exploration of new ap' program. The school systems in which Nova par­ proaches to the improvement of elementary and ticipants are administrators constitute a national secondary schools. It was felt that there should be laboratory in which practicum proposals are ex· a focus on real-life situations and school problems. plored, tested, implemented, and evaluated. Another objective is to mitigate the localism characteristic of persons associated with many Identifying the qualities that make a leader in schools and universities. education has been a problem that the program While the goals of the Nova program are has faced by investing heavily in the development similar to those of some 'traditional' programs, of a procedure for evaluating the leadership at­ the methods developed to attain them are dif­ tributes of participants. The Educational Leader­ ferent. Traditional programs take their students ship Appraisal lELA )TM system has been es· out of the very school setting they seek to im· pecially developed by Educational Research Cor­ prove. That has been one of the underlying poration of Watertown, Massachusetts, to provide reasons for the irrelevance of most university such an analytical tool. This appraisal system has programs to the urgent question of educational proven to be without built-in bias on any known leadership. Nova decided not to go along with the dimension - age, sex, race or culture. After some usual practice of isolating students from real-life pilot tests with several clusters, it is now in­ situations. Nova brings the campus to the corporated as a central element of the Appraising student. This permits participants to formulate a Leadership in Education study area. In addition to pattern of study and pursue their degrees at a providing diagnostic information for individual pace harmonious with their job responsibilities. It participants, · ELA holds promise for influencing also brings national resources to the local com­ leader behavior, adding to the base of information munity in a way no local program can. For in­ on educational leadership, and formulating formation on the background of persons associated programs for school administrators. with this program, see the section containing biographical information. 2 OVERVIEW OF PARTICIPANTS' PROGRESS TO DATE PARTICIPANTS In February of 1977, five years after the start of the program, an analysis was made of the progress made by participants in moving through AND THE the pre-gram. At that time, seventeen clusters had finished the full four years of the program. (See CLUSTER CONCEPT section below on "Program Time Limits.") Of the participants in those clusters who had completed their relationship with the program, 66 percent had been graduated. Twenty-six percent volun­ LOCAL CLUSTERS tarily withdrew, while the other 8 percent were terminated. Full details on candidates' progress Instead of bringing students to courses, Nova during the first five years of the program are organizes participants into local clusters. The provided in the Gatekeepers' Gazette, vol. 6, no. 3 word 'participant' is used because each candidate (1976-77), available on request. for the doctorate in the National Ed.D. Program is a responsible colleague and potential leader. CHARACTERISTICS OF PARTICIPANTS The local cluster is the setting for exploring A detailed analysis of the demographic charac­ substantive study areas, undertaking practical teristics of participants enrolled in the first thirty­ projects, and developing educational activities two clusters was done in February 1974 when relating to the community. Flexible in nature, clusters serve as centers where participants come enrollment was at 797. That analysis revealed the to view themselves as resources to one another following: and to local and state educational policy-makers. Sex of Participants: 81.4% males; Each cluster numbers around 30 participants who 18.6% females pursue independent study and meet regularly over Race of Participants: 79.3% white; 16.7%Black; a three-year period. Once a month, a Nova 4.0% other minorities national lecturer visits each cluster for an in­ tensive all-day Saturday session. Clusters also Median Age of Participants conduct local seminars and provide the milieu for on Registration: 42.4 years administering substantive examinations. New Positions Held by Participants: 51.1% princi­ clusters are formed as others complete the program. The program is designed to operate with pals, assistant and associate principals; 11.3%