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Ed.D. in Transformational Leadership and Administration...
The Transformational Leadership and Administration in Deaf Education Doctorate of Education (TLADE Ed.D.) prepares candidates at the post-graduate level to become transformational leaders in schools and programs that serve deaf and hard of hearing children. The TLADE Ed.D. emphasizes critical pedagogy as the foundation for advocacy in the education of deaf individuals.
The Ed.D. program will be offered in a hybrid format with required summer work on campus and online for the remainder of the academic year. This is to allow students to continue working while completing their studies and also keeps them close to school practices. A total of 56 credits beyond the masters will be required for this program, and there are no options for tracks or concentrations at this time, as the PhD in CSEDL already offers flexibility for studies.
To succeed in the doctoral program in education, students must possess a high degree of initiative, self-direction, and commitment to inquiry. Upon completion of all program requirements except the dissertation, students in the doctoral program may apply to be awarded an Education Specialist in Education (Ed.S.) degree. The Ed.S. degree is typically awarded after two to three academic years of full-time study, and is not a terminal degree. The Educational Doctorate (Ed.D.) is awarded upon successful completion of the dissertation requirements.
Summary of Requirements
A minimum of 56 credit hours beyond the MA will be required in this program as shown below. The full program plan can be completed in 6 years following a part-time schedule. However, students will be permitted to extend and have up to 10 years to complete their degrees.
Co-requisites 6 credits
Core Competency Area 1 - Foundations of Critical Studies in Deaf Education 9 credits
The proseminar introduces first-year doctoral students to scholarly discourse by providing a foundation for critical inquiry about educational theories, issues and research through analytical reading, synthetical writing, and collegial discussion. Students will gain an understanding of divergent perspectives by applying the tenets of critical pedagogy by: 1) critically reflecting upon individual culture and lived experiences, and challenging inherent assumptions; 2) critically sharing, examining and challenging perspectives about the world and society; and 3) considering acts to diminish social injustice and transform society toward equable education for all deaf individuals. The course is the first of two consecutive proseminars.
Admission to a Gallaudet University doctoral program or permission of the Ph.D. program director.
The second of two consecutive proseminars enhances the development of scholarly discourse in first-year doctoral students by providing a foundation for critical inquiry about educational theories, issues and research through analytical reading, synthetical writing, and collegial discussion. Students will build upon and enhance their understanding of divergent perspectives gained during the first proseminar by extending the tenets of critical pedagogy through: 1) critically reflections upon individual culture and lived experiences, and challenging inherent assumptions; 2) critical sharing, examining and challenging of perspectives about the world and society; and 3) consideration of acts to diminish social injustice and transform society toward equable education for all deaf individuals.
This course focuses on curriculum as an area of inquiry, including historical, philosophical, cultural, and related foundations. Students examine and analyze strengths, limitations, and implications of varying theoretical perspectives on curriculum development, analysis and evaluation in preschool through higher education in general and deaf education.
Core Competency Area 2 Design Research and Implementation 9 credits
This introductory course sequence develops the primary statistical concepts and techniques needed to conduct research. This course presumes no previous statistical background other than college-level algebra or its equivalent. The course goal is to develop many of the basic conceptual theories underlying statistical applications, while
also developing a critical perspective toward statistics. Students will develop skills in descriptive statistical analysis, simple correlation procedures, and hypothesis testing. Computer-assisted analysis will complement course work.
This course introduces students to qualitative research methods using interactive and applied techniques to teach relevant knowledge and skills. Through the course, students will be expected to conduct their own qualitative pilot study in an ethical manner. Students will develop skills in how to formulate appropriate qualitative research questions, design a qualitative study, determine appropriate methods for establishing trustworthiness, and collect and analyze data using qualitative methods. Students will be exposed to different styles of presenting qualitative research results, and will consider different ways in which qualitative data is used in practice.
EDU 810 Advanced Research Design I or Permission of Instructor; and completion of the Social-Behavioral CITI Ethics training module
This course will provide candidates with the knowledge and the skills to apply the principles of action research in order to develop an evidence-based action plan that will incorporate the use of action research practices when making transformational operational, curricular and instructional decisions at the school-wide and at the classroom level. Candidates will study how to locate data, analyze results, identify gaps and demonstrate timely decision-making, in order to ensure staff and student success in schools and programs for Deaf and Hard of Hearing students. In this course, candidates will plan, develop, and conduct an action research project to address a school or classroom problem in the schools or programs they currently serve in.
Admission to the Ed.D. in Transformational Leadership and Administration in Deaf Education Program or permission of any of the above program directors.
Core Competency Area 3 - Scholarly Development 17 credits minimum
*EDU 900 – 9 credits minimum
This seminar introduces first-year doctoral students to scholarly discourse. Students will explore what it means to engage in academic writing and how academic writing is different from other types of writing. Specifically, this course covers how to develop a research question or thesis statement, how to search for sources strategically, how to evaluate sources, and how to craft an argument using sources. APA formatting guidelines for academic papers and ASL guidelines for academic presentations are also covered in detail.
This seminar addresses professional writing and presentation skills needed by many doctoral level professionals in education. Students analyze and evaluate grant proposals, published articles, and presentations for structure, word choice, voice, and content. They construct short manuscripts that adhere to the American Psychological Association style format. In addition, students prepare media-enhanced presentations for professional audiences, including parent groups, teachers, school administrators, and professional conferences.
EDU 805 or equivalent
This course is offered to doctoral students to prepare their comprehensive examinations for review. The purpose of this exam is to evaluate the student's success in attaining expertise in a related set of scholarly areas sufficient for using critical theory and conducting original, advanced research in a specialization area. The student will register for the course with their advisor. For this course, students will develop their portfolios, including dissertation concept papers, with guidance from their advisor.
CSEDL Program Director Permission required
This course is a one-semester course in which students work on their dissertation under the guidance of a faculty member. The credits selected for the course should be reflective of the amount of research, analysis, and writing required. This course is designed for students to make progress on their dissertation study - proposal development and defense, data collection and analysis, or final manuscript preparation and defense.
Permission of CSEDL program director
Core Competency Area 4 - Transformational Leadership and Administration in Deaf Education 21 credits
Required 18 credits
**EDU 831 and 880 are offered every other year**
This course is designed to familiarize students with legislation in special education (past and present) and the IEP process.
Pre- or co-requisite: EDU 670 Teaching Students with Disabilities, or equivalent.
This course is the second of two seminars investigating critical issues in deaf education. Candidates will revisit the critical issues explored in Seminar I and apply principles and concepts learned in the program to propose transformational approaches and/or solutions to these issues. Current leaders or administrators of deaf schools and programs will be available to guide discussions and share successes and failures in implementing change at their schools. Characteristics of transformational leaders will be reassessed and as a culminating experience, candidates will create a professional portfolio on self-assessment, reflection, personal and professional goal-setting, and discoveries made.
Successful completion of EDU 807 or permission from the Ed.S./Ph.D. program director.
This doctoral-level field experience course provides students with opportunities to experience practices related to clinical supervision of in-service or pre-service teachers, including observation and conferencing techniques, record-keeping, and providing instructional leadership. This course consists of seminars and field experiences. Seminars are used for sharing experiences with peers and exploring various approaches in teacher evaluation, with an emphasis on inclusive and equitable practices and minimizing bias. A minimum of 50 hours of field experience is required for this course.
Admission to the doctoral program or permission of the instructor
This course provides students with a broad overview of the history of curriculum in deaf education, which provides the foundation for understanding modern practices in deaf education. Students will be introduced to a variety of curricula used in deaf education, and they will be provided with tools to help evaluate the fit of a curriculum in their context. Finally, strategies for working with teachers to ensure fidelity of curriculum implementation will be discussed.
At least 3 years experience teaching K-12 and admission to the CSEDL program; or permission of the program director
Students explore organizational change and leadership in educational organizations, including K-12 schools, schools for the deaf, school districts, and teacher education. This course examines basic organizational theories and models of leadership and management including management styles, strategic planning, organizational improvement, stakeholder engagement, and personal leadership. There will be specific emphasis on shared leadership, communication skills, and promotion of equitable and inclusive environments.
Admission to the CSEDL program and teaching experience in K-12 schools; or permission of the program director
This internship provides an intensive school-based experience for students to develop their skills as school-based leaders and administrators. A minimum of 60 clock hours per credit hour must be completed in the internship setting.
Completion of all other concentration area requirements and permission of the program director
Elective 3 credits
**EDU 860 and 887 are offered every other year**
This course considers educational institutions as political entities that are influenced by policy and political ideologies. Federal policies impacting schools from kindergarten to post-secondary levels are examined, and their consequences are analyzed. Roles of educational institutions in implementing change to promote social justice and equity are considered.
The course deals in-depth with the history and role of schooling in American society. It addresses the nature and roots of curriculum as well as relationships between child development and curriculum, teacher education, and evaluation. Various model programs across the nation will be explored. Students become familiar with theories of curriculum, and important trends in early childhood, elementary, and secondary levels, including special education. The course specifically addresses the challenges facing the educational leader, including teacher educators, as reflected in the professional literature.
This course will prepare candidates with the tools that educational leaders will need to budget, administer, and manage the funds and resources needed to create and maintain an equitable and successful learning environment for all teachers and students. Candidates will gain a working knowledge of fundamentals of education finance for residential/day schools for the deaf as well as deaf programs, by exploring sources of revenue at the local, state, and federal levels. Approaches and procedures for forecasting budgets, managing school operations and facilities, reporting and auditing of funds, insurance and risk management as well as human resource management will be explored.
Admission to the Ed.S. in Deaf Education or CSEDL Doctoral program or Ed.D. in Transformational Leadership and Administration in Deaf Education Program or permission of any of the above program directors.
Transformational Leadership and Administration in Deaf Education Program Learning Outcomes (Based on the National Educational Leadership Preparation (NELP) 2018 standards required for beginning educational leaders)
Candidates who successfully complete the Transformational Leadership and Administration in Deaf Education Education Doctorate program understand and demonstrate the capacity to promote the current and future success and well-being of each deaf and hard-of-hearing student, as well as each teacher and professional working with deaf and hard-of-hearing students by applying the knowledge, skills, and commitments necessary to:
Program Learning Outcome 1: Vision, Mission and Continuous Improvement
Collaboratively lead, design, and implement a school mission, vision, and process for continuous school improvement designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
Program Learning Outcome 2: Reflection and Professional Learning
Engage in ongoing reflection and communicate about, cultivate, and model professional dispositions and norms (i.e. fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, lifelong learning) that will support the success and well-being of the students, teachers and professionals in deaf schools and programs.
Program Learning Outcome 3: Ethics
Evaluate, communicate about, and advocate for legal and ethical decisions, particularly those that impact deaf and hard-of-hearing students.
Program Learning Outcome 4: Equity, Inclusiveness and Cultural Responsiveness
Develop and maintain a supportive, equitable, inclusive, and culturally responsive school culture by advocating for equitable access to educational resources, technologies, and opportunities that support the diverse students, teachers and professionals in deaf schools and programs.
Program Learning Outcome 5: Learning and Instruction
Apply the knowledge and skills necessary to collaboratively evaluate, develop and implement high-quality, technology-rich, culturally responsive, and accessible systems of curriculum, instruction, data systems, resources and assessment that support the school’s academic and non-academic programs.
Program Learning Outcome 6: Building Professional Capacity with Effective Supervision
Build the school’s professional capacity by engaging in effective, collaborative, and professional staff supervision, evaluation, support, and professional learning practices
Program Learning Outcome 7: School, Family and Community Partnerships
Utilize a variety of avenues to engage families, communities, and school personnel to strengthen student learning in and out of school, support school improvement, and advocate for the needs of their school and community.
Program Learning Outcome 8: External Leadership
Engage and cultivate relationships with diverse community members, partners, and other constituencies, political or otherwise, for the benefit of school improvement and student development.
Program Learning Outcome 9: Operations and Management
Seek ways to improve management, communication, technology, school-level governance, and operations systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.
Program Learning Outcome 10: Communication
Communicate effectively in American Sign Language (ASL) and English within a variety of academic and professional roles.
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Ed.D. in Transformational Leadership and Administration in Deaf Education
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