General Information
Our Ed.D. program is delivered through a cohort-based model, allowing students to progress through the curriculum alongside a supportive community of scholar-practitioners. As a member of the Carnegie Project on the Education Doctorate (CPED), the program is designed around principles of applied scholarship and practical problem-solving. This structure intentionally integrates dissertation work with coursework, enabling working professionals to make steady progress toward both degree completion and dissertation milestones throughout the program.
Course Delivery
Hybrid and Online options
Estimated Completion
60 Credit Hours
36 Months
Estimated Cost
Program Requirements
To be admitted to the Department of Educational Leadership & Technology Doctor of Education (Ed.D.) program, prospective students must hold a master’s degree in any discipline and have a minimum GPA of 3.0. Graduate admission exams, such as the GRE, GMAT, or other standardized tests, are not required for admission to any program. Requirements may vary by concentration. See concentration descriptions for more information.
Master’s Degree
GPA 3.0+
No Graduate Exams
Application Deadlines
Early Admission: November 1
Regular Admission: March 1
Curriculum and Course Descriptions
The Ed.D. curriculum is designed to support working professionals while providing a collaborative cohort experience. During the first year, students move through the program together, building meaningful relationships with fellow educational leaders and scholar-practitioners. Core and inquiry courses meet synchronously on Wednesday evenings from 6:30 p.m. to 9:30 p.m. Students take two courses each semester, attending one course one week and the other course the next week. This alternating schedule allows students to balance doctoral studies with professional and personal commitments while staying on track academically.1
Course descriptions for the core and inquiry curriculum are listed below. Concentration course requirements and descriptions are provided within their respective concentration areas.
Core Courses
EDAD 6310 Scholar Practitioner Leader
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This foundation course explores the role of an educational leader as a scholar-practitioner. Scholar-practitioners use empirical evidence and practitioner expertise to inform effective strategies to improve academic environments within broader educational contexts. Prerequisites: Doctoral Standing.
EDAD 6314 Philosophy & Ethics in Educational Leadership
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course applies the concepts of ethics and philosophy to personal and professional decision-making relative to educational organizations, operations, and leadership. Prerequisites: Doctoral Standing.
EDAD 6320 State & Federal Administrative Law
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course examines the legal and practical foundations of the modern administrative legal oversight in education. Topics include rationales for delegating laws to administrative agencies; the legal framework that governs agency decision-making; the proper role of agencies in interpreting statutory and regulatory law; and judicial review of agency action as applied to educational environments. Prerequisites: Doctoral Standing.
EDAD 6323 Organizational Theory & Change in Education
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course focuses on the identification and application of organizational theories and behavior to the problems of practice in a variety of educational settings. Prerequisites: Doctoral Standing.
EDAD 6324 Models & Theories of Educational Leadership
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course will provide an exploration of key models and theories of educational leadership and examine the impact of each in educational settings. Prerequisites: Doctoral Standing.
EDAD 6330 Educational Policy & Governance
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course explores the legislative policy-making process and how it influences educational governance. It also examines the role of agencies and their relationships to educational administration. Prerequisites: Doctoral Standing.
EDTC 6359 Leading Technology Innovation in Education
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course focuses on the tenets of leadership necessary to facilitate technology innovation and change within education. Students develop and apply strategies to provide leadership, foster a culture of innovation in teaching and learning, promote and guide professional development programs, and evaluate and refine initiatives for systemic improvement. Prerequisites: Doctoral standing.
EDAD 6088 Dissertation
1-6 Credit Hours (Lecture: 1-6 Hours, Lab: 0 Hours).
The dissertation consists of nine semester credits and is embedded in the course sequencing to be taken in three separate semesters. In the event students do not complete the dissertation within three semesters, they may continue in the program. However, students must be continually enrolled in dissertation credits each semester. Students must also make satisfactory progress toward completing their degree. A student may be removed from the program for non-continuous enrollment and/or not making satisfactory progress on their dissertation.
Scheduled when the student is ready to begin the thorough and scholarly investigation of a topic acceptable to the dissertation committee. To be acceptable, the dissertation must give evidence that the candidate has pursued a program of research, the results of which reveal superior academic competence and a significant contribution to the field. Graded on a satisfactory (S) or unsatisfactory (U) basis. Prerequisite: Doctoral Standing and successful completion of the doctoral qualifying examination.
Inquiry Courses
EDAD 6311 Scholarly Process in Educational Leadership
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
The Scholarly Process in Educational Leadership course is designed to help prepare students to critically examine scholarly articles and other written works in the field of educational leadership and write effective papers for publication or presentation. Students address issues of academic and professional style. Topics may include effective writing techniques and strategies, writing to specific audiences, editing, proofreading, APA style, plagiarism, and academic honesty. Prerequisites: Doctoral Standing.
EDAD 6312 Research Design & Critical Analysis
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course explores mixed methods research designs. Topics include evaluating the quality of empirical research, research design, sampling, data collection, ethical issues, and Institutional Review Board developments. Prerequisites: Doctoral Standing.
EDAD 6316 Investigating Problems of Practice in Educational Leadership
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
Students identify and systematically investigate problems of practice in educational contexts. Prerequisites: Doctoral Standing.
EDAD 6325 Data Analysis
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
Students develop knowledge and skills in mixed methods data analysis techniques. Students select and apply appropriate data analysis techniques to address a variety of research questions. Prerequisites: Doctoral Standing and Successful Completion of EDAD 6311, EDAD 6312, and EDAD 6316.
EDAD 6331 Advanced Data Analysis
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
Techniques address the approach to data analyses required to examine the problem of practice. Various types of approaches to analyses applicable to the student’s selected research topic will be practiced. Prerequisites: Doctoral Standing Successful Completion of: EDAD 6311: Scholarly Process EDAD 6312: Research Design and Critical Analysis EDAD 6316: Investigating Problems of Practice in Educational Leadership EDAD 6325: Data Analysis.
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Concentrations
Educational Technology Leadership
Additional Program Requirements
There are no additional program requirements for this concentration.
Curriculum and Course Descriptions
Below is an example of course rotation for Doctor of Education in Educational Leadership with a Technology concentration as of Fall 2026. The offerings listed are subject to change.
Bolded text indicates CONCENTRATION courses.
SAMPLE COURSE SCHEDULE
| Year 1 | |
| Summer | EDAD 6310 Scholar-Practitioner Leader EDAD 6311 Scholarly Process in Educational Leadership |
| Fall | EDAD 6312 Research Design and Critical Analysis EDAD 6324 Models and Theories of Educational Leadership |
| Spring | EDAD 6323 Organizational Theory and Change in Education EDAD 6316 Investigating Problems of Practice in Educational Leadership |
| Year 2 | |
| Summer | EDAD 6330 Educational Policy and Governance EDTC 6359 Leading Technology Innovation in Education |
| Fall | EDTC 6360 Facilitating Instructional Innovation in Education |
| Spring | EDAD 6325 Data Analysis EDTC 6361 Visionary Planning to Transform Learning with Technology |
| Year 3 | |
| Summer | EDAD 6320 State and Federal Administrative Law EDAD 6088 Dissertation EDTC 6363 Promoting Continuous Professional Learning |
| Fall | EDAD 6331 Advanced Data Analysis EDTC 6362 Implementing Technology Strategy & Systems EDAD 6088 Dissertation |
| Spring | EDAD 6314 Philosophy and Ethics in Educational Leadership EDTC 6364 Empowering Technology Innovation & Change EDAD 6088 Dissertation |
Course Descriptions
EDTC 6360 Facilitating Instructional Innovation in Education
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course focuses on the tenets of facilitating instructional innovation in higher education and Pk-12 settings. Students examine models and strategies for the leadership of instructional innovation, including strategies for co-creating a shared vision for teaching, learning, and assessment at the university, providing meaningful and relevant training and professional development options for students and faculty, and providing critical teaching and learning support for faculty and students. Prerequisite: Admission to the EdD program.
EDTC 6361 Visionary Planning to Transform Learning with Technology
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course will focus on the tenets of leadership that are necessary to cast a vision for effective technology innovation and change within education. Students will develop and apply appropriate strategies for their own contexts with regard to engaging stakeholders in developing and adopting a shared vision for using technology to improve student access that is informed by learning science; building upon the shared vision by collaboratively creating a strategic plan that articulates how technology will be used to enhance learning; evaluate progress on the strategic plan, make course corrections, measure impact, and scale effective approaches for using technology to transform learning; communicate effectively with stakeholders to gather input on the plan, celebrate successes and engage in a continuous improvement cycle; share lessons learned, best practices, challenges and the impact of learning with technology with other education leaders. Prerequisite: Admission to the EdD program.
EDTC 6362 Implementing Technology Strategy and Systems
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course will focus on the tenets of leadership that are necessary to implement technology strategy and systems within education. Students will develop and apply appropriate strategies for their own contexts with regard to leading teams to collaboratively establish the robust infrastructure and systems needed to implement the strategic technology plan; ensure that resources for supporting the effective use of technology for learning are sufficient and scalable to meet future demand; protect user privacy and security; and establish partnerships that support the strategic vision, achieve learning priorities and improve operations. Prerequisite: Admission to the EdD program.
EDTC 6363 Promoting Continuous Professional Learning
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course will focus on the tenets of leadership that are necessary to develop, model, and promote continuous professional learning within education. Students will study emerging technologies for learning, innovations in pedagogy, and advancements in the learning sciences and examine goals and strategies for ensuring educators seek to continually learn and grow in these areas; examine and evaluate potential PLN (Personal Learning Networks) to collaboratively learn with and mentor other professionals; reflect on professional growth in the area of technology innovation and brainstorm ideas for continued growth; and develop strategies for promoting a mindset of continuous improvement for how technology can improve learning. Prerequisite: Admission to the EdD program.
EDTC 6364 Empowering Technology Innovation and Change
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course will focus on the tenets of leadership that are necessary to empower technology innovation and change within education. Students will critically examine organizational behavior and culture theory and change to inform ideas for empowering educators to exercise professional agency and build teacher leadership; study cases where educational leaders have inspired a culture of innovation and collaboration, develop learning assessments that provide a personalized, actional view of student progress in real-time. Prerequisite: Admission to the EdD program.
Contact us: Education Technology Program
Nicole (Boofy) Mishnick, Ed.D
Assistant Professor
Coordinator of Education Technology Program
254-784-0395
mishnick@tarleton.edu
Higher Education Leadership
Additional Program Requirements
There are no additional program requirements for this concentration.
Curriculum and Course Descriptions
Below is an example of course rotation for Doctor of Education in Educational Leadership with a Technology concentration as of Fall 2026. The offerings listed are subject to change.
Bolded text indicates CONCENTRATION courses.
SAMPLE COURSE SCHEDULE
| Year 1 | |
| Summer | EDAD 6310 Scholar-Practitioner Leader EDAD 6311 Scholarly Process in Educational Leadership |
| Fall | EDAD 6312 Research Design and Critical Analysis EDAD 6324 Models and Theories of Educational Leadership |
| Spring | EDAD 6323 Organizational Theory and Change in Education EDAD 6316 Investigating Problems of Practice in Educational Leadership |
| Year 2 | |
| Summer | EDAD 6330 Educational Policy and Governance EDTC 6359 Leading Technology Innovation in Education |
| Fall | EDAD 6343 Teaching and Assessment in Higher Education |
| Spring | EDAD 6325 Data Analysis EDAD 6347 Trends and Issues in Higher Education |
| Year 3 | |
| Summer | EDAD 6320 State and Federal Administrative Law EDAD 6088 Dissertation EDAD 6342 Finance and Resource Management in Higher Education |
| Fall | EDAD 6331 Advanced Data Analysis EDTC 6362 Implementing Technology Strategy & Systems EDAD 6088 Dissertation |
| Spring | EDAD 6314 Philosophy and Ethics in Educational Leadership EDTC 6360 Facilitating Instructional Innovation in Education EDAD 6088 Dissertation |
Course Descriptions
EDTC 6360 Facilitating Instructional Innovation in Education
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course focuses on the tenets of facilitating instructional innovation in higher education and Pk-12 settings. Students examine models and strategies for the leadership of instructional innovation, including strategies for co-creating a shared vision for teaching, learning, and assessment at the university, providing meaningful and relevant training and professional development options for students and faculty, and providing critical teaching and learning support for faculty and students. Prerequisite: Admission to the EdD program.
EDAD 6340 Foundations of Higher Education
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
The study of Foundations of Higher Education emphasizes the origins and specialized purposes of colleges and universities. The organizational structure, governance and administrative functions of higher education are reviewed, compared, and critiqued. With its roots embedded in faith or belief systems and, more recently in the European university model, American higher education institutions will be studied from a historical perspective. The course will also cover selected contemporary issues facing today’s universities, both public and private, with a link to historical, sociological and theoretical underpinnings.
EDAD 6342 Finance and Resource Management in Higher Education
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
The study of Finance and Resource Management in Higher Education emphasizes higher education’s resource acquisition, allocation and management practices. A comprehensive examination is made of the financing of higher education with significant attention given to resource acquisition, allocation, budgeting processes, and reporting standards. Business management functions in higher education such as audits, salary administration, risk management, campus security, informational resources, and human resources are discussed and analyzed.
EDAD 6343 Teaching and Assessment in Higher Education
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
The study of Teaching and Assessment in Higher Education emphasizes the exploration of basic organization, structure, development and delivery of college curriculums. The process of teaching and learning through the development and evaluation of student learning and instructional outcomes is investigated. The relationship between the curriculum and basic model of teaching, research and service are introduced with a culminating review of the academic accreditation and institutional benchmarking process and procedures.
EDAD 6347 Trends and Issues in Higher Education
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
The study of Trends & Issues in Higher Education emphasizes the critical examination of emerging and timely topics and trends that are important to the operation and development of higher education. Using a variety of survey research methods and literature reviews, new and current environmental challenges encountered by institutions of higher education are investigated. Strategies of how to identify and monitor trends and issues are studied. The impact and interaction of external and internal trends and issues on higher education are examined.The study of Trends & Issues in Higher Education emphasizes the critical examination of emerging and timely topics and trends that are important to the operation and development of higher education. Using a variety of survey research methods and literature reviews, new and current environmental challenges encountered by institutions of higher education are investigated. Strategies of how to identify and monitor trends and issues are studied. The impact and interaction of external and internal trends and issues on higher education are examined.The study of Trends & Issues in Higher Education emphasizes the critical examination of emerging and timely topics and trends that are important to the operation and development of higher education. Using a variety of survey research methods and literature reviews, new and current environmental challenges encountered by institutions of higher education are investigated. Strategies of how to identify and monitor trends and issues are studied. The impact and interaction of external and internal trends and issues on higher education are examined.The study of Trends & Issues in Higher Education emphasizes the critical examination of emerging and timely topics and trends that are important to the operation and development of higher education. Using a variety of survey research methods and literature reviews, new and current environmental challenges encountered by institutions of higher education are investigated. Strategies of how to identify and monitor trends and issues are studied. The impact and interaction of external and internal trends and issues on higher education are examined.
Contact us: Ed.D. Higher Education Program
Celia M. Scott, Ph.D.
Associate Department Head
Associate Professor, Ed.D. Program Coordinator
cscott1@tarleton.edu
Early Childhood Education with Principal Certification
Additional Program Requirements
Classroom Experience
Minimum 2 years of classroom teaching experience
Teaching Certificate
Students must hold a valid classroom teaching certificate
Additional Application
Students must apply for the Principal Certification Program separately
Curriculum and Course Descriptions
Below is an example of course rotation for Doctor of Education in Educational Leadership with an Early Childhood concentration and Principal Certification as of Fall 2026. The offerings listed are subject to change.
Bolded text indicates CONCENTRATION courses. *Note all courses with asterisks are required for principal certification; however, only 15 credit hours count towards the Ed.D. degree program plan.
SAMPLE COURSE SCHEDULE
| Year 1 | |
| Summer | EDAD 6310 Scholar-Practitioner Leader EDAD 6311 Scholarly Process in Educational Leadership |
| Fall | EDAD 6312 Research Design and Critical Analysis EDAD 6324 Models and Theories of Educational Leadership |
| Spring | EDAD 6323 Organizational Theory and Change in Education EDAD 6316 Investigating Problems of Practice in Educational Leadership |
| Year 2 | |
| Summer | EDAD 6330 Educational Policy and Governance EDTC 6359 Leading Technology Innovation in Education |
| Fall | Fall 1 EDAD 5300 Foundations in Educational Leadership* Fall 2 EDAD 5307 Leadership of Programs & Procedures in Supervision* Fall 2 EDAD 5309 Legal Issues in School Leadership* |
| Spring | EDAD 6325 Data Analysis Spring 1 EDAD 5339 Process in Educational Leadership OR EDAD 5342 Leadership of Campus Resources * Spring 2 EDAD 5316 Instructional Leadership* |
| Year 3 | |
| Summer | EDAD 6320 State and Federal Administrative Law EDAD 6088 Dissertation Summer 1 EDAD 5345 Leadership of Curriculum Systems OR EDAD 5355 Leadership of Learning Communities * |
| Fall | EDAD 6331 Advanced Data Analysis EDAD 5398 Principal Practicum I* EDAD 6088 Dissertation |
| Spring | EDAD 6314 Philosophy and Ethics in Educational Leadership EDAD 5398 Principal Practicum II* EDAD 6088 Dissertation |
Course Descriptions
EDAD 5300 Foundations of Educational Leadership
3 Credit Hours (Lecture: 3 Hours, Lab: 1 Hour).
The purpose of EDAD 5300 Foundations of Educational Leadership is to introduce students to: campus-based educational administration and the context in which it currently operates; an initial description of the scope of the process of educational administration; and a review of the fundamental theories related to management, administration, and leadership. Other concepts to be explored in the course include: creating a shared mission and vision, exploring the Texas Principal Standards, identifying frameworks of educational organizations, examining educational policies at the local, state, and national levels, and developing a context for ethical leadership. Prerequisites: Admission to the Educational Administration program and the principal certification program.
EDAD 5307 Leadership of Programs & Procedures in Supervision
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
The study of programs and procedures in supervision emphasizes the application of appropriate supervisory practices in hiring, selection, and retention of teachers, as well as, the development and appraisal of teachers. Educational leaders develop an understanding of clinical and developmental supervision, teacher evaluation/appraisal, observation and feedback, and the evolving concepts of supervisory practice. Prerequisites: Admission to the principal certification program; Completion of EDAD 5300, 5316, and 5309 or approval of department head.
EDAD 5309 Legal Issues in School Leadership
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
The study of legal issues emphasizes the relevant legal principles that affect the operation, organization, and administration of public schools. This course focuses on the ethical application of constitutional, statutory, administrative, and case law. Prerequisites: Completion of EDAD 5300 and EDAD 5316 or approval of the department head.
EDAD 5316 Instructional Leadership
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
EDAD 5316: Instructional Leadership The purpose of EDAD 5316 Instructional Leadership is to help aspiring school administrators develop an understanding of the instructional leadership, coaching, and team building skills necessary to become effective campus principals. The course will require students to develop knowledge and skills of facilitating high-quality instructional practices, creating a school mission, vision, and culture to support teacher growth and student achievement, utilizing data-driven decision making, and implementing instructional coaching to support staff development and teacher growth. Prerequisites: Admission to Educational Leadership and Principal Certification Program prerequisite is completion of EDAD 5300 or approval of the department head.
EDAD 5339 Process in Educational Leadership
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
The purpose of EDAD 5339 Processes of Educational Leadership is to assist academic leaders in developing the utilization of communication skills, school culture development and professional learning communities to address campus improvement planning and create collaborative teams that result in long-term academic and social strategic performance improvement. The course will require students to (1) develop a general knowledge and understanding of multiple perspectives (2) create and frame professional learning communities (3) examine data driven instruction and observation feedback tools (4) develop and implement an effective professional development plan, (5) examine the components of a positive student and staff campus culture aligned with the school vision and (6) identify and evaluate integrated planning and decision-making. Prerequisites: Admission to Educational Leadership and Principal Certification Program prerequisite is completion of EDAD 5300 and EDAD 5316 or approval of the department head.
EDAD 5342 Leadership of Campus Resources
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
The purpose of EDAD 5342 Leadership of Campus Resources is to develop the aspiring campus administrator’s knowledge and skills in resource management, policy implementation, personal management, and school operations. Topics will include management of the fiscal resources, physical plant, campus budget, federal programs, and human capital (hiring, selection, and retention) within the framework of strategic planning. Prerequisites: Admission to Educational Leadership and Principal Certification Program and completion of EDAD 5300, EDAD 5316, EDAD 5309, and EDAD 5307 or approval of the department head.
EDAD 5345 Leadership of Curriculum Systems
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
The purpose of EDAD 5345 Leadership of Curriculum Systems is to introduce the aspiring campus administrator to the processes supporting curriculum development, implementation, and evaluation. Emphasis will be placed high-quality instruction, curriculum alignment, teacher effectiveness, quality professional development, coaching, and ongoing supervision, Topics include: content area best practices, curriculum alignment, curriculum evaluation, assessment, instructional support, resource allocation, staff development, and personnel management. Prerequisites: Admission to Educational Leadership and Principal Certification Program and completion of EDAD 5300, EDAD 5316, EDAD 5309, and EDAD 5307 or approval of the department head.
EDAD 5355 Leadership of Learning Communities
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
The purpose of EDAD 5355 is to assist aspiring administrators in cultivating a campus culture that fosters awareness of individual differences and supports the continuous and appropriate development of all learners in the campus community. The course emphasizes ethical leadership, ensuring student access to effective educators, programs, and services, and addressing barriers that may hinder achievement of campus initiatives and goals. Prerequisites: Admission to Educational Leadership and Principal Certification Program and completion of EDAD 5300 and EDAD 5316 or approval of the department head.
EDAD 5398/5399 Principal Practicum I/II
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours). Per course
The purpose of EDAD 5398 Principal Practicum & EDAD 5399 Principal Practicum is to provide supervised professional activities in the area of educational administration, including the role of elementary and secondary principal and central office administration. The university field supervisor will support principal candidates’ development and demonstration of competencies of professional responsibilities according to state standards. As the culminating experience in the Principal Certification Program, students must take Principal Practicum II in the last semester in the program. Prior to enrollment students must have successfully completed Principal Practicum I. Prior to enrolling in Principal Practicum I, all students must submit the Request to Enroll in EDAD 5399 Principal Practicum form, which can be found on the Educational Leadership & Technology (EDLT) web page or requested from the EDLT office. Note: Principal candidates will also need to pass the state principal certification assessment in order to apply for the Principal Standard Certification. Additionally, practicum students must be employed in an educational setting during the entirety of the course. Lastly, the site supervisor who will be mentoring the principal candidate is required to hold current Texas principal certification. This is a two semester course: Principal Practicum I and Principal Practicum II; it must be taken in the fall and spring semesters consecutively. Prerequisites: Admission to Educational Leadership and Principal Certification Program and Completion of Application for Practicum I and completion of EDAD 5300, EDAD 5316, EDAD 5307, EDAD 5309 and EDAD 5399 or approval of the department head.
Contact us: Principal & Superintendent Certification
Early Childhood Education with Superintendent Certification
Additional Program Requirements
Classroom Experience
Minimum 2 years of classroom teaching experience
Teaching & Principal Certificates
Students must hold valid classroom teaching and principal certificates
Additional Application
Students must apply for the Superintendent Certification Program separately
Curriculum and Course Descriptions
Below is an example of course rotation for Doctor of Education in Educational Leadership with an Early Childhood concentration and Superintendent Certification as of Fall 2026. The offerings listed are subject to change.
Bolded text indicates CONCENTRATION courses.
SAMPLE COURSE SCHEDULE
| Year 1 | |
| Summer | EDAD 6310 Scholar-Practitioner Leader EDAD 6311 Scholarly Process in Educational Leadership |
| Fall | EDAD 6312 Research Design and Critical Analysis EDAD 6324 Models and Theories of Educational Leadership |
| Spring | EDAD 6323 Organizational Theory and Change in Education EDAD 6316 Investigating Problems of Practice in Educational Leadership |
| Year 2 | |
| Summer | EDAD 6330 Educational Policy and Governance EDTC 6359 Leading Technology Innovation in Education EDAD 6381 Superintendent Leadership and Human Resources |
| Fall | EDAD 6383 Superintendent Leadership and Accountability |
| Spring | EDAD 6325 Data Analysis EDAD 6380 Superintendent Leadership and Communication |
| Year 3 | |
| Summer | EDAD 6320 State and Federal Administrative Law EDAD 6382 Superintendent Leadership and Resource Allocation EDAD 6088 Dissertation |
| Fall | EDAD 6331 Advanced Data Analysis EDAD 6384 Superintendent Leadership Practicum EDAD 6088 Dissertation |
| Spring | EDAD 6314 Philosophy and Ethics in Educational Leadership EDAD 6384 Superintendent Leadership Practicum EDAD 6088 Dissertation |
Course Descriptions
EDAD 6380 Superintendent Leadership & Communication
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course is designed to give students a comprehensive view of communication while leading a learning organization at the district level. Emphasis will be placed on the scope and importance of effective communication in education, and the role of communication in establishing favorable workplace outcomes. This course offers an opportunity to learn and apply practical principles of interpersonal communication. The course will examine basic communication concepts, theories, and practices relevant to transferring meaning between two or more people. A field experience will be required as part of the course. Prerequisite: Principal or Mid-management certification or approval of department head.
EDAD 6381 Superintendent Leadership & Human Resources
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course is designed to assist with the recruitment, hiring, dismissal, and supervision of Texas public school employees. State laws regarding hiring and dismissal will be covered A comprehensive study of public school law as well as performance management and interpersonal conflict of employees as it relates to contractual and at-will personnel. Emphasis is placed on advertising, interviewing, selecting, and evaluating personnel. Special attention is given to Equal Employment Opportunity guidelines, Federal Right to Privacy Act, employee contracts, and records.Additional attention is given to employee induction and student record. A field experience will be required as part of the course. Prerequisite: Principal or Mid-management certification or approval of department head.
EDAD 6382 Superintendent Leadership & Resource Allocation
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course requires participants to describe and synthesize federal, state, and local revenues as they relate to school district budgeting and finance through empirically based research and direct resources based upon needs assessment from the district improvement plan (DIP) to support goals and objectives identified from the DIP. A detailed study of the multiple roles and responsibilities of the chief school administration, including the leadership role with the community, school board, professional staff, and students. Some observations and activities in the public schools and community will be required. A field experience will be required as part of the course. Prerequisite: Principal or Mid-management certification or approval of department head.
EDAD 6383 Superintendent Leadership & Accountability
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course is designed to assist educational leaders in developing and applying leadership accountability skills in public school organizations. The focus of this course is on the appropriate use of leadership accountability skills within the framework of theory and research to enhance the organizational effectiveness and improve organizational culture. Emphasis is placed on the identification and use of accountability skills supported by the Texas Education Agency as an integral part of Texas superintendent certification preparation program. Accountability leadership is one of the essential administrative functions for the operation of effective learning organizations. In this course, students will have the opportunity to view the accountability process as it pertains to improving student performance. A study of research and state policy affecting instructional improvement in public school systems. Special emphasis on result-based accountability systems, including curriculum planning and evaluation, professional development, and student assessment processes. A field experience will be required as part of the course.
EDAD 6384 Superintendent Leadership Practicum
3 Credit Hours (Lecture: 3 Hours, Lab: 0 Hours).
This course involves superintendent certification program students participating in supervised professional activities in the area of district-level public school superintendent and central office administrator practices. The practicum is required to demonstrate competence in the performance of appropriate professional duties while in a district-level leadership position. No more than 3 semester hours of internship course work can be used to satisfy certification plan requirements.
See the Tarleton Course Catalog
Contact us: Principal & Superintendent Certification
Ashley B. Stewart, Ed.D.
Visiting Assistant Professor
Coordinator of Superintendent & Principal Certification
Howell Bldg., Office 320C
254-968-1936
astewart1@tarleton.edu
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How to Apply
Submit Online Application
Submit Required Documents
- Official Transcripts
- Reference Forms
- Doctoral Portfolio (Cover Letter and Resume/CV)
Complete Writing Assessment
Schedule Interview
MOre information
Click through the tabs below to learn more about the requirements and steps of the application process.
Online Application
Prospective students must first submit an application through the Department of Graduate Studies. The application can be accessed through this link and the “Apply Now!” button below.
Additional Application for Principal/Superintendent Certification
Principal Certification
Submit the Principal Certification Program Application form with the following documents:
a. Valid classroom teaching certificate
b. Official service record showing minimum of two years of classroom teaching experience
c. Transcript(s)
d. Reference letter (letter of support) from your current school or district administrator
Superintendent Certification
Submit the Superintendent Certification Program Application form with the following documents:
a. A copy of your teacher certification
b. A copy of your principal certification
c. A reference letter (letter of support) from your current supervisor (e.g. superintendent)
Official Transcripts
Applicants must provide official transcripts for all higher education coursework, including the transcript for your Master’s Degree from an accredited institution. You must have completed a minimum of 18 hours of coursework in administration, management, or leadership or have equivalent experiences. Official copies of the transcripts can be emailed to gradstudies@tarleton.edu or mailed to:
College of Graduate Studies
Tarleton State University
Attn: Educational Leadership Ed.D. Applications
Box T-0350
Stephenville, Texas 76402
Should I include ALL of my transcripts? Even if I didn’t graduate from that institution?
Yes, you should submit ALL transcripts for courses included in any of your completed degrees, even if it a course that was transferred from another institution.
IMPORTANT
If you are ordering your transcript from Parchment, here.
Reference Forms
To apply for admission, you must provide three reference forms using either the printable PDF or electronic reference form below. One reference form should be completed by a current or previous (within the last three years) supervisor, and one reference form should be completed by a current or previous (within the last three years) co-worker, and one should be completed by an additional supervisor, colleague, or former faculty member of your choosing (excluding current Tarleton Educational Leadership & Technology faculty). If your reference chooses to use the printable form, it can be emailed to gradstudies@tarleton.edu or mailed to:
College of Graduate Studies
Tarleton State University
Attn: Educational Leadership Ed.D. Applications
Box T-0350
Stephenville, Texas 76402
Current* Supervisor
Current* Co-worker
Additional supervisor, co-worker, or former faculty member
*current or within the last 3 years.
Doctoral Portfolio
As a single PDF file, email your cover letter and resume/curriculum vitae to gradstudies@tarleton.edu. Your cover letter should be no more than 1 page in length and should include information such as:
- Goals for being in and completing the doctoral program
- Professional experience, including leadership experience
- Details of current work position
- Any personal details you would like to share
Writing Assessment & Interview
As part of the admissions process, applicants will complete a Graduate Writing Assessment, which is designed to assess graduate level writing ability. Following the writing assessment, applicants will also complete a half hour face-to-face interview with the admissions committee, contingent on submission of all appropriate application materials. Interview and writing assessment dates will occur in November for early admissions, and in March for regular admissions.
- The information provided on this page is accurate as of Fall 2026 and is subject to change. Prospective and current students are encouraged to contact the program directly to confirm the most current course schedules, degree requirements, and program information. ↩︎
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Page last modified: November 5, 2026
Ashley B. Stewart, Ed.D.
Visiting Assistant Professor
Coordinator of Superintendent & Principal Certification
Howell Bldg., Office 320C
254-968-1936
astewart1@tarleton.edu