Conceptual Framework
The conceptual framework and driving philosophy of the Ed.D program are consistent with that of the School of Education of Southern Connecticut State University and all programs in the Department of Educational Leadership and Policy Studies. The fundamental principle guiding the Ed.D. is the belief that individuals can influence their personal futures and the future of society through a lifelong commitment to learning. The freedom to grow and to make choices about one's position in life is dependent on the ability to learn and adapt to changing conditions, i.e., to be a critical thinker and actor. This doctoral program in Educational Leadership is dedicated to the development of professionals who are personally involved in their own lifelong learning and in the continuous transformation of the educational systems in which they work. We believe that this endeavor is noble and necessary for our survival as a democratic society.
To enact this belief and provide substance to what we do, the faculty of the Department of Educational Leadership and Policy Studies has adopted the acronym SAILS to represent its values and commitment to
- S cholarship,
- A ttitudes toward self and society,
- I ntegrity,
- L eadership, and
- S ervice.
SAILS summarizes these values of the department, the School of Education, and Southern Connecticut State University.
Scholarship is an essential ingredient in becoming a lifelong learner. Scholarship requires mastery of, and contribution to, that body of knowledge that encompasses ways of knowing, learning, and doing. It is a respect for the methodologies of research, the analysis of data, and the evaluation of ideas necessary to support instructional and leadership initiatives that lead to student success. It is a commitment to persistence in the discipline of inquiry that converts exposure to information, ideas, and approaches into resolutions of complex educational and organizational issues. Scholarship is a primary instrument, proactive and ongoing, in the improvement of society.
Attitudes are the driving forces of actions. Self-motivation and self-evaluation are critical attitudes necessary to improve the communities we serve. Self-motivation and self-evaluation permit one to respect individual differences, social diversity, and inclusion as positive contributions to our society. We value and encourage all members of our community, through the education process, to develop the sense of self and to choose the attitudes that lead to success.
Integrity means adherence to a professional code of ethics and the highest standards of conduct. We believe that educational leaders must do what is right from both moral and professional perspectives. Integrity is based on cognitive processes that allow us to reflect on our values and make consistent principled choices based on that reflection. The test of integrity is located in the day-to-day decisions we make in the real world.
Leadership is critical in all aspects of learning and education. We believe all educators are leaders -- teachers, counselors, coaches, superintendents, and principals. Leaders require clear goals and measurable outcomes, professional candor, and the courage to draw from strengths and face weakness. Leaders require awareness of the individual and collective needs of those whom they serve and the willingness to help them achieve success. Leading a school or other learning community requires a vision and the plans for deliberate forward progress to enact it. Leaders are engaged in issues of critical importance to their education communities. Leaders appreciate a variety of approaches -- intellectual, moral, situational, transformational -- and the experience to know when and how to exercise each.
Service is about a sense of giving rather than taking. Service is a commitment to extend beyond the minimum requirements of our respective roles or positions in an educational community. Service understands that the creation and support of a better community is an essential element in student development.
