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Tampa Doctor of Education (EdD) Degree in Initial Educational Administration

Degree and program information

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Program Information

The purpose of the Doctor of Education (EdD) in Initial Educational Administration degree program at Argosy University, Tampa is to prepare individuals to serve as school principals and/or building-level administrators. The program is designed for practicing educators who have already completed a graduate-level program from a regionally accredited institution or an appropriately certified foreign institution, and seeking administrative licensure at the initial or K-12 level. Completion of the EdD in Initial Educational Administration degree program results in a terminal degree which includes a specific writing, research, and dissertation sequence.

Program Learning Outcomes

The Interstate School Leaders Licensure Consortium (ISLLC) Standards
Standard 1: At the building level, an education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.
A. Collaboratively develop and implement a shared vision and mission
B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning
C. Create and implement plans to achieve goals
D. Promote continuous and sustainable improvement
E. Monitor and evaluate progress and revise plans

Standard 2: At the building level, an education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations
B. Create a comprehensive, rigorous, and coherent curricular program
C. Create a personalized and motivating learning environment for students
D. Supervise instruction
E. Develop assessment and accountability systems to monitor student progress
F. Develop the instructional and leadership capacity of staff
G. Maximize time spent on quality instruction
H. Promote the use of the most effective and appropriate technologies to support teaching and learning
I. Monitor and evaluate the impact of the instructional program

Standard 3: At the building level, an education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.
A. Monitor and evaluate the management and operational systems
B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources
C. Promote and protect the welfare and safety of students and staff
D. Develop the capacity for distributed leadership
E. Ensure teacher and organizational time is focused to support quality instruction and student learning

Standard 4: At the building level, an education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.
A. Collect and analyze data and information pertinent to the educational environment
B. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources
C. Build and sustain positive relationships with families and caregivers
D. Build and sustain productive relationships with community partners

Standard 5: At the building level, an education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
A. Ensure a system of accountability for every student’s academic and social success
B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior
C. Safeguard the values of democracy, equity, and diversity
D. Consider and evaluate the potential moral and legal consequences of decision-making
E. Promote social justice and ensure that individual student needs inform all aspects of schooling

Standard 6: At the building level, an education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.
A. Advocate for children, families, and caregivers
B. Act to influence local, district, state, and national decisions affecting student learning
C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies

Research Outcome
Students as scholar-practitioners develop skills in inquiry, critical thinking, scholarly writing, and decision-making by:
1. Analyzing and evaluating professional literature to make evidence-based decisions related to current practices in the field.
2. Analyzing, designing, conducting, and defending research in their disciplinary context using appropriate research designs.
3. Producing and defending a rigorous and credible dissertation


Enhance your career potential by enrolling in the Argosy University, Tampa Doctor of Education degree in Initial Educational Administration program. You can learn more about specific financial aid programs (available to those who qualify) on our Financial Aid & Scholarships pages, or by contacting us to request more information.

Only the MAED in Educational Administration and the EdS and EdD in Initial Educational Administration lead to Florida Principal certification upon completion of all state and program requirements, including passage of all required Florida state licensure exams.

All other programs offered through Argosy University, Tampa College of Education DO NOT lead to teacher, administrator, or school counseling certification, licensure, or endorsement in any State in the United States.

The programs offered through Argosy University, Online Programs DO NOT lead to teacher or administrator certification, licensure, or endorsement in any State in the United States regardless of the State in which the student resides.

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