Preparing school leaders to solve problems and make a difference

K-12 educational leaders face intensifying demands, with more than 80 per cent of schoolteachers and administrators reporting increased workloads, and many working more than 60 hours a week. Meanwhile, the US education sector will confront an anticipated 8 per cent decline in qualified administrators by 2026, making it crucial for institutions to equip the next generation of leaders with maximum efficiency and flexibility. On top of that, challenges such as deepening equity gaps and navigating the post-pandemic policy environment require K-12 leaders with a skill set that integrates research-driven decision-making, cultural responsiveness and practical problem-solving. 

The University of La Verne’s new online EdD programme, which will launch in 2025, is designed to meet these needs with a “problem of practice” (PoP) approach. Rather than culminating in a traditional dissertation, the programme asks its candidates to address a challenge within their own schools, translating theory into action that benefits their communities. For instance, a candidate may compare the effects on equity and inclusivity of traditional approaches to school discipline with culturally responsive models. 

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The model gives students the opportunity to make a meaningful difference from the start, supported by faculty and mentors with extensive real-world experience. Grounded in practical solutions and tailored to current and aspiring leaders, the programme empowers candidates to foster culturally responsive, impactful change in their schools. The EdD programme is a two-year online course designed to provide flexibility for candidates, with a three-day summer intensive that allows them to collaborate and engage with peers in person. This structure combines the convenience of online learning with face-to-face interactions to foster professional connections and share learning experiences.

Practical solutions through the ‘problem of practice’  

With its emphasis on real-world application, the programme’s problem of practice capstone asks candidates to select a significant issue affecting their own school or district and conduct an in-depth exploration to develop actionable solutions. Rather than remain in the realm of theory, this approach to assessment centres on immediate, community-based improvements. PoP dissertation topics include addressing educational inequities in underfunded schools, improving teacher retention through professional development, and exploring strategies to enhance student engagement in P-12 classrooms.

Projects such as these serve as both educational experiences and practical interventions, equipping leaders with the tools to implement changes that benefit their students and communities. In the first semester, students are assigned a mentor who, alongside their instructor, guides them in designing their PoP. Throughout the course, students study the situation and develop an action plan, with the impact implemented after the programme; alumni are then invited to return and share their results with current students. By applying their learning to real issues, candidates develop solutions that reflect the needs of their schools and districts, creating immediate impact. 

Building culturally responsive leadership 

Culturally aware leadership has been directly linked to effective decision-making, collaboration and high student performance, according to studies. EdD programmes such as La Verne’s give leaders the skills to create school environments that respect and support students from diverse backgrounds, helping to address disparities in educational experiences and outcomes. 

Modules on cultural inclusivity and community engagement teach candidates to recognise and address biases, adapt curricula to better serve diverse student populations, and cultivate a sense of belonging for all students. For example, leaders may implement restorative justice practices to ensure that disciplinary policies are fair and supportive or introduce community-based learning initiatives that reflect students’ cultural contexts. A leader in a predominantly bilingual school may apply culturally responsive techniques to bridge language gaps and support students’ academic and social development. 

Flexibility for working professionals

Programmes that include an in-person summer intensive help, offering candidates the chance to engage directly with peers and faculty. Each summer includes three full in-person days, with online learning during the school year delivered through a mix of synchronous and asynchronous sessions. This hybrid structure supports the demanding work schedules of busy educational leaders while offering valuable opportunities for in-person collaboration.

Mentorship and support from diverse leaders and peers

Diverse and experienced leaders, who bring real-world insights and personal mentorship to each candidate, also contribute to the programme. The faculty includes a mix of full-time La Verne academics and experienced adjuncts, such as former superintendents, educational policy experts and veteran school leaders, who support candidates throughout their learning journey. In a programme where practical application is key, having access to mentors with hands-on experience offers students valuable guidance in tailoring solutions to school contexts. From the first semester, students are assigned a PoP mentor who remains with them throughout the two-year programme. They meet with their mentor monthly at the start and more frequently as their PoP nears completion.

The collaborative cohort model further supports students, creating a shared learning experience where candidates benefit from each others’ insights and backgrounds. The rich discussions and collective problem-solving help prepare candidates for the complex, interconnected challenges of educational leadership.

Looking ahead, educational leaders will face evolving demands in inclusivity, technological integration and policy influence. Navigating policy is a key component of the programme, embedded throughout all courses and serving as the central focus of an early module. Leaders equipped with adaptive, research-driven skills will be essential to ensure schools are responsive, resilient and transformative for the generations to come.

Shana Matamala is assistant dean of academic affairs in the LaFetra College of Education at the University of La Verne, California. 

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