Core Values and Program Goals

EdD Core Values
              The Ed.D. in Educational Leadership at CSULA is built around four program values.  

    Educational Leadership in the Service of Justice, Access and Social Change

   Leadership Grounded in Knowledge and Expertise in Teaching, Learning and Organizational Change.

    Critical Reflection
   Critical Inquiry and Reflection Embedded in Leadership Practice

    Leadership that Engages with the Broader Community

Core Value: JUSTICE

We believe that leadership for equity fosters advocacy for social, political, and economic justice in dynamic, inclusive institutions and communities that value all students. Thus we value those in leadership roles who engage with members of communities particularly situated in urban areas where historically and more recently excluded groups live and raise their families. Such leaders interrogate how the policies and practices of governance and legal institutions can sustain asymmetrical power relations, and how, as educational policy- makers and interpreters of policy, they can actively promote access, equality, and full democratic participation.


We believe that people in leadership roles who actualize transformational processes embody commitment, courage, moral judgment, principled action, creativity and vision. They have both a practical and political knowledge base to understand the intricacies of bureaucratic organizations and how to effectively communicate within them. They confront the challenges in complex educational systems with multidisciplinary, theoretical, and methodological expertise, and engage in comprehensive empirical research and critical analysis of schooling contexts in order to facilitate systemic change and equity-minded reform.


We believe that people engaged in leadership have a responsibility to critically reflect on the purposes, practices, and outcomes of schooling. Fueled by the pursuit of social, political and economic justice, those in leadership roles use an understanding of power and their own and others’ social positions to examine the dynamics of place and context as they create opportunities for access and inclusion in early childhood to post-secondary educational settings.  As leaders, they model for others the ongoing reflection, data-informed analysis and action needed to bring about substantive changes in instructional and other educational practices and ensure that all learners experience academic excellence and accomplish their education goals.


We believe that people in leadership roles must understand the role of knowledge and power in building democratic, productive and reciprocal relationships. They include rather than exclude, and listen to and value the voices of all stakeholders. They bring to educational partnerships a unique capacity to identify, analyze, and conduct original, rigorous, and relevant research and evaluation studies. As community leaders, they foster collaborative inquiry on issues critical to the school community and use collaboration as a process to enable the transformation of social, political and cultural practices in ways that maximize the learning of each and everyone who is engaged in education.


Ed.D. Program in Educational Leadership
Division of Applied & Advanced Studies in Education
Charter College of Education
California State University, Los Angeles
5151 State University Drive, Los Angeles, CA 90032-8143
Doctoral Office: King Hall C1065
Phone: 323-343-6164     Fax: 323-343-4252
Office Staff: Cathy Morales [email protected]
Division Staff: Betty Lee  [email protected]