An accelerated, rigorous program for working professionals
Cheryl Horsey ’13Ed.D., Educational Leadership
My educational journey began with coursework for leadership certification—supervisor of pupil services—at another academic institution. I took courses at Arcadia toward this certification, and later went to Arcadia for my principal and superintendent’s letter of eligibility before enrolling in the educational leadership doctoral program.
Arcadia’s educational leadership doctoral program was attractive to me because it is an accelerated, rigorous program designed for working professionals. I could complete the program requirements without interrupting my career. In addition, the combination of working with and learning from both full faculty who are scholars and researchers and adjunct faculty who are practitioners of leadership in the field really appealed to me. It is a “best of both worlds” situation that affords doctoral students the opportunity to acquire knowledge from researchers and practitioners who are engaged in current pedagogical practice—and that is a hallmark of Arcadia’s educational leadership program. These interactions enabled me to utilize research to inform my practice. As a result, I have a greater appreciation for how research enhances leadership practice in K-12 schools.
The cohort structure of this doctoral program helped me forge lasting relationships with my fellow classmates. After working weekly with my classmates, I was able to connect with them outside class as well—and these connections led to an exchange of knowledge among us. These bonds enhanced my career—I benefitted from having a network of practicing educational leaders to tap for advice.
Beyond all of this, Arcadia’s School of Education professors are supportive and encouraging. They help doctoral students engage in scholarly thinking. In a doctoral program, you are introduced to how to think and write like a scholar, which is no small task. The way these skills were introduced and taught to me and my classmates, and the support we received from our professors, was enormously beneficial.
School of Education
Taylor Hall, Rm. 200