Capella Learning and Career Outcomes

Education Specialist (EdS) specializations

• Curriculum and Instruction
• Leadership in Educational Administration^{1, 2, 3, 4, 5}

Quality and Professional Relevance

• Capella's School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE). NCATE-accredited programs are recognized by the U.S. Department of Education and the Council for Higher Education Accreditation for the preparation of P-12 teachers and other professional school personnel. Graduates of these programs are highly regarded by many school districts, licensing authorities, and teaching professionals.
• Capella offers one of the few state-approved specializations in Leadership in Educational Administration available within an online EdS program.
• The EdS specialization in Leadership in Educational Administration is designed around nationally recognized leadership standards, including the Interstate School Leaders Licensure Consortium (ISLLC).
• The EdS specialization in Curriculum and Instruction is designed around national teaching and licensure standards.

Expected Program Outcomes

1. Subject Matter: Possess a deep understanding of subject matter, its place within the discipline, and its connection to other disciplines.
2. Diverse Learners: Utilize multiple models, resources, and management strategies to meet the needs of and engage diverse populations.
3. Equitable, Inclusive Learning Environments: Apply knowledge, skills, and attributes equitably and inclusively to ensure the people they serve have the opportunity and encouragement to reach their potential.
4. Curriculum and Instruction: Develop assessment-driven, standards-based instruction or training.
5. Current Research and Theory: Work as scholar-practitioners by applying current research and theory to lead the development of the profession.
6. Field-Based research: Conduct research as scholar-practitioners to lead the evolution of practice in professional settings.
7. Data Informed Strategies: Inform thinking and planning for organizational strategies with appropriate data.
8. Ethical Leadership and Management: Consistently apply standards of ethical leadership and management.
9. Systems Thinking: Understand the attributes and skills necessary to lead and manage professional organizations as complex and adaptive systems.
10. Reflective Practice: Engage in reflective practice for continuous professional growth and improvement.
11. Communicate Effectively: Write clearly and communicate effectively with constituents in a variety of ways appropriate to purpose and context.
12. Critical Thinking: Engage in thinking, analysis, and problem solving that reflects scholarly intellectual standards, incorporates sound reasoning, and strives for equity and fairness.
13. Technology: Use technology effectively to improve learning, productivity, and professional practice.
14. Collaboration: Initiate and participate in communities of practice and other collaborations with professionals and community members to mobilize resources to best meet learner needs and to enhance professional growth.
15. Vision: Adapt to and provide vision and direction in a changing world.

¹Capella University cannot guarantee licensure, certification, or endorsement. State regulations vary regarding professional licensure and salary benefits. It is the learners’ responsibility to understand and comply with requirements for their state.

²State regulations vary regarding course requirements for professional licensure. For assistance with state-mandated course requirements for licensure, contact the designated school representative.

³Prior to enrollment, Washington state learners are advised to contact the Office of the Superintendent of Public Instruction at 360-725-6320 or profed@k12.wa.us to determine teacher certification or endorsement requirements, and contact their school district regarding qualifications for salary advancement.

⁴In Minnesota, learners who wish to add endorsements to existing administrative licenses must complete additional field work. To expand an elementary or secondary license to K-12, learners must complete a second 200-hour internship. To add a principal endorsement to a superintendent endorsement in Minnesota (or vice versa), the internship is 320 hours (MR, 3512.0200, Subp.3.).

⁵Learners seeking licensure in Arizona must secure a Structured English Immersion endorsement (SEI). Capella University has an alliance with Rio Salado College regarding course work for the SEI endorsement. Learners needing this endorsement should contact academicadvisement@mail.riosalado.edu to discuss the necessary courses and the application process at Rio Salado College.

School of Education Doctoral Degree Graduates

Data from graduates across all Education doctoral programs have been combined for these Career Outcomes results.

Capella's School of Education doctoral graduates report satisfaction with tasks and responsibilities and salary and benefits. Over 50% of graduates work in higher education; an additional 25% work in P-12 environments.

Percentage of respondents who answered "satisfied" or "very satisfied"
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q4 2009 - Q3 2010.

Our School of Education doctoral graduates report receiving salary increases and getting recognition from employers for their Capella degrees. Just over half have presented at a conference or published an article, book or monograph. Over 40% of those surveyed have advanced in their careers.

Percentage of respondents who indicated they had accomplished each item
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q4 2009 - Q3 2010.

School of Education Doctoral Degree Graduates

Data from graduates across all Education doctoral programs have been combined for these Student Experience results.

Capella University School of Education doctoral graduates think their education meets academic program outcomes and helps them meet career goals. They are likely to recommend Capella to others.

Percentage of respondents who answered affirmatively
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q4 2009 - Q3 2010.

School of Education doctoral graduates report they have gained practical knowledge and expertise which are applicable in a range of professional settings.

Percentage of respondents who rated themselves as "proficient" or "distinguished" on ability to demonstrate the skill or ability on the job.
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q4 2009 - Q3 2010.