APPLICATION FOR GLOBAL EXECUTIVE DOCTOR OF EDUCATION PROGRAM
Over the course of my education career, I have slowly come to the realization that in order for me to have more influence on the way things are done in the education field, I have to have some virtue of power and authority. This factor has been my major driving force in applying for the Global Executive Doctor of Education Program at USC. I have considered several other institutions, which offer the program. It is however, the program’s cohort structure at USC that has captivated me and made realize that at this institution, the program can help me achieve both my short term and long-term goals.
One of my future long-term goals is to be in an executive leadership position. In this position, I believe that I will be able to exert more influence into the execution of some education fundamentals and principals that I believe in. I particularly hope to use my position to exert influence on global education authorities to establish an early childhood education system that has its foundation on teaching young people leadership and entrepreneurial skills. I hope to build on the objectives that I have already achieved in my home country such as the Montessori and IB learning program.
I believe that the Global Executive Doctor of Education Program at USC will equip me with adequate skills and abilities that will enable me to build on what I have already achieved in my field. As stated on the school’s website, the admissions committee is essentially seeking students whose professional goals, communication skills, education background meets the program demands, and who show a high promise of excelling in a counsellorship position in higher education. I believe that these I fulfill these requirements as proven my curriculum vitae as well as my career story.
The program will not only complement my already existing skills but will also present a platform for me to be exposed to knowledgeable professors who have experience of education leadership. I hope to learn a lot from these professors especially in regards to the western education system, which I am still trying to get conversant with.
Another particular area that I believe that the program will come in handy is helping me to improve on my own practices when it comes to early childhood education leadership. My success in successfully championing of the introduction of the Montessori and IB learning modules at King Faisal School helped me to see that everything is possible. A doctorate degree in education leadership will give me an upper hand in trying to revolutionize the education system not only in Saudi Arabia but also in other parts of the world. I will be able to influence my leadership skills to agitate for the incorporation of the previously mentioned virtues, that is, leadership and entrepreneurship, into the global education curriculum. I desire to see a global early childhood educational curriculum that is not only aimed at availing basic education to children, but also one that prepares them for future endeavors.
I have a deep belief in the program that USC is offering. It clearly stands out from the rest and I have no doubt that I attainment of the doctorate will bring about many positive implications to both my short term and long term goals. I plead with the admissions committee to consider my application and grant me this chance to forward my career since this will in the good interest of the entire early childhood education fraternity.
Haskins, Ron. "Beyond metaphor: The efficacy of early childhood education." American Psychologist 12, no. 2 (1989): 56-64.
Hodgkinson, C. "Educational leadership: The moral art." (1991):
Jackson, Barbara L., and Carolyn Kelley. "Exceptional and Innovative Programs in Educational Leadership." Educational Administration Quarterly 15, no. 2 (2002): 71-80.
Murphy, J. "Reculturing the profession of educational leadership: New blueprints." (2006):
Saracho, Olivia N., and Bernard Spodek. "Early childhood teachers' preparation and the quality of program outcomes." Early Child Development and Care 5, no. 12 (2007): 45-56.
Walford, Geoffrey, Joseph Blase, and Gary Anderson. "The Micropolitics of Educational Leadership: From Control to Empowerment." British Journal of Educational Studies 12, no. 23 (1996): 1-28.