• Cohorts offer support to candidates and provide opportunities for members to learn from one another.
• Cohorts establish professional ties that often last beyond the doctoral program itself; such networks are valuable in terms of continued professional support and growth.
• Fostering and monitoring of candidates’ progress is enhanced in cohorts. The group carries with it the expectation that all but the occasional candidate will complete the program successfully, including such standard benchmarks as the qualifying exam, advancement to candidacy, and completion of the dissertation.
• Scheduling an outstanding program of graduate studies can be accomplished more readily for cohorts that have some courses in common. Enrollments are predictable and a course of study can be planned in advance in relation to the availability of distinguished faculty.

Mentoring is a standard part of the Professional Administrative Clear Credential program.  It will also be a part of the Ed.D. program for all students whether they have a clear credential or they are earning one as part of the Ed.D. program.  Mid-career professionals who return to the University for a doctoral degree face many stress points as they try to manage the many demands (academic, professional, family and personal) on their time and attention.  Having a professional mentor who has already completed a doctoral program and who is from their professional environment will be a strong support for the doctoral students.  Professional mentors will complement the support students receive from faculty advisement and the Research Support Seminar groups.

Mentoring is recognized as a key component, and it is the responsibility of both the faculty advisor and the candidate’s mentor to assist the candidate in the analysis and identification of professional growth needs.  The primary responsibility for identifying a mentor rests with the student, but the decision will be the result of a collaborative effort between the student, the employer, and the co-director of the Ed.D. for the university.  It is strongly suggested that it would be beneficial if the mentor has earned a doctoral degree.  This experience provides them with important insights that they can share with the candidate.

The mentor's work entails helping to create a support system for students in the degree program; conferring with the student on a regular basis with respect to expectations, advice; and assuring that students are able to balance their academic and professional goals. Mentoring should reflect the student’s changing needs as s/he progresses through the program. Early in the relationship with the student the mentor should establish the optimal times and frequency of contacts (both face-to-face, e-mail and/or by phone

After admission to the program and prior to the start of coursework, students meet with the Ed.D. advisor to learn about selection of a mentor.  The focus of the relationship stems from research on institutionalized mentoring, strategies and techniques for mentoring, effective communication, reflective practices and coaching. Specific mentor guidelines and criteria for mentor selection are included in an orientation conducted for incoming students.  The program assumes an acceptance on the part of the mentors of a professional responsibility for assisting students

Since the literature on mentoring emphasizes the importance of contact time between mentor and protégé, expectations with regard to ongoing mentoring responsibilities will be communicated to the mentor at the beginning of the program. Districts are expected to provide time to both the mentor and the student so that sufficient time can be devoted to the mentoring process.