educational leadership phd usa

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Mid-career doctoral program in educational leadership, doctor of education (ed.d.), you are here, our doctoral program prepares educational leaders to meet the demands of district and organizational leadership.  .

Senior and mid-career educational leaders from the United States and beyond look to our doctoral program in Educational and Organizational Leadership to deepen their understanding of educational organizations, instruction, and learning as they intersect with the rapidly changing demands of education leadership. We develop leaders to be stronger in their current organizations and prepared for future challenges. In collaboration with outstanding faculty and a robust alumni network, our program develops productive, generative means for leaders to amplify their impact on the wider educational landscape.

Designed for working professionals, including those at senior levels of districts and organizations, we meet on campus one weekend a month and one week every summer as well as online via collaborative, interactive platforms.  A typical student brings 15 to 20 years of experience to the seminar table, drawing on his or her own experiences from across urban, rural, suburban, private, and public sectors. 

What Sets Us Apart

About the program.

As part of an inquiry-based, cohort model, members of our professional learning community take 27 curricular units covering four key areas of educational leadership—instructional, organizational, public, and evidence-based leadership. Students begin planning for their dissertation from the first day of the program, and work closely with program faculty to develop a research project designed to identify, analyze, report on, and make recommendations about an actual problem of leadership practice—often their own practice and situated within their own educational organization.

Courses occur in modules delivered in an executive-style format

• Summer: 3 course units
• Fall: 3 course units
• Spring: 3 course units

Culminating experience Dissertation

• Executive-Style

Our program emphasizes collaboration and reflective practice. We model this in our learning community by forming cohorts of students, including small teams within those cohorts, and by placing a high value on problem solving through the creation and implementation of new educational approaches. 

Your studies and work should converge in various ways. We take seriously the intellectual challenges at the core of your work as leaders, and strive to integrate these complex problems into class work. Naming, reframing, and resolving these issues leverages the demands of your day job in building an enhanced inquiry stance in your practice.

We also recognize and tap the considerable experience in each cohort, a rich resource for each student outside of classes as well. Program participants meet during meals, before and after classes at the hotel, and during the Saturday Commons and Saturday Soirees for continued conversations.

Taking an inquiry-based perspective, our curriculum addresses the ongoing transformation of public and private educational organizations by focusing on leadership in four core areas: 

Instructional Leadership

Students explore such fundamental questions as: What does instructional leadership look like at the primary and secondary levels? Which practices do successful leaders use to improve teaching and learning in a variety of contexts? How should educational leaders, teachers, and facilitators be observed and evaluated? How should educational organizations and their staff be held accountable for their contributions to learning? And most importantly, how can everyone involved in schools promote student engagement and learning?

Organizational Leadership

Our program prepares students to create organizations that foster the continuous improvement of teaching and learning. We focus on developing the emotional intelligence of leaders so that they are equipped to manage small groups and teams and have a robust understanding of intergroup and systems dynamics. Students in the program learn about efficiently employing and creating resources to promote learning environments and manage change. 

Public Leadership

Educational leaders must perform as advocates, brokers, and catalysts in their communities in order to support educational success. They need to frame current educational challenges within wider philosophical, historical and sociological contexts, and then find ways to build stronger and more inclusive “publics” for their institutions. They need to model the public problem solving required to diagnose and engage the educational ecology affecting the educational development of those they serve.

Evidence-based Leadership 

School leaders are constantly faced with complex decisions that are best made by accumulating, synthesizing, and analyzing data from multiple sources and in a variety of forms. Those who are prepared to recognize and utilize the wealth of information around them will invariably produce more reasoned and better-informed decisions. This area prepares education leaders to identify and employ data sources and analytic methods to inform decision-making.

For information on courses and requirements, visit the  Educational & Organizational Leadership Ed.D. program in the University Catalog .

The program is designed for working professionals, including those at senior levels of districts and organizations, as an intensive, cohort-based program that brings together a professional learning community. Spanning over 36 months, the program meets on campus for one long weekend each month and one week each summer, as well as holding online interactions via collaborative, interactive platforms. With the dissertation process and significant support embedded in the schedule, our students are able to complete their coursework and dissertation within 3 years. 

Recognizing the time demands of our students as active leaders, we provide the support that frees you to focus on your coursework. A full-time program coordinator is partnered with each cohort, from recruitment through graduation, acting as a one-stop contact for all administrative guidance in the program. We provide meals and arrange hotel accommodations while also taking care of course registration, technology access, books, materials, and assistance with administrative processes.

Typical Weekend Schedule

Friday 2:45pm Announcements 3-6pm Class  6-7pm Dinner 7-9pm Class 

Saturday 8am Breakfast 9am-12pm Class 12-2pm Saturday Commons 2-5pm Class 5-6pm Dinner 6pm- Saturday Soiree/Independent/Group work

Sunday 8am Breakfast 8:30-11:30am Class 11:30am-12pm Lunch 12-3pm Class 3pm- Independent/Group work

Program Calendar, Academic Year 2023-2024, 2024-2025

(Please note these dates are subject to change. A finalized schedule will be given during orientation.) 

July 15-22, 2023 August-no meeting September 29, 30 and October 1, 2023 October 27-29, 2023 November 17-19, 2023 December 15-17, 2023 January 19-21, 2024 February 16-18, 2024 March 15-17, 2024 April 5-7, 2024 May 3-5, 2024 June 7-9, 2024 July 13-20, 2024

July 13-20, 2024 August-no meeting September 27-29 2024 October 25-27, 2024 November 15-17, 2024 December 13-15, 2024 January 17-19, 2025 February 21-23, 2025 March 21-23, 2025 April 11-13 2025 May 2-4, 2025 June 6-8, 2025 July 19-26, 2025

Funding Opportunities

Penn gse empowerment through education scholarship program.

This scholarship supports Penn GSE’s commitment to expanding access and ensuring that the Penn GSE community is inclusive in serving all people. The scholarship will provide financial aid for students in the Mid-Career Doctoral Program in Educational Leadership.

When completing the   GSE Application , students applying to the Mid-Career Doctoral Program in Educational Leadership will be asked if they would like to be considered for this scholarship and, if so, required to complete additional questions.  Students will be notified of the award receipt at the time of admission notification.  Note that consideration for this scholarship is independent of other merit-based awards and can be combined with other awards up to the cost of tuition.

A Program Like No Other

Alumni and faculty explain why the Mid-Career Doctoral Program in Educational Leadership is unique.

Our Faculty

Program Leadership & Staff

Michael Johanek Senior Fellow and Director [email protected] (215) 573-0589

Kathy Rho Associate Director [email protected] (215) 746-3884

Joseph Jackson Program Coordinator [email protected] (215) 573-0588

Carmen Delgado Alumni Coordinator [email protected]

John D’Auria Professional Mentor, Career Development and Team Effectiveness [email protected]

Jennifer Kobrin Writing/Research Coach

Autumn Griffin Writing/Research Coach

Marvin Barnes Quantitative Methods Coach

Julie King and Antonio Vance Network Lead, Penn Educational Leadership Simulations Project

Cara Henderson Network Lead, Independent Sector Inquiry Project

Laura Peynado Castro Network Lead, Red Interamericana de Liderazgo Educacional

Dennis Perry Network Lead, Mid-Career

Affiliated Faculty

Will Jordan Associate Professor, Temple University Ph.D., Columbia University

Michele Mitchell Executive Director, Student Advancement, Newport News Public Schools Ed.D., University of Pennsylvania

Nicholas Morgan Executive Director, Strategic Data Project, Harvard University M.B.A., Dartmouth College

Marilyn Tinari Founding Team Leader – The Girls Academy Ed.D., University of Pennsylvania

“ I love our cohort model and the peers that grew to be near and dear friends. I appreciated the flexibility of our program to be able to work full-time, while simultaneously completing my degree, developing my nonprofit, and raising a young family.”

Tony Alleyne

Our graduates.

We are deeply committed to helping our alumni promote their ideas in the world, connecting them with others who can solve practical problems, and supporting them in advancing their careers.

Alumni Careers

• Chief Academic Officer, Literacy Design Collaborative
• Principal, Radnor Township School District
• Director of Technology, Lackland Independent School District
• Pennsylvania State Secretary of Education
• Principal, Bellwood-Antis School District
• Teacher Leader, Greater Latrobe School District
• Head of School, French American International School

  Alumni Member Portal

A Networked Doctoral Program

As a graduate of the Mid-Career Doctoral Program in Educational Leadership, you join a robust alumni network in continuous dialogue with current students, program faculty, and colleagues across the world.

Lifetime supports for alumni are integrated with aspects of the doctoral program, creating multiple opportunities for members of this networked doctoral program to share resources and build meaningful connections with other leaders in and across their current contexts. These supports include:

• Writing coach
• Qualitative research coach
• Quantitative research coach
• Senior mentor, Career development and team effectiveness
• Open invitation to all monthly program weekends, including all  Saturday Commons  sessions  and  Saturday Soirees  (in-person/online)
• Open invitation to all regional Mid-Career network receptions and gatherings at professional conferences throughout the year
• Invitation to all program anniversary reunions
• Subscription to  Mid-Career Network News
• Access to Mid-Career community online platform
• Opportunity to participate in current student research and mentoring
• Complementary access to in-person/online network professional development activities
• Policy & practice collaboration with Penn GSE’s Educational Policy Division
• Penn Educational Leadership Simulations Program  (PELS)
• Print/online publications developed specifically within our network, including  Repositioning Educational Leadership
• Red Interamericana de Liderazgo Educacional  (RILE/IAELN)
• Independent Sector Inquiry
• International study tours
• EdCamp Leadership
• Potential future initiatives, such as  Educators in the Public Square, Women in Leadership, and The Network Academy

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

(215) 746-6573 [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

Most students in this program fund their degree through a combination of personal resources, employer benefits, and student loans.

Facing a problem in your school? Ask yourself these questions

Leadership is largely a skill based on decision making. This is especially true in schools, where leaders have to balance the needs of diverse groups while making hundreds of decisions each week. Like all skills, leadership can be improved with practice and self-examination. Mike Johanek, Director of Penn GSE’s Mid-Career Doctoral Program in Educational Leadership, suggests that leaders start by reflecting on how they assess problems.

Related News & Research

The Mid-Career Doctoral Program in Educational Leadership is dedicated to sharing our learning in both innovative and traditional ways.  We actively support members of our network in contributing to practice and to the scholarship of leading in the wider field.

Zimmerman discusses divergent laws creating different curriculum in red and blue states in “Washington Post”

Robert zemsky gives his vision for three-year college programs, sade bonilla gives her take on the evolution of career education.

McGraw Center hosts symposium aimed at encouraging education leaders to embrace politics

Red Interamericana de Liderazgo Educacional

The Inter-American Educational Leadership Network (RILE) is a collaboration with colleagues throughout Latin America and the United States. RILE offers in-person and mixed learning opportunities to educational leaders seeking to promote change in their communities.

Shanta Smith appointed Associate Professor of Clinical Education at USC Rossier School of Education

Shanta Smith will be faculty in the Master of Arts in Teaching Program at USC Rossier. Prior to her appointment at USC Rossier, she served as a public school educator for over 21 years and a school administrator since 2010.

Stacy Bobo named Upper School Division Head at Fieldston School

Stacy Bobo joined the Ethical Culture Fieldston School community in July as Fieldston Upper Principal. Prior to joining ECFS, Stacey served as the Executive Director of the Hawaii Technology academy in Waipahu, Hawaii.

Khalid Mumin named Pennsylvania Secretary of Education

Pennsylvania Governor Shapiro named Khalid Mumin as the state’s Secretary of Education. Mumin will leave his role as superintendent of the Lower Merion School district as he heads to Harrisburg. He said to the Lower Merion Community, “ I will take the experiences I have gained here with me to Harrisburg with the hope of inspiring all children, scholars and academicians to infinite possibilities of success.”

Read More Mid-Career News

Carol kelley named superintendent of princeton public schools.

Kelley has been selected to lead Princeton Public Schools. She will be the second African American named to the top post in the district.

Brendan McGrail joins Portsmouth Abbey School

Following a national search, McGrail becomes the school’s first Director of Enrollment Management.

Tony Alleyne is a Black Voice for Black Justice awardee

Alleyne is the founder and executive director of the Delaware College Scholars program, a black-created nonprofit focused on ensuring that first-generation public high school students are prepared for and can succeed in competitive four-year colleges.

Raymond Yu selected as Head of School at Bertschi School

The trustees of Bertschi School announced the appointment of Raymond Yu, Ed.D., as their next head of school, effective July 1, 2022.

Mid-Career students, alumni present at NAIS Annual Conference

The Mid-Career Doctoral Program was well represented at the NAIS Annual conference: Melinda Bihn co-presented on “Soft Landings and Successful Launches: Effective Leadership Transitions in Turbulent Times;” Kate Windsor co-presented “Taking Steps to be an Anti-Racist Institution;” and Steve Brown, Marta Filip-Fouser, Carla Haith, Sara Johnson, Nima Rouhanifard, Clare Sisisky, and David Weiner presented “Making Sense of Meaningful Disruption-Driven Change: A New Framework for Independent School Leaders.”

Josephine Diemond New Head of Winston School in Short Hills, NJ

Prior to joining The Winston School in 2021, Dr. Diemond was the Head of the Upper School at McLean School for 15 years.

Cristina Meléndez named to NYC Mayor Eric Adams’ education transition team

Cristina Meléndez is among the leads to join NYC Mayor Eric Adams’ education transition team. A bilingual educational leader, she brings extensive experience in delivering transformational solutions to the local and district levels. Meléndez will advise the mayor on education

Delvin M. Dinkins appointed Head of School for Springside Chestnut Hill Academy

Delvin M. Dinkins has been named Head of School for Springside Chestnut Hill Academy, effective July 2022. A Mid-Career alum, he received unanimous endorsement from the Academy’s Board of Trustees for his appointment.

John W. Spencer to join Lincoln University as Adjunct Instructor

John W. Spencer has been appointed Adjunct Instructor at Lincoln University’s Master of Education degree program in Educational Leadership/Principal Certification Program. In his new role, Dr. Spencer will prepare K-12 school administrators and instructional leaders to effect positive change throughout their school communities based on research, assessment, and best practices.

Gary W. Abbamont develops PDE course for all newly hired principals

Gary W. Abbamont, facilitator for the Pennsylvania Inspired Leadership Program, develops a new course in instructional leadership for the Pennsylvania Department of Education.

Abington Heights School District appoints Christopher L. Shaffer as Superintendent

“Dr. Shaffer stood out from the group with his exceptional vision, relationship building skills, experience, energy, and leadership abilities…” stated board president Louise Brzuchalski.

William Thomas IV, accepts position as professional lecturer at American University School of Education.

Thomas will teach Antiracism, Equity, and Inclusion in Education, a course in the Ed.D. program in education policy and leadership.

Christine Mahady named Co-Director of Education Leadership

Mid-Career alum Christine Mahady has been named Co-Director of Education Leadership at Loyola University Maryland.

Khalid Mumin selected as the Lower Merion School District Superintendent

The Lower Merion School District selected Khalid Mumin, the 2021 Pennsylvania superintendent of the year, as its next superintendent. A Mid-Career alum, Dr. Mumin comes to Lower Merion from the Reading School District where he has served as Superintendent of Schools since 2014.

Denny Barr named founding director

Denny Barr was recently named the founding director of the Arlington and Arlene Seymour Center for Rural Education Advocacy, Policy, and Research, established at Western Illinois University. The new center is the first in the state of Illinois and one of only a few in the United States.

Wagner Marseille appointed Superintendent

Wagner Marseille has been appointed the Superintendent of the Wallingford-Swarthmore School District. The School Board Directors believe that Dr. Marseille’s strong skills, vision, energy, and wide breadth of experience are an excellent match for Wallingford-Swarthmore’s current goals and for the future success of the district.

Christina Grant appointed next State Superintendent of Education

Christina Grant has been appointed the next State Superintendent of Education in Washington, DC. In her new role, Dr. Grant will lead the office in charge of administering grants as well as overseeing standards, assessments, and accountability for D.C.’s elementary and secondary schools.

Marc Gosselin appointed Superintendent

Marc Gosselin has been appointed the Superintendent of the Lenox Public School District in Massachusetts. On Dr. Gosselin’s appointment, one committee member commented, “He’s very savvy and resourceful, with depth of thought, an active seeker of information on how we can grow and change. That’s a great quality for a superintendent.”

Tennant joins board of Philadelphia Academy of School Leaders

Noah Tennant has been named to the Board of Directors of the Philadelphia Academy of School Leaders. Dr. Tennant currently serves as an Assistant Superintendent for the School District of Philadelphia.

Matthew Suzuki named to new position with NYSAIS

Matthew Suzuki has been named the Associate Director for Professional Learning and Diversity, Equity, and Inclusion Initiatives for the New York State Association of Independent Schools. The association represents, supports, and accredits 200 schools enrolling approximately 80,000 students.

Gene Batiste to serve as Assistant Head

Gene Batiste has been appointed the Assistant Head of School for Engagement at the Dwight-Englewood School, in Englewood, New Jersey.

Hannah Bahn to join Evergreen School

Mid-career’s Hannah Bahn has been named the Director of Curriculum and Instruction at the Evergreen School. She previously served on the Social Sciences faculty and as the Director of Studies at Thaden School in Benton, Arkansas.

Ryan Kimmet named Head of School at Elmwood Franklin School

Ryan Kimmet was named Head of School at Elmwood Franklin School, and will begin his tenure July 1, 2021. Kimmet brings nearly 20 years of independent school experience as a teacher, division head, assistant director of admissions, and associate Head of School.

Jean-Marc Juhel elected President of NYSAIS Board of Trustees

Mid-Career alum Jean-Marc Juhel, Head of Buckley Country Day School, has been elected President of the Board of Trustees of the New York State Association of Independent Schools. NYSAIS represents, supports, and accredits 200 schools enrolling approximately 80,000 students.

Khalid Mumin selected as 2021 Pennsylvania Superintendent of the Year

Mid-Career alum Khalid Mumin is selected the 2021 Pennsylvania Superintendent of the Year by the Pennsylvania Association of School Administrators (PASA).

John Tupponce is appointed the next Chief Operating Officer of City Year

City Year announced that Dr. John Tupponce will serve as the organization’s new chief operating officer. In this role, Dr. Tupponce will be a key leader in the implementation of systems, processes, and organizational design, and will work to align impact, fundraising, and district engagement operations with City Year’s vision and goals for the future.

Oxbridge Academy appoints Courtney Portlock as Assistant Head of School

Courtney Portlock is the new Assistant Head of School at Oxbridge Academy in West Palm Beach, FL. Mrs. Portlock assumed her role July 1, 2020 and brings more than 10 years of administrative experience in independent schools. 

Courtney Portlock featured in the Palm Beach Illustrated

Courtney Portlock, Assistant Head of School at Oxbridge Academy, was featured in an interview in Palm Beach Illustrated, where she discussed diversity, equity, and inclusion, and the importance of understanding your own identity.

Cannon School names Regina Nixon next Head of Lower School

Cannon School named Regina Nixon the next Head of the Lower School effective July 1, 2020. Nixon is an experienced teacher and independent school administrator, with 13 years of experience working in a broad range of positions. Head of School, Christopher Jones, said, “Regina distinguished herself in the search not only for her leadership and independent school background, but also for her inviting personality, wide and rich expertise, and clear commitment to excellent educational experiences for children.”

Dr. John Barnhardt selected as the fourth President and CEO in Bishop McNamara High School

John Barnhardt, a May 2020 graduate of the Mid-Career program has been selected as the 4th president of Bishop McNamara High School effective June 1, 2020. Barnhardt’s leadership has been motivated by the relationships he has with students, parents, alumni, and faculty and staff communities.

Thu-Nga Morris named Lower School Director at Pingry School

Thu-Nga Morris, a May 2020 graduate of the program, was named Lower School Director at Pingry School in Short Hills and Basking Ridge, New Jersey. Head of School Matt Levinson remarked, "Thu-Nga has a proven track record of outstanding academic leadership, community building with a deep commitment to diversity and inclusion, and tireless dedication to faculty growth and development.

Phil McAdoo appointed Vice President of Diversity and Inclusion for Earthjustice

Phil joins Earthjustice, a premier nonprofit public environmental law organization, where he will continue to share his perspective on equity and inclusion as developed in his book Independent Queers.

Jennifer Stimpson selected as an Albert Einstein Fellow by U.S. Department of Energy

Jennifer Stimpson is one of fifteen K-12 science, technology, engineering, and mathematics (STEM) teachers from across the United States to be named a 2020-2021 Albert Einstein Distinguished Educator Fellow. The fellows will spend 11 months serving in a federal agency or in U.S. Congressional offices in Washington, D.C., engaged in the national STEM education arena.

Nina Gilbert to head Morehouse College Center for Excellence in Education

Dr. Nina Gilbert has been appointed to lead Morehouse College’s new Center for Excellence in Education. A Mid-Career alum, Dr. Gilbert brings her experience in advocacy and innovation to the new role, having served as the Senior Advisor on Education Reform for the Morehouse Research Institute and as adjunct professor at Morehouse College.

Taryn Johnson appointed as Assistant Superintendent of Curriculum and Instruction

Mid-Career alum Taryn Johnson has been appointed as assistant superintendent for curriculum and instruction in the Sewanhaka Central High School District in Long Island, NY. Dr. Johnson previously served as principal of Merrick Avenue Middle School and assistant principal of Oyster Bay High School.

Jennifer Stimpson selected as AAAS IF/THEN® ambassador in STEM education

Mid-Career student Jennifer Stimpson was selected as one of 125 STEM innovators by the American Association for Advancement in Science to serve as a high-profile role model for girls. As an AAAS IF/THEN® ambassador, Ms. Stimpson is considered to be a top influencer in the field of STEM and will help to advance education and opportunities for girls in STEM.

Mid-Career Alum presented at the College Board - A Dream Deferred Conference in Los Angeles, CA

Monday, August 5, 2019

Mid-Career alum Marion Wilson was selected to present in the Administration, Advocacy and Policy, Instruction and Assessment track. Her workshop was titled Wise and Critical Feedback as a Stimulus for Achieving the College Dream. Her work was titled, Wise and Critical Feedback as a Stimulus for Achieving the College Dream. Workshop participants engaged in a critical analysis of key college and career readiness standards. Participants left with a toolkit of strategies to support positive academic behaviors that will impaction the instructional outcomes for African American students.

Mid-Career alum promoted to Deputy Superintendent in NYC

Marion Wilson is promoted to the Deputy Superintendent in Staten Island, District 31. Dr. Wilson’s 20 year career in education has been in both public and charter school systems in New York and New Jersey.

Dr. Wilson brings an extensive knowledge and expertise in curricula, pedagogical, and assessment designs, conducting PPOs, school reform practice, turnaround leadership, data analysis, and adult learning theories.

Congratulations to Dr. Wilson as she continues to serve and support school leaders, teachers parents and students in the Staten Island community.

Mid-Career Alum presents at Power School EDGE Conference

Wednesday, April 10, 2019

Mid-Career alumni Stephen Bournés presented at the Power School EDGE Conference “Bringing Together the Brightest Minds in K-12 Education,” February 25–27, 2019, in Orlando, Florida. His presentation was entitled “Repurposing Central Office to Support School Turnaround,” and he also served on the conference’s Transformational Leadership panel.

Mid-Career Alumni Bihn, Brown, and Batiste present at the 2019 NAIS Annual Conference

Friday, March 8, 2019

The conference, "Reimagining Independent Schools; Tearing Down Wall, Building Capacity, and Designing our Future," was held February 27-March 1, 2019 in Long Beach, California.

Mid-Career Alumni present at AASA National Conference on Education

The conference, “Effective Leadership Creates Success," was held February 14-16, 2019 in Los Angeles, California. Mid-Career alumni Carol Kelley, Randy Ziegenfuss, and Bolgen Vargas were selected to present in the Focus Zone-Administration and Leadership with  Repositioning Educational Leadership: Inquiry-Based Approaches to District Leadership .

Mid-Career Alum named Superintendent of Jackson, MS Public Schools

Wednesday, January 9, 2019

The Jackson, MS School Board recently named Mid-Career alum Errick Greene as their next Superintendent.  WAPT News Jackson  reported: “Dr. Greene comes to Jackson Public School District with a wealth of experience providing leadership on some of the most challenging urban education reform assignments in the United States over the last decade” said Dr. Jeanne M. Hairston, President of the Jackson Public School Board of Trustees.

Mid-Career Alum presents at the National Association of Black School Educators (NABSE)

Wednesday, November 28, 2018

Mid-Career alum Stephen Bournes presented his research at the 2018 National NABSE Conference in Baltimore, MD. Mr. Bournes’s topic was Transforming the Underperforming: Principal Perceptions of Support in Turnaround Schools.

Mid-Career Faculty & Alums Share Ideas in New Book

Thursday, October 11, 2018

Repositioning Educational Leadership encourages today’s educational leaders to reposition the way they think about leadership and its challenges. Experienced school and district leaders reveal how they conceptualize their roles; how they learn by posing and solving problems of practice; and how they cope with increasing expectations and complexity in their work.

Mid-Career Alum receives NDEO’s Outstanding Leadership Award

Friday, October 5, 2018

Dale Schmid will be honored at the 2018 National Dance Education Organization National Conference in San Diego, CAThis award is presented to individuals who have made vital contributions to the dance education field.

Storbeck/Pimentel selects Mid-Career Alum as Partner

Monday, September 24, 2018

Mid-Career Alum Sherry Coleman was selected as a partner for Storbeck/Pimentel.

Dr. Coleman will expand the independent focus at Storbeck/Pimentel.

Mid-Career Director Michael Johanek on Edcamps for School Leaders

Monday, June 11, 2018

Mid-Career Director Michael Johanek  spoke with  The New York Times about Edcamps, a form of teacher professional development that is run by the teachers themselves, in contrast to mandatory packaged professional development delivered by outside experts.

Mid-Career alum Dennis O’Hara receives AASA’s prestigious Dr. Effie Jones Humanitarian Award

Wednesday, April 11, 2018

Mid-Career alum Dennis O’Hara was awarded the prestigious Dr. Effie Jones Humanitarian Award at the AASA’s National Conference on Education, Feb 15-17 in Nashville, TN. O’Hara is the superintendent of Hauppage Public Schools in Hauppauge, NY. 

Mid-Career alum Brandon Wiley presents at ASCD Empower 18 Conference in Boston, MA 

Mid-career alum Brandon Wiley presented two workshops at ASCD Empower 18: The Conference for Every Educator, held March 24-26 in Boston, MA.

Mid-Career alumni present at annual NAIS Conference in Atlanta, GA

Mid-Career alums Gene Batiste, Raymond Yu, Ira Brown, and T. J. Locke presented at the annual conference of the National Association of Independent Schools (NAIS), March 7-9 in Atlanta, GA.

Mid-Career alum Sam Fragomeni appointed Head of School

Mid-Career alum Sam Fragomeni was appointed Head of School of Annunciation Orthodox School in Houston, TX. He brings experience as chief academic officer of Explore Schools in Brooklyn, NY.

Several Mid-Career students to present at 2018 NAIS Annual Conference in Atlanta, GA

Thursday, February 22, 2018

Several Mid-Career students will present at the upcoming annual conference of the National Association of Independent Schools (NAIS), March 7-9 in Atlanta, GA. The theme of this year’s conference is The Leadership Journey: Guides, Pathways, and Possibilities. 

Two Mid-Career alumni present at AASA National Conference on Education in Nashville, TN

Khalid Mumim, Superintendent of Reading School District (Reading, PA) and Carol Kelley, Superintendent of Oak Park Elementary District 97 (Oak Park, IL), both presented at the AASA’s National Conference on Education, held February 15-17 in Nashville. The theme of this year’s conference was Education in the Digital Age.

Mid-Career alum Cheryl Logan appointed Superintendent of Omaha Public Schools

Monday, February 5, 2018

By unanimous vote Omaha Public Schools’ Board of Education selected Dr. Cheryl Logan to lead the district.

Mid-Career doctoral student leads the comeback of Philadelphia's LINC High School

Wednesday, December 20, 2017

Bridget Bujak, a third year Mid-Career doctoral student and principal at LINC High School in Philadelphia, is featured in the December 12 issue of the  Notebook  in an article entitled "Making a Comeback." 

Mid-Career Alumni present at UCEA 2017 Annual Convention

Friday, December 8, 2017

Several Mid-Career alumni presented at the 2017 University Council for Educational Administration (UCEA) Annual Convention, held November 15-19 in Denver, Colorado.

New Appointments for Mid-Career Alums

Congratulations to Mid-Career alums Caryn Cooper, Theo Cramer, Brenda Champion, and Kimberly Field-Marvin on their recent appointments to leadership positions. 

Mid-Career alum Tony Alleyne named 2017 “40 Under 40” by Delaware Business Times

Thursday, October 19, 2017

Recent graduate Dr. Tony Alleyne has been honored by the Delaware Business Times. The “40 Under 40“ list recognizes “the region’s best and brightest young professionals…who are making a difference with their intelligence, initiative, and innovations.”

Mid-Career Alum Cristina Alvarez is appointed Executive Director of Norris Square Community Alliance

Tuesday, October 10, 2017

Mid-Career Alum Noni Thomas Lopez appointed Head of School at Gordon School in Rhode Island

Mid-career alum ann derosa, principal of whitehouse elementary, celebrates her school’s national character award.

Monday, July 3, 2017

Principal Ann DeRosa is proud of her students and staff at Whitehouse School in Whitehouse Station, New Jersey. Whitehouse School has officially been designated as a National School of Character by the nonprofit organization Character.org.

Mid-Career Alum Patricia Willis named Interim Superintendent of Duval County Public Schools

This May, Mid-Career alumna Patricia Willis was unanimously voted in as Interim Superintendent of Duval County Public Schools in Florida, becoming the first Black woman to lead the district. Willis had previously served as a deputy superintendent in the district.

Kim and Alvarez speak at the 2017 National Charter Schools Conference

Sunday, July 2, 2017

Two Mid-Career alums spoke at the National Charter Schools Conference, June 9-11 in Washington, D.C.

Mid-Career alum Barbara Russell appointed as superintendent of Perkiomen Valley School District

Thursday, May 11, 2017

Congratulations to Mid-Career alum Barbara Russell. Dr. Russell has been appointed superintendent of the Perkiomen Valley School District in Montgomery County, PA, where she has served as assistant superintendent since 2011. Her new position will begin July 1.

Ziegenfuss, Austin, and Kelley present at 2017 National Conference on Education

Three Mid-Career alums spoke at the National Conference on Education, presented by the AASA March 2-4 in New Orleans. Leah Austin, vice-president and director of the Racial Equity Leadership Network, Southern Education Foundation in Atlanta, presented “Build a Culture of Equity in Your District.” Randy Ziegenfuss,superintendent of Salisbury Township School District (PA), delivered the presentations “Using Social Media to Effectively Engage Your Community” and "Using Social Media to Track Goal Progress." Carol Kelley, superintendent of Oak Park Elementary School District (IL), discussed “Social Media: Telling Your District's Story.”

Penn GSE Educator of the Year Award goes to Mid-Career alum Noah Tennant

This spring, Mid-Career alum Noah Tennant received the 2017  Penn GSE Educator of the Year Award , an award that recognizes an outstanding graduate who demonstrates unusual involvement in and commitment to identifying and helping to resolve school problems and current issues in education. The recipient of this award must be a dedicated educator who is an inspiration, risk-taker, innovator, and role model and who demonstrates a commitment to the betterment of GSE.

Mid-Career Alum Jan Pullen announces a Global Initiative at the St. Stephens Episcopal School

Wednesday, April 5, 2017

Click here to read the article and watch the video. 

Mid-Career Alum Wagner Marseille Superintendent of the Cheltenham School District Receives $350,000 grant from Avalon Foundation For project based learning.

Monday, March 6, 2017

Read the article on Philly.com

Mid-Career alum appointed to Philadelphia School Reform Commission

Monday, January 23, 2017

Chris McGinley has been appointed by Mayor Jim Kenney to serve on the SRC. Mayor Jim Kenney said in a statement. "Dr. McGinley's passion for public education and reducing the achievement gap, coupled with his background as an administrator for various school districts, will also help the district prepare for a smooth transition to greater local control."

Mid-Career Alum Wins XQ Super School Project Funding

Friday, January 20, 2017

Cristina Alvarez, co-founder and CEO of Design-Lab Schools was awarded a $10 million grant. View a description of their success at Penn GSE's newsroom and WHYY's NewsWorks .

Mid-Career Alum Published in Peabody Journal of Education

Thursday, January 19, 2017

We are happy to announce that four Mid-Career alum, Jean-Marc Juhel, Ara Carlos Brown, Joan Hill, and Kai Bynum have articles published in the Peabody Journal of Education, Volume 91, 2016, Issue 5 .

Dr. Sharon Ravitch: The Transformative Power an Inquiry Stance on Practice

Tuesday, March 22, 2016

A core program faculty member in the Mid-Career Doctoral Program explains the transformative power of practitioner research for educational professionals. See her essay in Penn GSE’s journal, Perspectives in Urban Education .

Mid-Career alum shares success with community

Wednesday, March 9, 2016

Recent graduate Dr. Brandon Cooley, Principal at Penn Wood High School, shares his thinking about the school’s success and culture of determination in a recent TV profile. Click here to watch the video .

Bynum to Head Hopkins School

Monday, December 14, 2015

Congratulations to Kai Bynum (Cohort 10), who was just named the Head of School at Hopkins School in New Haven, CT. He currently serves as the Director of Studies and Director of Academic and Strategic Initiatives at the Roxbury Latin School in Massachusetts, and will begin at Hopkins July 1, 2016.

Marseille Appointed Cheltenham Supt

Friday, December 11, 2015

Wagner Marseille (Cohort 5) was appointed as the new Superintendent of
 Cheltenham Township Schools, 
just outside of Philadelphia. Wagner came to Cheltenham after eight years in Lower Merion, where he had served as Director of Secondary Education, Assistant Superintendent and Acting Superintendent.

Ross Research Impact Spreads

Wednesday, December 9, 2015

This summer’s Jesuit Magazine featured recent graduate and Loyola School’s first female principal Kristin Ross (Cohort 10). She shares her research and work on the role of women in women in Jesuit education leadership. 

Catch Podcast Series in Second Season

Sunday, December 6, 2015

The second season of the popular BackchannelEDU podcast series has now begun. These scenario-based leadership podcasts, modeled on This American’s Life’s Serial , can be found via iTunes, Sticher or SoundCloud, as well as directly on the MC Innovations Lab.

You May Be Interested In

Related programs.

• Teaching, Learning, and Teacher Education Ed.D.
• School Leadership M.S.Ed.

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Doctor of Philosophy Educational Leadership and Policy Studies

Prepare for a career as a professor or researcher of educational leadership and policy while interrogating multiple aspects of schools and other educational institutions. The curriculum emphasizes critical analysis of contemporary problems of practice in collaborative study environments with professors, school leaders, and doctoral students.

Degree Details

Official degree title.

PhD in Educational Leadership and Policy Studies

What You'll Learn

In this doctorate, you will critically examine the conceptual, organizational, political, social, managerial, interpersonal, and technical dimensions of schools and other educational institutions. Research agendas of the faculty and students center on the nexus between theory and practice and explore critical issues facing educational leaders and policymakers today. 

Alternate-Year Admissions

The Educational Leadership and Policy Studies PhD has an alternate year admissions process where candidates will be admitted every other year on the following timeline:

• Entrance in Fall 2024:  December 1, 2023 application deadline
• Entrance in Fall 2025:  no cohort
• Entrance in Fall 2026:  December 1, 2025 application deadline

Prospective applicants should apply beginning September 2023 for Fall 2024 matriculation.

Funding for Full-Time PhD Students

NYU Steinhardt offers a competitive funding package for PhD students who study full time.  Learn more about our funding opportunities .

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Advance your personal and professional journey – apply to join our community of students.

Doctor of Philosophy in Education

Additional Information

• Download the Doctoral Viewbook
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The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

Lost in Translation

New comparative study from Ph.D. candidate Maya Alkateb-Chami finds strong correlation between low literacy outcomes for children and schools teaching in different language from home

Using E-Books to Get Young Readers Talking

New research shows how parents can help kids — and themselves — use e-books as a tool to improve early childhood development

PhD in Educational Leadership

Recognizing the centrality of policy in education practice, the educational leadership PhD program gives current and aspiring leaders, policy analysts, and scholars the opportunity to critically examine and synthesize research, theories, practices, and policies, and conduct rigorous research that contributes to improving education.

Our doctoral students take courses with students in higher education and international education, helping them expand their perspectives beyond education in the United States. In doing so, they gain insight regarding leadership, organizational change and school reform, policies and politics, curriculum development, instructional improvement, and evaluation in both domestic and international contexts. Students also have the opportunity to work with the Center for Educational Policy, which manages externally funded grants and contracts.

Application information & deadlines

Please consult the program .

Become a more innovative educator, a leading educational professional, or an effective public policymaker committed to social justice and diversity in education

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Education Leadership

The Doctor of Education Leadership (Ed.L.D.) prepares experienced educators to become the transformational preK–12 leaders that the country needs — passionate about educational quality and equity, well versed in learning and development, and knowledgeable about public policy and organizational management, so they can translate visionary ideas into real-world success. Graduates of the three-year, multidisciplinary Ed.L.D. — taught by faculty from the Harvard Graduate School of Education, the Harvard Business School, and the Harvard Kennedy School — are uniquely prepared for system-level leadership positions in schools, nonprofits, mission-driven for-profits, and state and federal departments of education.

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PhD in Educational Leadership

Transfer credits, next start date, grow your teaching and researching skills with liberty’s phd in educational leadership.

A successful education system requires outstanding leadership and guidance from the top of the organization. With advanced training in educational leadership and research, Liberty University’s 100% online PhD in Educational Leadership degree program will help you gain valuable communication and problem-solving skills based on empirical research to  lead your students, faculty, and staff to success.

Our PhD in Educational Leadership online can provide you with the tools and skills you need to lead an educational administration as well as develop research materials and publications to contribute to the body of knowledge in your field. Through this educational leadership doctorate, you can develop the research-based critical thinking and problem-solving skills necessary to lead at any level of an educational organization.

Why Choose Liberty’s PhD in Educational Leadership?

Liberty’s online PhD in Educational Leadership can help you build upon your teaching experience and graduate education by developing an in-depth dissertation research topic.  You can learn to thoroughly examine literature, design and conduct research, and disseminate said research to other researchers in educational leadership, practitioners, and policymakers.

Furthermore, your educational leadership doctorate is 100% online, which means you are not required to attend courses on campus throughout your degree. We are committed to helping you obtain your degree in a way that is most convenient for you. You will also receive training and instruction from professors who are grounded in their Christian faith and ready to equip you to be a  Champion for Christ  in the education field.

Military Tuition Discount We want to help you find the doctoral degree you want — at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work towards your goal of reaching the pinnacle of your profession — for less.

What Will You Learn in Liberty’s PhD in Educational Leadership?

Liberty University’s educational leadership courses integrate theoretical knowledge with the practical skills necessary for effective educational leadership. As you begin our PhD in Educational Leadership degree online, you can learn how to apply organizational theories and models to create and lead higher education organizations and implement best practices. You will also cover issues of effective communication and how to develop productive relationships both inside and outside the school.

Our educational leadership courses teach you how to analyze and evaluate rational and irrational decision-making as it relates to educational leadership and policy formulation. It is important to understand the current issues and trends in educational leadership so you can learn to handle conflict efficiently and effectively.

In addition, you will conduct research and develop your dissertation to contribute to the field of educational leadership. These courses are intense so that you can effectively design and conduct research for your dissertation. This will allow you to take what you’ve gained in your professional degree and apply it to a more focused research doctorate.

Featured Courses

• EDUC 701 – Advanced Learning Theory and Research
• EDUC 741 – Theories of Educational Leadership
• EDUC 745 – Organizational Analysis and Problem Solving
• EDUC 840 – Issues and Trends in Educational Leadership

PhD in Educational Leadership Degree Information  

• This program falls under our  School of Education .
• View the  Degree Completion Plan .
• View the  Graduate Education Course Guides (login required).
• This is a non-licensure program.

Apply Now      Request Info

Potential Career Options with an Educational Leadership Degree

• College or university administrator
• College or university professor and/or researcher
• District administrator
• Educational change agent
• Educational consultant for an education organization or government agency
• Leadership researcher
• Performance improvement officer
• Principal or assistant principal*

*This will require outside licensure

Admission Requirements for Our Online PhD in Educational Leadership

A conferred regionally or nationally accredited master’s degree with a 3.0 or above GPA is required for admission in good standing. Please visit our admission requirements page  for more detailed admissions-related information. 

All applicants must submit the following:

• Admission application
• Application fee*
• Official college transcripts
• Proof of English proficiency (for applicants whose native language is other than English)

*There is no upfront application fee; however, a deferred $50 application fee will be assessed during Financial Check-In. This fee is waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required.

Highlights of the Online Educational Leadership PhD Program

• We are recognized by multiple institutions for our academic quality, affordability, and accessibility . Our commitment to excellence also helped us rank in the top 10% of Niche.com’s best online schools in America . Earning your online PhD in Educational Leadership from a nonprofit university with this kind of recognition can help set you apart from others in your field.
• The majority of tuition for undergraduate, graduate, and doctoral programs has not increased in 9 years. While many other online colleges have raised tuition, Liberty has been able to keep costs low as a nonprofit university.
• You can learn how to create and administer effective educational environments.
• Our Doctor of Philosophy in Educational Leadership program will allow you to develop educational management skills and foster leadership in teachers and students.
• Our online PhD is a 3-year program that requires 18 hours in educational research courses. Completing your PhD gives you a terminal educational credential that shows employers you have reached the academic pinnacle of your field’s achievement.

*Some restrictions may occur for this promotion to apply. This promotion also excludes active faculty and staff, military, Non-Degree Seeking, DGIA, Continuing Education, WSB, and Certificates.

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Doctor of Education in Educational Leadership (online)

This program is designed for working professionals with leadership experience who desire to lead K-12 schools, universities, community colleges or other educational settings.

To address the existing gaps in education, the EDL online program empowers students to lead change through an equity and social justice lens. The program will prepare students to improve academic opportunities and outcomes.

Program Overview

The Doctor of Education in Educational Leadership online (EDL online) program prepares you to be a critically conscious leader equipped with strategic thinking, evidence-based research skills, and the ability to create equity and foster continuous organizational improvement. The online program offers four concentrations: K-12 Leadership in Urban School Settings, Leading Instructional Change, Higher Education Administration, and Educational Psychology.

Through this program, you will:

• Earn a doctorate recognized by employers in the field of education.
• Be able to maintain a full-time work schedule while taking two courses one night a week.
• Learn alongside a cohort of experienced educational professionals nationwide.
• Become equipped to address critical issues in historically marginalized communities and make a lasting impact.

The Doctor of Education in Educational Leadership (EDL) program will equip you with knowledge and skills in six core competencies:

• Accountability
• Critical reflection
• Diversity and equity
• Learning organizations
• Research and data

In the first year of the program, you will complete core courses that reflect USC Rossier’s mission and the program’s purpose. Explore the dynamics of power and privilege in education, leadership, and addressing inequities in learning opportunities. Subsequent coursework will build on this foundation and prepare you to become a leader in schools, colleges and universities or educational settings.

Online Concentration

Each concentration path includes four courses and a concentration-specific format for the dissertation in practice. A faculty member in your chosen concentration will provide guidance throughout your dissertation completion. Relevant career experience is a requirement for the concentration you select.

The K-12 leadership concentration will prepare you to become a leader in classrooms, schools or school districts. The courses help develop an understanding of how to create high-performing schools that address the diverse needs of all students regardless of school setting. The course sequence culminates in either EDUC 720: Leadership for Principals or EDUC 721: Leadership for Superintendents, an integrated composite of effective leadership practices that result in more effective organizational outcomes, including increased student achievement.

Recommended career background for this concentration:

Teacher, administrator or education professional in PK-12 education at the local, state and federal levels.

Dissertation in practice: Study an existing problem of practice and complete a traditional five-chapter dissertation.

Career Outcomes: The K-12 leadership concentration prepares you for employment as an educational leader in the K-12 field. This includes school site leadership, district leadership and systems leadership. Roles include teacher leaders, district office leaders, superintendents and CEOs of independent schools and charter schools.

Alumni have held positions such as:

• Superintendent, Covina-Valley Unified School District
• Director of community partnerships, Long Beach Unified School District
• Chief innovation officer, National Catholic Educational Association (NCEA)
• Superintendent, Garden Grove Unified School District

The higher education administration concentration focuses on administrative theory and best practices for leading higher education institutions. Courses in the concentration address policy, economic issues, assessment, student learning and the history and major philosophical assumptions that undergird the system of higher education.

Recommended career background for this concentration: Professional in higher education administration at a two- or four-year college or university (including student, academic and administrative affairs) or secondary and postsecondary college advising.

Career outcomes: The higher education administration concentration prepares you for employment in senior administration in two- and four-year colleges, academic executive positions, key leadership roles in education-related organizations, and more.

• Associate dean of students and director, Stanford University
• Executive director, undergraduate advising and programs, School of Business, George Washington University
• Director of intercollegiate athletics, California State University, Northridge
• Vice president for student affairs and dean of students, University of Texas, Austin

The leading instructional change concentration focuses on theories, practices and policies supporting curriculum and instruction that foster equitable educational opportunities for students from historically marginalized groups in urban PK-12 and higher education settings. This concentration is designed for individuals interested in leading and teaching teachers (pre- and in-service) and faculty (higher ed) so that they are prepared to provide their students with high-quality instruction that is anti-racist, culturally relevant and LGBTQ+ inclusive.

Recommended career background for this concentration: Teacher or administrator in PK-12 or higher education, instructional leader or designer, curriculum developer or professional in non-traditional educational settings.

Dissertation in practice: Conduct action or participatory action research addressing the relationship between leadership and instructional improvement in PK-20 educational settings and complete a non-traditional written product (not a five-chapter dissertation) and public presentation.   Career outcomes: The leading instructional change program prepares you for positions such as university faculty member, professional development specialist, curriculum developer/administrator and more.   Alumni have held positions such as:

• Director, metrics and LCAP, Azusa Unified School District
• Director, student support and intervention, Antelope Valley Union High School District
• Senior director of teaching and learning, Los Angeles Education Partnership

The educational psychology concentration* focuses on research and practice in the areas of learning, motivation and development in diverse social contexts. Courses in the concentration explore how people learn, what motivates them, which instructional and motivational strategies are most effective within varied cultural systems and how the social context of instruction affects learning.

*The educational psychology concentration does not meet the requirements for licensure as an educational psychologist.

Recommended career background for this concentration: Professional in K-12, higher education, or counseling, special education, social services, instructional technology, non-profit organizations, or other non-traditional educational settings.

Dissertation in practice: Study an existing problem of practice and complete a five-chapter dissertation or design curriculum to address an existing problem of practice.

Career outcomes: The educational psychology concentration prepares you for employment in areas such as instructional design, human performance personnel, school/community counseling and more.

• Innovation program manager, Applied Materials
• Managing director, school performance accountability and research, California Charter Schools Association
• Dean of innovation, The Derryfield School
• Vice president of education, Fusion Education Group

Dissertation in Practice

The dissertation in practice prioritizes real-world application, using relevant research methods to address practical issues in equitable education. It equips you with skills to tackle workplace challenges. Format options for the dissertation will vary based on concentration.

Scholarships

Applicants are automatically considered for merit-based scholarships of up to $10,000, without needing a separate application. However, scholarship availability may be limited and awarded on a first-come, first-served basis. Recipients are selected based on academic achievement, commitment to the USC Rossier mission, and other factors. All scholarships are awarded upon admission.

For additional scholarship opportunities, consult the Scholarship Finder . Please note, separate applications and deadlines may apply.

Financial Aid

The USC Office of Student Financial Services provides information regarding student accounts, tuition payment plans, campus-based loans, payment options and tax credits.

To be considered for financial aid, you must apply by filing the FAFSA. After you apply, the financial aid office will determine your financial need and inform you of the federal or private loans that are available to you.

Program Details

Degree awarded, estimated length, program cost.

$2,354 per unit (estimated)

Estimated cost of attendance

Next Deadline

April 15th, 2024

See all deadlines

Week of August 21, 2024

Class Times

Prior to the dissertation phase, students are assigned to one evening of classes per week on Tuesday, Wednesday or Thursday from 5:00 to 9:50 p.m. in the Pacific Time Zone.

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Program Outcomes

Sitting superintendent alumni , of edl alumni said their usc rossier education prepared them to be more effective in their career, of edl alumni said their studies at usc rossier prepared them well for future employment, of edl alumni said their studies at usc rossier prepared them to understand research, from our alumni.

As a change agent for underrepresented students, my time at USC sharpened my mind and equipped me with the tools necessary for success. As I was taught by the USC Rossier world class instructors and surrounded by top-tier educational professionals, there was never a wasted moment or opportunity.

David D. Smith, EdD ‘’

Chief Technology Officer, Tustin Unified School District

Is an EdD worth it? Leaders share insights and experiences

Those wondering if an EdD is worth it often want to make a positive impact while advancing their career. A doctoral degree in education can be an effective way to land leadership positions in K–12 schools, higher education and other industries as well. Because doctoral programs require rigorous study and professional experience, an EdD represents the highest level of preparation for many roles in education and related fields. 

PhD vs. EdD in education: nine expert tips to help you choose

If you want to elevate your career in education, an advanced degree can open the door to more job opportunities. Many schools offer graduate programs in education, but before you go down a rabbit hole of research, first decide if you want to get a PhD or EdD degree.

News and Insights

April 9, 2024

‘It is open season on DEI’

Scholars discuss the current environment in higher education and offer historical context and policy insights at the 45th Pullias Lecture.

Featured Faculty

• Adrianna Kezar
• Royel M. Johnson, PhD
• Pedro Noguera

April 8, 2024

A Hippocratic oath for teachers

As USC Rossier prepares to celebrate the Class of 2024, professor Nooshan Ashtari shares words of wisdom with future educators. 

• Nooshan Ashtari

April 4, 2024

Annual conference challenges presenters to dismantle racial injustice and construct educational possibilities

The 2024 American Educational Research Association Conference to feature over five-dozen USC Rossier scholars.

Yasemin Copur-Gencturk named Katzman/Ernst Chair for Educational Entrepreneurship, Technology and Innovation

As chair, Copur-Gencturk will work to address the underlying causes of inequity in the K–12 education system and create an environment that produces stronger educational outcomes for all.

• Yasemin Copur-Gencturk

March 28, 2024

Center for Education, Identity and Social Justice hosts USC Hybrid High students for visit and releases report on study of the school

The final report finds students’ sense of belonging to their high school and college declines after graduation and provides recommendations to improve student support.

• Shafiqa Ahmadi
• Darnell Cole

Research Centers

Center for education, identity and social justice.

Established in 2017, the Center for Education, Identity and Social Justice has a compelling interest in eradicating all forms of discrimination based on the intersection of an individual’s identities that include religion, gender, sexual orientation, race, ethnicity and disability. Using rigorous research and legal analysis, we empower educators to utilize laws and policies in order to identify and extricate bias and unequal distributions of power within educational institutions.

Website  |  Brochure

The University of Southern California Race and Equity Center

Established in 2017, the Race and Equity Center is the epicenter for interdisciplinary scholarship, resources and meaningful activities on racial equity that significantly benefit the University, other institutions of higher education and the broader society.

Program Contact

Callah Darmali

Associate Director, Office of Admission and Scholarships

• [email protected]
• (213) 205-0609

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Connect with us to receive more information about this program and reminders about upcoming events and application deadlines.

Privacy Policy: USC Rossier School of Education will never share or sell your personal information.

Related Programs

Educational leadership.

Doctor of Education (EdD)

Organizational Change and Leadership (online)

Global executive, school leadership academy, school business management.

Certificate

The Ph.D. in Educational Leadership degree program is designed for those individuals who intend to build an academic career focused on conducting research and analysis in the multidisciplinary field of educational leadership and policy studies, or who wish to build an administrative career focused on innovative and inquiry-based leadership. Accordingly, this program will prepare individuals for careers in K-12 education systems, research universities and teaching colleges, as well as private, non-profit, state, federal, or international educational agencies.

Individual students will work alongside distinguished faculty with expertise in multiple fields including: ethical leadership, curriculum and pedagogy, politics of education, education law, organizational theory, equitable education reform, school accountability and choice policies, and anti-oppressive education. The program is designed to provide students exposure to research and academic discourses in organizational leadership, curriculum leadership, and policy leadership in education. In addition, students will gain knowledge around research methodologies and a specialized cognate area of study.

Students in this degree program will design an individualized program of study that reflects their specific research interests. This will prepare students to conduct and apply high quality research to practice, write and present scholarly papers at professional conferences, and submit research articles for publication in education journals.

Initial advising, from inquiry about the program through the first year of coursework, is provided by the Doctoral Program Coordinator. By the completion of the second year of study, students will select a major professor who will assist them with planning their remaing course of study. By the end of the third year, students will assemble an advisory committee consisting of the major professor and at least three other members. This committee guides the student through the dissertation process, including the qualifying examination, dissertation proposal, and dissertation defense.

NOTE: The Ph.D. degree program is not an initial certification or licensure program. Students seeking Florida Level 1 Educational Leadership Certification need to refer to the M.Ed. degree program    or consult with the Ph.D. Program Coordinator to complete a modified program with additional coursework from the Education Leadership Praxis and Field Experiences Requirements (15 credits) in the M.Ed. Program in Educational Leadership, in addition to the Ph.D. requirements.

For further information, please see http://www.usf.edu/education/areas-of-study/educational-leadership-policy/

Accreditation: Accredited by the Council for the Accreditation of Educator Preparation  (CAEP). More info: https://www.usf.edu/education/about-us/accreditation.aspx

Admission Information

Must meet University Admission and English Proficiency requirements as well as requirements for admission to the major, listed below.

Admission to the Doctor of Philosophy (Ph.D.) program in Educational Leadership occurs one time each year in the fall semester. Admission is based on a comprehensive evaluation of each applicant’s demonstrated academic potential to successfully complete all of the degree requirements. Success in the Ph.D. degree program requires students to deeply engage in an area of inquiry, apply excellence in research methods, and develop exceptional writing skills. The program faculty will consider each applicant entirely within the context defined by her or his personal and professional qualifications. Applicants meeting the set of initial criteria will be asked to participate in an interview conducted by faculty and complete a timed writing sample that will be scheduled to occur before or after the interview.

Applicants should have:

• An earned master’s from an accredited institution of higher education
• An earned grade point average of 3.50 in the master’s degree and an earned undergraduate grade point average of 3.00) in the last half of the bachelor’s degree
• An official Graduate Record Exam (GRE) received within the last five years. A combined score greater than 300 with no Quantitative or Verbal sub-test score below 150 is preferred (48th percentile Verbal; 38th percentile Quantitative).

Applicants should submit:

• A letter of intent outlining experiences and goals (3 page maximum);
• A current resume;
• Three letters of professional reference, each enclosed in a sealed envelope and signed across the flap by the recommender or emailed by recommender to the Academic Program Specialist in the Deparment.  Please ask references to include your name and “letter of reference” in subject line when emailing the letter.

International Students

International students should check with International Services ( https://www.usf.edu/world/international-services/index.aspx ) for the latest information on requirements related to State testing, internship and practica.

Curriculum Requirements

Total Minimum Hours: 57 Credit hours

• Core Knowledge– 12 Credit hours
• Major Knowledge – 15 Credit hours
• Minor Knowledge – 9 Credit hours
• Research Methods – 15 Credit hours
• Dissertation - 6 Credit hours minimum

Core Knowledge Requirements (12 Credit Hours)

• EDG 7067 Philosophies of Inquiry Credit Hours: 3
• EDA 7196 Leadership in Education: Theory and Inquiry Credit Hours: 3
• EDA 7280 Curriculum Theory Credit Hours: 3
• EDA 7287 Educational Politics and Policy: Theory and Issues Credit Hours: 3

Major Knowledge Requirements (15 Credit Hours)

Note: Students cannot use more than 2 Special Topics Seminars to fulfill Major Knowledge Requirements.

• EDA 6195 Policy Development Credit Hours: 3
• EDA 7215 Educational Politics and the Engagement of Communities Credit Hours: 3
• EDA 7281 Policy Analysis and Implementation Strategies for Educational Leaders Credit Hours: 3
• EDG 7931 Selected Topics Credit Hours: 1-4 (3 credits for this program) (Special Topics in Policy Leadership)
• EDG 7207 Transforming the Curriculum Credit Hours: 3
• EDG 7667 Analysis of Curriculum and Instruction Credit Hours: 3
• EDG 7692 Issues in Curriculum and Instruction Credit Hours: 3
• EDG 7931 Selected Topics     (3 Credits for this program) - Special Topics in Seminar in Curriculum Leadership
• EDA 7069 Ethics and Educational Leadership Credit Hours: 3
• EDA 7193 Organizational Leadership and Systems Theory Credit Hours: 3
• EDA 7206 Appreciative Inquiry and Organizing in Public Education Credit Hours: 3
• EDA 7233 Legal Dimensions of School Administration Credit Hours: 3
• EDG 7931 Selected Topics   Credit(s): 1-4 (3 credits for this program) (Special Topics Seminar in Educational Leadership)
• EDG 7936 Graduate Seminar: Leader-Scholar Community Credit Hours: 3

Minor Knowledge Requirements (9 Credit Hours)

Note: In consultation with the program coordinator or major professor, students will select a minimum of three (3) 7000-level or 6000-level courses to be taken outside of the Educational Leadership Program area. Students are expected to support the development of their research interest through the courses taken to fulfill the Minor Knowledge Requirements.

• Elective 1 Credit(s): 3
• Elective 2 Credit(s): 3
• Elective 3 Credit(s): 3

Research Methods Requirements (15 Credit Hours)

• EDF 6407 Statistical Analysis for Educational Research I Credit Hours: 4 (3-4 credits for this program) (or equivalent)
• EDF 7477 Qualitative Research in Education Part I Credit Hours: 4 (3-4 credits for this program) (or equivalent)
• Elective 1 Credit(s): 3-4
• Elective 2 Credit(s): 3-4
• Elective 3 Credit(s): 3-4

Dissertation (6 Credit Hours)

• EDG 7980 Dissertation Credit Hours: 2-19 (6 credits for this program) (Doctoral)

Required Examinations

A qualifying examination is required prior to admission to candidacy. Upon approval of major professor, the qualifying examination can be scheduled after a candidate has completed a minimum of 48 credit hours of all required coursework.

There is no on-campus residency requirement for the Ph.D.

University of South Florida

Educational Leadership and Policy Studies

College of Education

Main Navigation

Doctor of philosophy.

Offered on USF's Tampa campus

The Doctor of Philosophy (PhD) in Educational Leadership is designed for individuals who intend to build an academic career focused on conducting research and analysis in the multidisciplinary field of educational leadership and policy studies, or who wish to build an administrative career focused on innovative and inquiry-based leadership.

The program prepares individuals for careers in:

• K-12 education systems
• Research universities and teaching colleges
• Private, nonprofit, state, federal, or international educational agencies

Students in the program work alongside distinguished faculty with expertise in multiple fields including: ethical leadership, curriculum and pedagogy, politics of education, education law, organizational theory, equitable education reform, school accountability and choice policies, and anti-oppressive education. The program is designed to provide students exposure to research and academic discourses in organizational leadership, curriculum leadership, and policy leadership in education. In addition, students will gain knowledge in research methodologies and a specialized cognate area of study.

Students in this program will design an individualized program of study that reflects their specific research interests. We prepare students to conduct and apply high-quality research to practice, write and present scholarly papers at professional conferences, and submit research articles for publication. 

Initial advising, from inquiry about the program through the first year of coursework, is provided by the program coordinator, Zorka Karanxha, PhD . By the completion of the second year of study, students should select a major professor who will assist them with planning their remaining course of study. By the end of the third year, students should assemble an advisory committee consisting of the major professor and at least three other members. This committee guides the student through the dissertation process, including the qualifying examination, dissertation proposal, and dissertation defense.

Note: The PhD program is not an initial certification or licensure program. Students seeking Florida Level 1 Educational Leadership Certification should visit the M.Ed. program or consult with the program coordinator to a complete a modified program with additional coursework from the Education Leadership Praxis and Field Experience Requirements (15 credits) in the M.Ed. Program in addition to the PhD plan's requirements.

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Educational Leadership Ph.D.

Want more info.

We're so glad you're interested in UNT! Let us know if you'd like more information and we'll get you everything you need.

Why Earn an Educational Leadership Ph.D.?

Typically, the PhD student plans a career as a university professor, a policy analyst, or a research director in a state or local education agency. The Ph.D. program prepares you to become a researcher and scholar.

The Department of Teacher Education and Administration seeks to improve educational practice through the generation of knowledge and to prepare education professionals who serve all students in an effective, inclusive and equitable manner. Its focus is on the preparation of highly competent educators, researchers and administrators who employ current theory and research as they fill these important roles. The department also provides service to educational institutions, governmental agencies and practitioners at all levels.

• Lead learning organizations using research
• Produce new educational leadership knowledge
• Develop collaborative/shared learning culture
• Advocate for social justice
• Apply theory and research to practice

Educational Leadership Ph.D. Highlights

What can you do with an educational leadership ph.d..

Ph.D. students often have careers as a university professor, a policy analyst, or a research director in a state or local education agency.

Educational Leadership Ph.D. Courses You Could Take

Learn More About UNT

Explore more options.

It’s easy to apply online. Join us and discover why we’re the choice of nearly 47,000 students.

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Educational Leadership PhD

Doctoral Program

This PhD program provides advanced academic training in educational leadership, particularly in the area of administrative and instructional leadership.

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Why Pursue a PhD in Educational Leadership

The PhD in Educational Leadership offers students the opportunity to learn from diverse and experienced department faculty who are nationally recognized in their fields. In this doctoral program, students are assigned a faculty advisor based on research interests and may change advisors based on evolving research interests. Students and advisors work closely on their qualifying examination, dissertation proposal, and dissertations. This collaboration keeps students on track to complete their doctoral dissertation.

Graduate students have the option to pursue an emphasis in administrative leadership or instructional leadership. Administrative leadership focuses on managerial skills for improving educational effectiveness. Instructional leadership focuses on innovative programs to help solve critical literacy, technological, and socio-cultural educational issues. Program graduates will gain an advanced understanding of:

• Theories of education and learning
• Extensive theoretical background and experiences in emerging paradigms of organizational leadership
• High-level research skills for developing, analyzing, and evaluating educational programs
• In-depth training for the increasing cultural and linguistic diversity of contemporary education

Research Opportunities

Students and faculty use a variety of research methods: quantitative, ethnographic, discourse analysis, and mixed methods. Students are engaged in studying topics like servant leadership, administrator burnout, high school social processes including organizational climate, trust, collective efficacy, principal influence, and its relationship to school achievement, induction program for new teachers, what successful new teachers do to stay in the profession, issues of education law and policy, along with program evaluations of specific programs.

• Admission Requirements

Application Deadlines

Funding opportunities, career options, admission & application requirements.

Applications are submitted through the UTSA Graduate Application . Please upload all required documents (listed below) on your UTSA Graduate Application. It is the applicant’s responsibility to ensure completion and submission of the application, a nonrefundable application fee, and all required supporting documents are on file with UTSA by the appropriate application deadline.

Applicants are encouraged to have their admission file completed as early as possible. All applications, required documents and letters of recommendation, if applicable, must be submitted by 5:00 PM U.S. Central Time on the day of the deadline. Deadlines are subject to change.

The PhD in Educational Leadership offers graduate research-assistantships with stipend awards totaling up to $42,000.00.  These awards include assistance with tuition and fees, appointments as research assistants, and monthly stipends. For more information about graduate funding, click below.

UTSA prepares you for future careers that are in demand. The possible careers below is data pulled by a third-party tool called Emsi, which pulls information from sources like the U.S. Bureau of Labor Statistics, U.S. Census Bureau, online job postings, other government databases and more to give you regional and national career outlook related to this academic program.

Course Offerings & Schedule

During both the Fall and Spring Semester, all of our courses run from 6:00 PM to 8:45 PM Monday through Thursday.  During the Summer Semester, doctoral courses typically begin at or after  6:00 PM.

Graduate Advisor of Record

Curtis Brewer, PhD

Student Development Specialist

• Graduate School of Education
• Academic Programs
• UB Directory
• Department of Educational Leadership and Policy >
• Academics >
• Doctoral Degrees >

Educational Administration, PhD

VIRTUAL OPEN HOUSE Thursday, Nov. 9 Event Details Register Now

Our Doctor of Philosophy (PhD) program in educational administration will prepare you with the theoretical and methodological skills for careers in university research, governmental and non-governmental policy analysis, educational and public agency leadership, and community-centered non-profit work. Our program is for researchers interested in connections between educational policy and leadership and increasing access, and diversity, equity, and inclusion (DEI) efforts within public educational spaces. It also is for researchers who aim to find new ways to integrate theory into practice and utilize interdisciplinary and transdisciplinary approaches to make a difference on critical problems affecting society today. The PhD program is different from the EdD program in that the PhD emphasizes training in empirical research, theory development, and the generation of new knowledge and is best suited for students who aspire to academic careers as university faculty or researchers.

On this page:

Why educational administration at ub.

The features of our program include:

• faculty expertise in critically-oriented educational policy and leadership theories and methodologies
• faculty expertise in global and localized educational issues, and interdisciplinary and transdisciplinary praxis
• coursework designed to meet individual student needs
• coursework designed to connect research with practice through frequent guest speakers  
• programming designed to stimulate critical conversations around the relationship between researcher identity, research processes, and structural inequities within society, schools, policy, and practice
• programming designed to provide core knowledge in educational policy and leadership, and to support students in a specialized area of study

Program Overview

Program coursework, educational administration (minimum 24 credits).

Your courses will provide a breadth of understanding across the field of educational administration (e.g., instructional, managerial and political areas) and a depth of understanding within a particular area that interests you (e.g., business administration, curriculum and instructional leadership, economics and finance, organizations, personnel, school reform, staff development, urban education).

Recommended (6 credits)

ELP 624 Research Paradigms and Problems in Educational Research ELP 626 Educational Policy Formation and Analysis

Cognates (minimum 18 credits)

You are expected to choose two cognates (with a minimum of 9 credits in each).

• A cognate in at least two areas of educational foundations such as sociology of education, philosophy of education, educational psychology, and history of education.
• A cognate in a discipline or field outside of educational administration (e.g., any of the educational foundations areas listed in (1), comparative education, counseling, English as a second language, economics, cognitive psychology, law, political science, management, sociology).

Research (minimum 15 credits)

At least one quantitative methods course and at least one qualitative methods course with at least one advanced course in either quantitative or qualitative methods. No more than one introductory course can be taken in any particular research method.

Dissertation (9 credits)

Application requirements.

In an effort to make the application process more equitable, the GRE/MAT is no longer required for admissions consideration. If you still plan to take the GRE/MAT exam, you can send your scores through the testing agency, and they will automatically be added to your application; however, they are not required for admission consideration to this program.

You must hold a master's degree.

Submit your completed online application, which includes:

• Application fee:  A $50 non-refundable application fee, submitted electronically through UB's ePayment system;
• Unofficial transcripts  from all colleges attended. (UB transcripts are automatically submitted for current UB students and alumni);
• Contact information for at least three individuals  who will each be asked to provide an electronic recommendation letter;
• Curriculum Vitae
• Sample of academic writing:  A sample of your academic writing of at least 15 pages (double spaced). This sample should utilize current empirical research evidence and be in current APA format ;
• Statement of interest:  A statement of interest of no more than 1500 words (double spaced; current APA format ), that discusses your research goals, faculty with whom you would like to partner and why, and how you respond to educational issues pertaining to diversity, equity, and inclusion (DEI). To help ensure those applying to the EDA PhD program fit within the program goals, the following DEI definitions were developed : D iversity implies that faculty and students will aim to understand the experiences of individuals from a wide range of identity backgrounds (e.g. age, gender identity, language, nationality, race, religion, sex, sexual orientation, socioeconomic status), with a particular focus on groups that have faced historic oppression and marginalization, and which can be visible, invisible, and shift relative to context, politics, and historical moment. E quity implies that students, and the faculty who guide them, are committed to identifying the actual needs of the individuals/group being researched, ensuring equal access to research opportunities and resources, and in particular, exercising heightened attention to the history of deficit-oriented and exploitative practices where unserved and underserved communities are concerned. I nclusion implies that students, and the faculty who guide them, are committed to the establishment of research protocols and practices that ensure individuals/groups are treated ethically, fairly, respectfully, and in manner that acknowledges researcher/participant power dynamics in a way that permits full participation of all individuals in research endeavors.

Admission Decision:  The admission decision will be communicated to you as soon as review is complete. The decision is based on a number of factors and is the result of a thorough and deliberate process. All decisions are final and cannot be appealed.

In order to qualify for the in-state residency tuition rate, you are required to provide residency documentation indicating you have lived in New York State (NYS) 12 months prior to your semester start date.

If accepted, you will need to upload 3 documents to qualify for the in-state tuition rate. See Required Documents for Residency Application  for more information. 

• Official original proof of your degree
• A copy of your passport biographical page
• TOEFL minimum score is a 250 for a computer based test, 600 for a paper based test and 79 for the Internet based test
• IELTS Academic Test minimum score is 6.5 overall
• PTE minimum score is 55 overall
• DET minimum score is 120 overall
• Financial documentation  — International graduate applicants must document their ability to pay for all costs incurred while studying in the U.S.
• An official bank statement

All financial forms and supporting documentation with required signatures must be uploaded with your application, and must be dated within one year of your intended enrollment date.

Program Faculty

Jasmine Alvarado

Assistant Professor Educational Leadership And Policy

480 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-6628

Email: [email protected]

Gwendolyn Baxley

485 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-1085

Email: [email protected]

Melinda Lemke

Associate Professor Educational Leadership And Policy

University at Buffalo, SUNY Graduate School of Education Buffalo, NY 14260-1000 Buffalo, NY 14260

Email: [email protected]

Corrie Stone-Johnson

Professor Educational Leadership And Policy

473 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-2471

Email: [email protected]

Questions about the program?

Coordinator of Educational Administration

Associate Professor --------------------- Dept. of Educational Leadership and Policy 473 Baldy Hall

716-645-2471 [email protected]

We have a collection of frequently asked questions that may help you. If your questions are still unanswered, we are glad to help! Contact our admission office .

Questions About the Admission Process?

Office of Graduate Admission

Graduate School of Education 366 Baldy Hall, North Campus 716-645-2110 [email protected]

• Educational Leadership and Policy Studies

Purdue’s educational leadership and policy studies program prepares people who are committed to teaching and departmental leadership, administrative, or professional positions. Our graduates assume positions as building-level administrators, superintendents, central office administrators, educational leadership researchers, and educational policymakers.

All of our graduate programs are hybrid. The Doctor of Philosophy with a concentration in Educational Leadership and Policy Studies and the Ed. Specialist degrees are coordinated with the Indiana District Level (Superintendent) license and is offered in a cohort format. The Doctor of Philosophy with a concentration in Higher Education is for post-Master’s degree students who are interested in preparing for service and leadership in a broad range of roles in Colleges and Universities. The Building Level (Principal) licensure program is an add-on to a Master’s degree or Ed.S. degree.

Degree Options

YOUR GIANT LEAP WITH ONE SMALL STEP

Our Faculty

Our faculty has diverse backgrounds in P-12 schooling, educational policy, and research.

Educational Leadership and Policy Studies Faculty

• Ackerman Center
• Serious Games
• CnI Online Fac
• Curriculum Studies
• Education for Work and Community
• Elementary Education
• English Education
• English Language Learning
• Learning Design and Technology
• Literacy and Language Education
• Mathematics Education
• Science Education
• Social Studies Education
• Applied Behavior Analysis
• Counseling and Development
• Educational Psychology and Research Methodology
• Gifted Education
• Special Education

Bryan J. Duarte

James freeland, marilyn hirth, alice johnson, christine rienstra kiracofe, f. richard olenchak, terron phillips, lisa lambert snodgrass, lamonica williams, similar programs.

• Career & Technical Education

Educational Leadership, Ed.D.

This 60 credit hour program, taught by EDL faculty, is for educational leaders working in P-12 contexts and institutions.

The Doctorate of Education (Ed.D) in Educational Leadership (EDL) is a practice-based program delivered at both the  Miami University’s Voice of America Learning Center  in West Chester Township and in Cincinnati, Ohio.  The Ed.D. prepares democratically minded leaders who will engage with issues of equity, ethics, and social justice to create solutions to complex problems of educational practice. A dissertation-of-practice is the capstone of this Ed.D. program.

Contact  Guy Parmigian, Ph.D.  for assistance and advice as you contemplate earning an Ed.D. with us at Miami University.

Program Description

The Ed.D. in Educational Leadership from Miami University is aimed at practitioners in the P-12 educational field who seek to grow in their knowledge of school leadership, policy, and best practice while attaining a degree commensurate with their high level of scholarship and intellectual challenge.

As this is a part-time student program for working adults, students take classes at either the Voice of America (VOA) Learning Center located in West Chester or in Cincinnati while continuing to work in their respective school leadership roles in surrounding Public, Charter, or Private school. Miami's goal is to provide the highest level of relevant, challenging course work and advising through to dissertation completion all focused on "problems of practice.

The Miami Ed.D. program seeks to prepare graduates with the adaptive skills needed not only to survive, but thrive in the 21st century global interdependent world and economy. P-12 practitioners understand that being a school leader today is far different from the past. While school and district leaders were formerly viewed as “keepers of the status quo,” today’s leaders are to be instigators of change with a vision that includes how to support a learning mission while making the best use of new technologies and limited resources. Central office leaders in particular must now communicate directly and effectively with diverse community members in culturally relevant ways, and be transparent about decision-making. The chain of command of today’s educational institutions has become more flattened causing people to feel more accessibility to district leadership, expanding leadership roles to seemingly 24-7 positions. Today’s school leader also feels the impact of widespread budget cuts requiring creativity to fund all the important programs impacting students.

Ed.D. Current Cohorts

To date, there are 9 cohorts - 85% of the Ed.D. Candidates in cohorts 1-4 have graduated.

• Cohorts 1 and 3 were located at Upper Arlington.
• Cohorts 2, 4, 6, and 8 are located at West Chester, Ohio – Voice of America Learning Center (VOALC).
• Cohorts 5 and 7 are located in Wilmington, Ohio. 
• Cohort 9 began in Cincinnati, Ohio in Summer of 2022.
• Cohort 10 located at West Chester, Ohio began in Summer of 2023.

Two Ed.D. Incoming Cohorts Beginning Summer 2024

Admission into the Ed.D program means that the student becomes a member of a cohort, which provides for a prescribed sequence of course delivery. Miami’s cohort model is designed for the purpose of student success by fostering a community of learners who engage with and support each other intellectually in an environment of mutual respect.

We are now accepting applications for two Ed.D. Program Cohorts. The Cincinnati cohort (cohort #11) will take classes in Cincinnati. Another cohort (cohort #12) will take classes at the Miami University Voice of America Learning Center in West Chester Township, Ohio. Both cohorts will begin classes during Summer Semester 2024. For priority consideration, please submit your Ed.D. application by February 1, 2024.

Miami’s Ed.D. program is based in our department’s Seven Principles, which are also reflected in the program’s goals for learners in the Ed.D. program. These principles spell out the program’s emphasis on democratic leadership for socially just institutions that serve all families and students in a district or school, as well as the program’s emphasis on preparing graduates who can collaborate with multicultural families and diverse institutions in their communities. Finally, these principles spell out our priority of program graduates being prepared to generate professional knowledge which informs their future practice.

Course Requirements

Program Goals

• The primary goal of this degree is to prepare democratic leaders who engage issues of equity, ethics, and social justice to create solutions to complex problems of educational practice.
• Prepares leaders who can construct and apply knowledge to advance democratic principles to benefit diverse individuals, families, organizations, and communities.
• Provides opportunities for leaders to develop and demonstrate collaboration and communication skills to work with multicultural, multilingual communities and to build partnerships with and for those communities.
• Provides field-based opportunities to analyze problems of practice by integrating intellectual, moral, and craft knowledge to develop meaningful solutions.
• Engages in the scholarship that integrates intellectual, moral, and craft knowledge, linking theory with systemic and systematic inquiry.
• Emphasizes the generation and use of professional knowledge and practice in order to prepare leaders to transform organizations while navigating cultural, political, and policy contexts.
• Inspires engagement with citizens and stakeholders, and embraces technology innovations for improving communication, curriculum, and leadership.

Student Learning Outcomes

• Students will be able to describe and utilize theories and principles of justice and equity relevant to the problems of P-12 educational institutions.
• Students will be able to articulate concepts and multiple perspectives on democratic life and democratic governance as related to P-12 institutions and communities.
• Students will be able to use conceptions of cultural identity and cultural diversity to collaborate with diverse individuals, families, and communities in their school or district.
• Students will be able to collaborate and communicate across diverse contexts to work with multiple constituencies and communities in partnerships.
• Students will be able to relate theory and abstract thinking with concrete, applied analysis of problems of practice.
• Students will be able to utilize tools to generate knowledge that can transform educational organizations within cultural, political, and policy contexts.
• Students will be able to demonstrate an understanding of technological literacies for school and community leadership.

Application Process

Candidates must apply and be accepted by Miami University's Graduate School and the Department of Educational Leadership. The Graduate School requires an applicant to have a minimum cumulative G.P.A. of 2.75.

Submit an electronic Graduate School application, including:

• Transcripts from the school you obtained your undergraduate degree from and any other college or university at which you have done graduate work.
• An autobiographical statement and professional vita.
• Name and email address for  two letters of reference, one from a current supervisor.
• A $50 non-refundable application fee.

Additional Application Details

Autobiographical statement.

The autobiographical statement, submitted electronically with the Graduate School application, is intended to provide the admissions committee with information about your professional background and aspirations.

Your statement should include the following:

• Briefly describe your professional experience since receiving your baccalaureate degree
• Describe your interest in leadership roles in education and give some examples of your leadership accomplishments
• Describe your professional goals and explain how our doctoral program can help you achieve them
• Describe one or two areas of interest for a dissertation study involving a problem of practice in your building, community, district, region, or state
• Explain how you satisfy your intellectual curiosity

Professional Vita

The admissions committee requires a professional vita. It should include:

• Educational background
• Professional experience in education and other professional experiences
• Leadership roles
• Presentations and publications

Two References

Submit two references from colleagues, teachers, or peers who can attest to your professional work, potential for successful graduate study, and potential for making a positive contribution as a leader in an educational context.

After Your Application is Submitted

The Graduate School will evaluate your application to determine whether you meet the minimum university requirements. If you meet these standards, your application will be forwarded to the Department of Educational Leadership (EDL) for further consideration.

The Ed.D. Admissions Committee in EDL reviews the application, grades, letters of reference, test score, and autobiographical statement. Students who do not meet department standards are denied admission at this stage. Applicants who exhibit potential for academic success and who appear to have a good "fit'' between their goals and the department's program are invited to an interview with the Ed.D. Admissions Committee in February.

Applicants will be notified as soon as possible after the interview process about an admission decision.

Contact our Ed.D. Coordinator,  Guy Parmigian, Ph.D. , for the West Chester Township Ed.D. Cohort 10.

Contact Érica Fernández, Ph.D.  for the Cincinnati Ed.D. Cohort planned for Summer 2024.

Costs for the Ed.D. Program follow the Market-Driven Tuition (MDT) model established by Miami University. The Ohio TEAM Scholarship does not apply to students enrolled in the Ed.D. Program.

MDT for the 2023-24 academic year is $495 per credit hour. MDT for the 2024-25 academic year is $595. Tuition costs are subject to change. The Ed.D. Program requires 60 credit hours.

Tuition for the Ed.D. Program cannot be covered with internal fee waivers, including but not limited to thefollowing: TEAM Scholarship , Graduate Assistantships , Grant-in-Aid awards , and McNair Awards . The faculty, staff, or family tuition fee waiver will only cover the standard instructional portion of each of these per credit hour rates. Eligible students can also choose to purchase student health insurance at an additional cost.

A limited amount of financial assistance may be available to Ed.D. students through the Department of Educational Leadership, the Miami University Graduate School.

Dates and Deadlines

For priority consideration, please submit your Ed.D. application by February 1, 2024.

Apply Today

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15 PhD Degrees in Educational Leadership in USA for 2024

• Educational Leadership

Education (15)

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Doctorate In Educational Leadership and Policy Studies

University of texas arlington.

• Arlington, USA

The Ph.D. in educational leadership challenges the conventional wisdom that K-12 and postsecondary education are different worlds by bringing together scholars and students from all levels of education to work and study together with the goal of addressing systemic barriers that prevent so many individuals from achieving their fullest potential.

Doctorate in Education

Atlantic international university.

• Honolulu, USA

Full time, Part time

Distance Learning

English, Portuguese, Spanish

The Doctorate of Education (D.Ed) program objective is to help students develop the individual skills necessary for solving educational problems, whether in teaching, supervision, or administration, while keeping such solutions in balance with institutional, community, or school system needs and expectations. The Doctorate of Education (D.Ed) program is offered online via distance learning.

Doctorate in Educational Administration

The Doctor of Educational Administration is designed to prepare experienced practitioners for senior administrative and policy-making positions, and pursue careers in policy, university or college teaching, and research.

Ed. D Rural Education, Organizational Change

University of west alabama online.

• Livingston, USA

Earn your advanced degree to best serve students in rural school systems through the University of West Alabama's Doctor of Education in Rural Education. The first fully online degree of its kind, you'll be prepared to identify real solutions to rural education challenges as you work toward your dissertation.

EdD in Instructional Leadership: Coaching and Mentoring

Aurora university online.

• Aurora, USA

Take your school leadership skills to the next level now. Earn Aurora University's online EdD Leadership in Educational Administration: Superintendent Endorsement degree in three years. You'll study ISBE-approved coursework in topics such as curriculum and assessment for all levels of education and types of students, as well as law, data analysis, and coaching and mentoring. Complete the program with research coursework, dissertation hours, and internships that give you experience and connectio

Ph.D. in Higher Education Leadership, Management and Policy

Seton hall university.

• South Orange, USA

The Ph.D. in Higher Education Leadership, Management, and Policy offers a concentration in Education Research, Assessment, and Program Evaluation. This concentration is intended to meet the burgeoning demands for professional staff and leaders in educational organizations focused on data-driven decision-making, program evaluation, assessment and testing, and teacher or faculty pedagogical development.

PhD in education

English, Spanish, Portuguese

Your AIU Distance Learning Doctorate of Education program will be a tailor-made program designed just for you by you and your counselor. This flexibility to meet your needs is rarely found in other distance learning programs.

Doctor of Education – Leadership in School Reform (Online Ed.D.)

Union university.

• Jackson, USA

Our fully online Leadership in School Reform Ed.D. track is designed to prepare school leaders with new and relevant courses in educational leadership. Be equipped to create and actualize a vision for leadership in 21st-century schools. Be able to employ the best of research and practice in policy, child development, learning, teaching, and leadership within the context of school reform.

Doctor of Philosophy (Ph.D.) Educational Leadership, Policy & Law

Alabama state university the harold lloyd murphy graduate school.

• Montgomery, USA

The Doctoral Program in Educational Leadership, Policy, and Law will prepare professional educators to be part of a vanguard through the twenty-first century. These educators will be provided with: the necessary knowledge of their subject; an understanding of our diverse culture; technological skills; critical thinking skills required to make informed decisions and implement change; and the ability to provide a just and ethical, accurate, and meaningful education for their students.

Doctor of Philosophy in Leadership

Midwest university.

• Wentzville, USA

The Doctor of Philosophy in Leadership program is designed to help students to be equipped with a higher level of teaching and research capabilities in leadership.

Ph.D. Or Ed.D. In Leadership for the Advancement of Learning and Service in Higher Education

Cardinal stritch university.

• Milwaukee, USA

PhD, Doctor of Education

6 semesters

The Doctorate in Leadership for the Advancement of Learning and Service in Higher Education (Ed.D. or Ph.D.) will prepare you to make significant contributions to your organization and will help you become a transformational leader in higher education.

Ph.D. in Counselor Education

Lindsey wilson college.

• Columbia, USA

The doctoral degree in Counselor Education and Supervision (CES) prepares students for service as leaders in clinical practice, supervision, administration, education, and research within the counseling profession. Regional and national data indicate a need for leadership in these areas to support the growing number of mental health professionals providing services.

Ph.D. in Counselor Education & Supervision

Concordia university irvine.

The Ph.D. in Counselor Education & Supervision from the Townsend Institute at Concordia University Irvine brings together expert faculty and fellows to empower you to counsel, teach, serve, and advocate for others at the highest level - all in a personal and flexible online format.

Ph.D. in Education Administration

University of south carolina college of education.

• Midtown - Downtown, USA

There are two areas of concentration in the Education Administration Ph.D. program: PK-12 education administration and higher education administration.

Ph.D. or Ed.D. In Leadership for the Advancement of Learning and Services

The Doctorate in Leadership for the Advancement of Learning and Service provides advanced study in leadership that prepares graduates to make significant contributions to their organizations and communities.

Popular degree type

Popular study format

Popular education type

PhD Degrees in Educational Leadership

Educational leadership embodies the work of school administrators. Typical responsibilities often include curriculum and program planning, the creation of educational policies, support for teachers and guidance for the success of students. These professionals might be responsible to promote test score improvement or bring about educational reform.

The USA remains the world’s most popular destination for international students. Universities in the US dominate the world rankings and the country also offers a wide variety of exciting study locations. State university systems are partially subsidized by state governments, and may have many campuses spread around the state, with hundreds of thousands of students.

Requirements for the PhD program often involve the student having already obtained a Master’s degree. Additionally, a thesis or dissertation primarily consisting of original academic research must be submitted. In some countries, this work may even need to be defended in front of a panel.

College of Education

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Doctor of Philosophy in Educational Leadership and Policy Studies

No GRE or GMAT required for unconditional admission for most students.

Build your network on-campus with in-person classes at a top university for Diversity, Equity, and Inclusion initiatives for first generation students. UTA is No. 3 nationally for diversity, according to U.S. News & World Report, 2022.

UTA has expanded graduate tuition support to cover 100% of tuition and mandatory fees for Ph.D. students who are employed half-time as a graduate teaching assistant, graduate research assistant, or as a teaching or research associate. Opportunities are competitive and availability is limited.

UTA is associate member of the University Council for Educational Administration, a consortium of higher education institutions committed to advancing the preparation and practice of educational leaders.

Challenge the Status Quo

Our doctoral degree program challenges the conventional wisdom that K-12 and postsecondary education are different worlds by bringing together scholars and students from all levels of education to work and study together. Working from the premise that all people can learn at high levels, the program explores the systemic barriers that prevent so many individuals from achieving their fullest potential.

About the Program

• Program Benefits
• Completion Time

Transfer Credits

• Cost & Paying for School

Additional Information

Doctoral students in this program receive a broad foundation in the study of educational leadership and policy development through a wide range of course offerings focused on both K-12 leadership and higher education.

Program Advantages & Learning Outcomes

• Expanded career options and higher salary potential.
• Explore evidence-based approaches to education and learn to develop logical and research reasoning skills.
• Improve expertise in chosen dissertation, in consultation with dissertation chair and faculty members.

Career Opportunities 

Our Ph.D. helps give you the expertise needed to become a leader in education. Professional employment opportunities after graduation may include: 

• Administration professional in institutions of higher education.
• Administrator or superintendent in PK-12 education.
• Professor of educational leadership.
• Educational consultant or research. 
• Policy-making roles.  

Completion Time 

At UTA, our Ph.D. in Educational Leadership and Policy Studies a flexible, on-campus program designed for both full-time students and working adults interested in a part-time program. Our average doctoral candidate completes this program in approximately 4 years. However, the exact length of the program may vary by student.

Among the benefits: 

• Students are admitted in fall semesters into a cohort system. This means you will be admitted with a group of about 10-15 students and complete most of your coursework with this same group of students. You are allowed to choose some electives, so those courses may vary from the traditional cohort system.
• The program requires 66 credit hours in total. Students typically take two courses per term (6 credits) for the first two years (with the first summer included).
• The required courses are offered on Monday and Thursday evenings. Electives are offered on Wednesday evenings if students choose to take more than six credits per term. If students do take electives at the same time as their required coursework, they will then be able to begin their dissertation work early. The student, in collaboration with their dissertation chair, sets their pace on completing the dissertation.

Cost & Paying for School

The estimated cost for tuition and mandatory fees is $3,628 as of Spring 2024 for  an in-state, Texas resident enrolling in 6 credit hours (two courses) of graduate coursework through the College of Education. 

Please note that the cost can vary by student in relation to that student's individual circumstances. Additional fees may apply.

For the best approximation of your school costs for tuition and fees, visit the UTA Tuition Estimator .

Funding Opportunities 

UTA offers competitive funding options.

Funding for Graduate Assistants 

Learn More . 

Funding for UTA Employees

UTA employees may be eligible to use the Employee Tuition Affordability Program to help pay for school. Details are online . 

View the Official Catalog to view the admissions requirements, dissertation information, degree plan details, and more. 

Watch the Information Session

Apply for our fall cohort.

Candidates in the Ph.D. program will be part of a cohort throughout their required coursework, leading to the dissertation. Research has demonstrated that cohort models can be very effective in fostering deep learning and increasing the likelihood of students moving towards program completion. Because most of the students in the program work full-time, they are required to take only six graduate credit hours per semester. However, students who wish to complete the program as a full-time student can opt to take additional elective courses. 

View Dissertation Topics

View the previous dissertation topics selected by our doctoral students: https://rc.library.uta.edu/uta-ir/handle/10106/11294 .

How to Apply

Our PDF application provides all the information you need to apply to our Doctor of Philosophy (Ph.D.) in Educational Leadership and Policy Studies. Submit all application materials and any questions about the program to [email protected] . Open the link below to get started.

The 2024 deadline has passed.

Ready to apply? The Ph.D. application packet for the 2024 deadline has passed. 

*This program accepts applicants for the Fall cohort only.

Tap Into Your Potential

Ph.D. student Courtney Matthews talks about her experience getting her degree in Educational Leadership and Policy Studies.

Course of Study

1. research methods core (15 hours), 2. core content courses (15 hours), 3. elective courses (18 hours), 4. dissertation (18 hours minimum) selected from:, 5. final dissertation defense, important information.

View doctoral applications, forms and handbooks for this program.

• Doctoral Handbook 2022-23
• Doctoral Handbook 2021-22 (DOCX)
• Elective Approval Form (pdf)
• ELPS Dissertation Committee Form (pdf)

Program Director

Dr. yi leaf zhang.

Professor, Educational Leadership and Policy Studies

Research Interests: College access, student transition & success, STEM education

Email: [email protected]

Phone #: 817-272-9221

Office: Trimble Hall 103 D

Bio: Dr. Yi Leaf Zhang is a Professor in the Department of Educational Leadership and Policy Studies at the University of Texas at Arlington. Zhang has developed a strong interest in studying college access and success, especially in the community college context. Her research focuses on community colleges as a gateway to STEM education, transfer students’ educational pathways, and international education in four-year and two-year institutions. Zhang is currently an editorial board member of the Community College Journal of Research and Practice (CCJRP) and an associate editor of the Journal of International Students (JIS).

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• Undergraduate Degrees Overview
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• B.A. - Ph.D. Track in Educational Leadership and Policy Studies
• Ph.D. in Educational Leadership and Policy Studies
• Master of Education in Educational Leadership and Policy Studies with Higher Education Emphasis
• Master of Education in Educational Leadership and Policy Studies with Principal Certification
• Master of Education in Instructional and Learning Design Technology
• Master of Education in Mind, Brain, and Education
• Master of Education in Curriculum and Instruction
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• Master of Education in Curriculum and Instruction - Science
• Master of Education in Curriculum and Instruction - Open Option
• Master of Education in Special Education
• Master of Education in Special Education with Initial Certification
• Master of Social Work and Master of Education in Educational Leadership and Policy Studies, with Higher Education Administration Emphasis (Dual Degree)
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Get information about College of Education programs, admissions requirements, and more.

ELPS Ph.D. alumni have gone on to serve as:

- Administrators in institutions of higher education

- Administrators and superintendents in K-12 education

- Professors of educational leadership

Education Advising

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General College Contacts

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