phd educational leadership and policy

Leadership and Policy Studies (Ph.D.)

Examine education policy and problems through an interdisciplinary lens that incorporates economics, political science, sociology, and international and comparative education.

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Designed for those who intend to build an academic career focused on studying education and policy as researchers, professors, and policy analysts, gaining the knowledge and methodological tools to conduct cutting-edge research on the pressing educational issues of the day. 

Program Overview

At the heart of the program is the mentor-apprentice model, in which students work on research projects alongside a collection of esteemed faculty. As a doctoral student, you will be matched with faculty member whose research interests align with your own, and you will design an individualized program of study that reflects your specific interests and background. The program offers two concentrations: Educational Leadership and Policy and Higher Education Leadership and Policy. 

Program Facts

Admissions Coordinator: Rosie Moody Admission Term: Fall Credit Hours: 72 Application Deadline: December 1

Program Curriculum

Our program relies on a cohort-based model, in which students take most of their classes in the first two years together, allowing for a supportive, collaborative learning experience. All students take a 3-semester quantitative methodological sequence, at least one qualitative methods course, a course in causal research, and disciplinary courses in the history, politics, economics, and sociology of education. All students take a year-long course practicum course in their first year that allows them to begin conducting quantitative research from the very beginning of their time in graduate school. In addition, students take seminar courses with department faculty in their areas of expertise and can take full advantage of the breadth of courses available throughout Peabody College and Vanderbilt University.

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Doctor of Education Leadership

Additional Information

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• Admissions & Aid

America needs transformative leaders in preK–12 education whose passion for education quality and equity is matched by a knowledge of learning and development, the organizational management skills to translate visionary ideas into practical success, and a firm grasp of the role of context and politics in shaping leadership. Graduates of the three-year, multidisciplinary Doctor of Education Leadership (Ed.L.D.) Program at the Harvard Graduate School of Education will be prepared to become those leaders.

The Ed.L.D Program — taught by faculty from the Harvard Graduate School of Education, the Harvard Business School, and the Harvard Kennedy School — will train you for system-level leadership positions in school systems, state and federal departments of education, and national nonprofit organizations. Ed.L.D. is a full-time, three-year program built on a cohort learning model. Cohorts consist of up to 25 students from diverse professional backgrounds (including district/charter management leaders, nonprofit directors, principals, teachers, and policy researchers) who progress through the program together.  

All Ed.L.D. students receive a full tuition funding package plus stipends, work opportunities, and a paid third-year residency at a partner organization. 

The Ed.L.D. Program prepares graduates to do work for the public good in the American public education sector, whether that be at the system or state level. Specifically, the program is designed to accelerate the progress graduates make toward achieving meaningful impact in influential roles and/or crossing boundaries in the following spaces in the public education sector: 

• PreK–12 district or CMO leadership roles : superintendent of schools, chief academic officer, and/or deputy superintendent
• Foundation/philanthropy roles:  director, president and CEO, senior fellow
• Education nonprofit roles : president or executive director of backbone or collective impact organizations which support preK–12 schools. Ed.L.D. graduates will lead education nonprofits that explicitly focus on improving outcomes and opportunities for children, families, and communities.
• State or federal education leadership roles : commissioner or deputy commissioner roles. Could also include public education advocacy or education policy advisers to senior government officials.
• Social Entrepreneurship and Innovation roles:  Founder, CEO, president

Curriculum Information

The Ed.L.D. curriculum is a balance of multidisciplinary coursework and practice-based learning. Core courses and electives are taught by recognized leaders from across Harvard’s graduate programs in fields like data-based education reform, organizational change and innovation, and effective leadership strategies for urban schools. You will develop and test your leadership skills through team projects and an immersive third-year residency.

All students in the cohort take the same classes in four foundational content areas: learning and teaching, leadership and organizational change, politics and policy, adult development, and leadership inside and out (including one-on-one executive coaching). Courses taken during the first-year focus on practice-based learning and serve as the framework of your first-year experience.

Sample HGSE Courses

• Leading Change
• How People Learn
• Ed.L.D. Proseminar
• Leadership, Entrepreneurship, and Learning
• Race, Equity, and Leadership
• Practicing Leadership Inside and Out
• Sector Change
• The Workplace Lab for System-Level Leaders

View  all courses  in the Academic Catalog.

Each cohort member works with program advisers to choose an individualized sequence of electives from any of the Harvard graduate schools. You will work closely with the program faculty and staff during your second year to determine the best match with a partner organization for your third-year residency. Matches are driven by mutual interest between the resident and the partner organization, and each student's career and learning goals and geographic preferences.

• Second Year Practicing Leadership Inside and Out
• Driving Change 
• Education Sector Nonprofits
• Negotiation Workshop
• Coaching with Equity in Mind
• Ethnic Studies and Education
• Deeper Learning for All:  Designing a 21st Century School System
• Institutional Change in School Organizations, Systems, and Sectors

You will take part in a 10-month paid residency at one of our partner organizations. There, you will work on a strategic project which synthesizes your experience and learning into a written Capstone project. You will stay connected to your Ed.L.D. cohort and HGSE through technology and by returning to Harvard periodically for intensive workshops.

Paid Residency 

Our partner organizations include school systems and departments of education, as well as some of the nation's most influential and dynamic nonprofit, mission-based for-profit, and philanthropic organizations.

You will be intentionally pushed out of your comfort zones and asked to work systemically and make a significant contribution to the partner organization. In addition, the residency will provide you with the professional mentoring, practical experiences, and network of connections they need to position themselves as future leaders in the education sector. 

Strategic Project 

You will define (with supervisors from your partner organization) a strategic project on which to focus. You will have the opportunity to lead one or two major efforts on behalf of the organization, such as the creation or implementation of current initiatives. The project allows you to practice and improve leadership skills, add important value to the mission and strategy of the partner organization, work systemically, and hold high-level accountability.

During the residency period, you will produce a written Capstone. The Capstone is a descriptive, analytic, and reflective account of your third-year leadership contributions to a strategic project within an Ed.L.D. partner organization. It is a demonstration of your ability to engage others, develop strategy to successfully address and diagnose challenges, work toward a vision and goals, and learn from the results.

Sample Topics

• Accountability, Coherence, and Improvement: Leadership Reflection and Growth in the Los Angeles Unified School District
• Leadership Development for Entrepreneurial Education Leaders Working to Build Public & Private Sector Support
• Disrupting Teacher Preparation: Lessons in Collaboration and Innovation Across the Learning to Teach Community of Practice
• Pursuing Educational Equality for English Language Learners

Sample Summaries 

• Breaking Down Silos in a School District: Findings from an Ed.L.D. Project in Montgomery County
• Expanding Students' Access to Meaningful STEM Learning Opportunities Through Strategic Community Partnerships
• Developing a New Teacher Leadership and Compensation System in Iowa: A Consensus-Based Process
• Finding Great Teachers for Blended-Learning Schools

GSE Theses and Dissertations from Digital Access to Scholarship at Harvard (DASH)

Program Faculty

Ed.L.D. students learn with renowned faculty from the Harvard Graduate School of Education, Harvard Business School, and Harvard Kennedy School. Faculty from the three schools share their individual expertise in the Ed.L.D. Program and work collaboratively to provide a challenging and coherent experience for students. Faculty who teach in the Ed.L.D. core curriculum and advise Ed.L.D. students include:

Faculty Director

Frank D. Barnes

Frank Barnes is faculty director of the Doctor of Education Leadership Program. He has over 30 years experience as an educator, researcher, and organizer. As a chief accountability officer, he led turnaround efforts for large public school districts, including Boston Public Schools and Charlotte-Mecklenburg Schools.

Kathryn Parker Boudett

Ebony N. Bridwell-Mitchell

Jennifer Perry Cheatham

Elizabeth City

Candice Crawford-Zakian

Marshall Ganz

Adria D. Goodson

Deborah helsing.

Monica C. Higgins

Deborah Jewell-Sherman

Lisa Laskow Lahey

Mary Grassa O'Neill

Irvin Leon Scott

Catherine Snow

Michael L. Tushman

Martin west.

How is the third third-year residency determined? Will I get to choose where I go and for whom I work?

You will work closely with Ed.L.D. Program faculty during your second year to determine the best partner organization match for your third-year residency. In ascertaining a match, faculty take a number of factors into account, including a students' career goals and geographic preferences. The program expects that the current list of partners will continue to grow based on organizational and student interest.

The Ed.L.D. Program has partnered with organizations that are pushing the boundaries of what is possible in American preK–12 education. The partners are school systems, nonprofit organizations, mission-based for-profit organizations, and government agencies, all pursuing a common goal of ensuring that every child has the opportunity to achieve their full potential. You will work directly with partner organizations in the third-year residency and have some exposure to partner representatives in the first two years of the program. Your work with our partner organizations will be encapsulated in a Capstone, which is descriptive, analytic, and reflective account of the your leadership and contributions to a strategic project. Summaries of Capstones by several members of the first cohort of Ed.L.D. graduates are available in the curriculum section.

Partner Organizations

Below is a sample list of current and/or previous Ed.L.D. partner organizations:

• Bellingham Public Schools
• Big Picture Learning
• Boston Public Schools
• Denver Public Schools
• Education First
• Harlem Children's Zone
• Jobs for the Future
• John D. and Catherine T. MacArthur Foundation
• Madison Metropolitan School District
• New Haven Mayor’s Office 
• New Schools for Baton Rouge
• New Schools Venture Fund
• New York City Department of Education
• The Leadership Academy
• Phi Delta Kappa/Educators Rising
• Providence Public Schools
• Rhode Island Department of Education
• South Carolina Public Charter School District
• Virginia Department of Education

Student Directory

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

Doctor of Education Leadership 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 Education Leadership experience and the impact its community is making on the field:

Combatting Chronic Absenteeism with Family Engagement 

As post-COVID absenteeism rates continue unabated, a look at how strong family-school engagement can help

She Sets the Pace

Alum works to dismantle what it means to be a runner and a scientist

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Education policy, doctor of philosophy (ph.d.), you are here, an individualized doctoral program and an apprenticeship that prepares you for advanced empirical education policy research..

The goal of the Education Policy doctoral program is to produce the next generation of education policy scholars and researchers by providing students with deep content knowledge, disciplinary grounding, and training in the use of rigorous, cutting-edge methods. We study early childhood education, K-12, and beyond, in the United States and around the world. Our program has a proven record of preparing students for a variety of research careers, such as professors at top tier-universities and policy researchers at premier research firms, non-profit research organizations, and government agencies.

What Sets Us Apart

About the program.

The Education Policy Ph.D. program equips graduates with the knowledge and methodological tools to use, understand, and conduct research on the pressing educational issues of the day.  Your program of study will be matched to your specific interests in education policy on the local, state, national, or international levels. 

Fall: 4 courses; Spring: 4 courses

Research apprenticeship 20 hours per week

Culminating experience Comprehensive examination and doctoral dissertation 

At the heart of the Education Policy Ph.D. program is the research apprenticeship. You will be paired with Education Policy faculty members whose research interests align with your own, and work alongside them in the research process. You will learn to design, conduct, and communicate the results of empirical research, including presenting papers at scholarly conferences and submitting articles to scholarly journals for publication.

In addition to an  individualized program of study,  our students are required to write a significant qualifying paper and complete a dissertation on an issue in education. 

Transfer Courses

Course units of graduate coursework taken prior to matriculation into the Ph.D. degree program, if approved by both your faculty advisor and the Education Policy Chair, may be substituted for one or more of the above required courses. However, students are still required to complete 16 course units while at Penn GSE.

Program Length

Our Ph.D. program is designed to be completed in four years—two years of full-time coursework and two years to complete exams and dissertation. The University’s maximum time limit for completion is ten years after matriculation.

Preliminary Examination/Doctoral Dissertation

At the end of the coursework, students complete a preliminary examination (also known as the qualifying paper or comprehensive examination) covering relevant areas of education policy. Successful passage bestows doctoral candidacy, at which point students appoint a dissertation committee, orally defend their dissertation proposal, and write and defend their dissertation.

Our program offers a balance of flexibility and rigor. We want our students to be able to tailor their courses to their own interests and expertise while ensuring that they develop methodological and content-area expertise. One of the strengths of our program is that students can take courses in nationally ranked departments across the University of Pennsylvania. Many of our students take courses at the Wharton School, the School of Social Policy and Practice, and in departments including Sociology and Political Science. Advisors work closely with students to design their course of study.

For information on courses and requirements, visit the  Education Policy Ph.D. program in the University Catalog .

Our Faculty

The Education Policy faculty study everything from big data in early childhood education to assessment evaluation to the teacher workforce. In addition to the standing faculty in Education Policy, our program is enriched by the scholarship of faculty members from the Literacy, Culture, and International Education, Human Development and Quantitative Methods, and Teaching, Learning, and Leadership divisions. 

Affiliated Faculty

Sigal Ben-Porath MRMJJ Presidential Professor Ph.D., Tel Aviv University

Wendy Chan Assistant Professor Ph.D., Northwestern University

Dennis P. Culhane Professor, Penn Social Policy & Practice Ph.D., Boston College

John MacDonald Professor of Criminology and Sociology, Penn Arts & Sciences Ph.D., University of Maryland

Laura W. Perna Vice Provost for Faculty Ph.D., University of Michigan

Daniel A. Wagner UNESCO Chair in Learning and Literacy Ph.D., University of Michigan

Sharon Wolf Associate Professor Ph.D., New York University

Jonathan Zimmerman Judy and Howard Berkowitz Professor in Education Ph.D., Johns Hopkins University

"I went to Penn GSE because I wanted to understand the education research that drove policy changes, and I wanted to make that research applicable to teachers."

Wendy Castillo

Our graduates.

Our graduates are equipped with the knowledge and methodological tools to use, understand, and conduct research on the pressing educational issues of the day. We have a proven record of preparing students for a variety of research careers, such as professors at top-tier universities and policy researchers at premier research firms, nonprofit research organizations, and government agencies. Some alumni have also gone on to lead schools, districts, and other organizations.

Alumni Careers

Recent job placements.

• Assistant Professor, University of Wisconsin-Madison
• Assistant Professor, St. Louis University
• Assistant Professor, University of Maryland, College Park
• Postdoctoral Scholar, University of Pennsylvania
• Postdoctoral Scholar, University of North Carolina at Chapel Hill
• Lecturer, Princeton University
• Senior Analyst, Abt Associates
• Research Associate, MDRC
• Analyst, Congressional Research Office

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]

Nakia Gard Program Manager (215) 573-8075 [email protected]

Noel Lipki Program Coordinator (215) 746-2923 [email protected]

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

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Consortium For Policy Research In Education

The Consortium for Policy Research in Education (CPRE) is a joint effort of seven graduate schools of education. Its research focuses on school reform, governance, policy, and finance.

CPRE Mathematics Formative Assessment Project

The Ongoing Assessment Project (OGAP) is a large-scale field trial of a mathematics formative assessment program conducted by CPRE and funded by the National Science Foundation.

Penn Early Childhood and Family Research Center

The Penn Early Childhood and Family Research Center aims to advance the use of science in a context of public trust to address problems affecting the well-being of young children and families facing systemic injustice and disadvantage.

Our Students

Our doctoral students engage in research alongside Education Policy throughout the course of their degree. Learn more about our students and their research.

You May Be Interested In

Related programs.

• Education Policy M.S.Ed. 
• Education, Culture, and Society Ph.D. 
• Higher Education Ph.D. 
• Quantitative Methods M.Phil.Ed.
• Quantitative Methods Ph.D.
• Statistics, Measurement, Assessment, and Research Technology M.S.Ed.

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• Current Students
• Faculty/Staff

• Program Information
• Program Faculty
• Students & Alumni

Master's Programs

You are here, policy, organization, and leadership studies.

Education is a joint venture. Government, business, schools, and civil society all contribute to the provision of education. The mission of the Policy, Organization, and Leadership Studies (POLS) program is to equip our students with the knowledge, theory, and practical skills they need to bring about the change they want to see in education.

The program

This nine-month, full-time residential program combines coursework and field work to prepare students for effective leadership in a wide range of education enterprises. Our cohort model emphasizes teamwork, understanding complex problems, and designing solutions. Students collaborate with faculty, peers, and field site hosts. The program awards a master of arts degree.

Learn more about program content

Policy, Organization, and Leadership Studies at Stanford

Why Stanford?

Stanford is known for its interdisciplinary approach to learning and problem solving, and POLS students have access to classes and faculty across the university. At the GSE, the POLS program situates students at the intersection of cutting-edge education research and practice in the field of education.

POLS students want to lead change to bring about more just and equitable education for all learners. They come from a variety of backgrounds and experiences, and share a desire to learn in a collaborative environment and develop the skills they need to become more effective leaders.

Learn more about POLS students

After you graduate

POLS does not prepare students for a particular role or job. Rather, it cultivates education leaders who go on to be change makers in a variety of roles and domains. POLS alumni work in schools, government, business, philanthropies, education technology, and more. Stanford offers strong career support to students and alumni, both through GSE EdCareers and Stanford Career Education.

Learn more about POLS alumni

Faculty affiliated with POLS

See all affiliated faculty

Our community

See more community stories

What you need to know

Admission requirements.

To learn more about requirements for admission, please visit the Application Requirements page .

Financing your education

To learn more about the cost of the program and options for financial support, please visit Financing Your Master’s Degree on the admissions website.

Contact admissions

For admissions webinars and to connect with the admission office, see our  Connect and Visit page .

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Educational leadership and policy studies - ph.d. program.

UVM is recognized as one of the Best Graduate Schools of Education by U.S. News & World Report

Welcome! The University of Vermont's Ph.D. program in Educational Leadership and Policy Studies is a multidisciplinary program that seeks to examine complex educational and social problems through the integration of multiple theoretical, methodological, and disciplinary lenses.

This is intended as a full-time program preparing candidates to attain a high level of scholarly competence and to develop the capacity to contribute knowledge to their field. We develop scholars who can analyze and inform the development of educational systems and public policies that will positively impact the lives of our children and youth, and address broad societal issues.

The degree will serve students who wish to pursue research/teaching careers in universities and/or research and policy positions in government agencies, think tanks, non-governmental organizations, and other public and private sector organizations.

Goals of the program include but are not limited to the following:

• Preparing professional researchers, scholars, and faculty competent in conducting and sharing research;
• Focusing on research training that uses advanced quantitative, qualitative, and mixed-method approaches to add to theoretical knowledge;
• Emphasizing publication of research findings to enhance knowledge in education and social services;
• Developing areas of interdisciplinary specialization.

Prospective Students

The application requirements include official GRE general test scores taken within the last 5 years, official transcripts of all undergraduate and graduate study, a statement of purpose, a writing sample, and three letters of reference that can speak to academic excellence and the potential for undertaking doctoral study. The deadline for applications is January 15, 2024.

Expected Applicant Qualifications:

• Master’s degree or undergraduate work in a related field such as educational leadership, educational studies, higher education, public administration, counseling, social work, or curriculum and instruction characterized by a distinguished academic record.
• Demonstrated commitment in letters of application and references to social change and justice with experience in inquiry at a level that will predict successful research and college teaching.
• GRE general test scores taken within the last 5 years.
• Research interests compatible with those of CESS faculty.
• Strong inquiry and writing skills.

The course work and experiences for each student's program are organized around four major themes, which provide the framework of the program:

• critical theoretical perspectives
• organizational theory, change, and leadership
• policy studies and political processes
• process of inquiry/applied research and utilization of knowledge

Concentrations

The concentration areas reflect the discipline-based expertise areas that students develop:

• educational leadership and policy studies
• curriculum and instructional leadership
• higher education leadership
• social policy

Schedule of Coursework

The program requires:

• Coursework is divided into 21 core credits, 18 research credits, and 15 focus area electives.
• 21 additional credits of dissertation research

The Cohort (Year 1 & 2)

• During the first two years, students participate in the learning community known as the cohort, comprised of both research and core coursework.
• The content of these courses includes critical perspectives and theory, emerging views of leadership, organizational development and change, and policy and politics.

Program of Study

• In the first year, students consult their advisor start to think about a concentration focus, and to start to develop an individually designed plan of study.
• In the second or third year, students should start to think about forming a program committee of three faculty members from CESS whose expertise can support their research interests.

Comprehensive Exam

The comprehensive exam is both oral and written. The individualized exam is prepared in consultation with the student’s program committee with the goal of producing a draft publication during or after the final semester of completing coursework requirements (not including the dissertation writing seminar). The draft paper is to be presented at a CESS Research Colloquium either in the spring or fall semester but before the student can defend their dissertation proposal.

• Comprehensive Exam - Objectives
• Comprehensive Exam - Rubric (pdf)
• Comprehensive Exam - Permission Form (requires log-in to the Graduate Profile System)

Dissertation Requirement

Journal Article format with a focus on original research illustrating mastery of competing theories with the goal of informing knowledge (per Graduate College guidelines). This format requires that the candidate will complete 3 journal articles with the goal of manuscript submissions for publication in a refereed journal.

Program Elements

Primary career intention.

• Research and teaching positions in higher education, and research positions in state and national government agencies, and public and private research organizations or centers.

Purpose and Emphasis

• Preparation of professional researchers, scholars, and faculty competent in conducting and sharing research.
• Focus on research training that uses advanced quantitative, qualitative, and mixed-method approaches to add to theoretical-practical and knowledge.

Time Commitment

• Full-time study (4-5 years)

Type of Candidate Preparation

• In-depth understandings of systems change, leadership, and policy in order to conduct high quality research.
• Candidates will be mentored in conducting independent research, presenting papers at professional conferences, and submitting their work for publication.

Dissertation Expectations

• Journal Article format with a focus on original research illustrating mastery of competing theories with the goal of informing knowledge (per Graduate College guidelines). This format requires that the candidate will complete 3 journal articles with the goal of submission for publication in a refereed journal.

Knowledge Assessment

• Written and oral assessments provide evidence of understanding of the theoretical and conceptual knowledge in the field and of competence in conducting research to acquire new knowledge with the goal of publication, dissemination, and utilization.

Research Methods

• Courses develop competencies in research design, analysis, synthesis, and dissemination.
• Research questions are theory-driven.

Frequently Asked Questions (FAQs)

What is the difference between the phd and edd in educational leadership and policy studies.

The PhD in Educational Leadership and Policy Studies is a research degree aimed at producing researchers who wish to hold faculty positions in higher education institutions or research positions in such organizations as research centers, ‘think tanks’ or in government agencies. The EdD in Educational Leadership and Policy Studies degree is targeted at outstanding working leaders who wish to use research and scholarly inquiry to further develop their leadership skills in order to create positive change in practice.

How do I know if the PhD degree in Educational Leadership and Policy Studies is right for me?

The PhD in Educational Leadership and Policy Studies is a degree aimed at individuals with outstanding potential for academic research, writing, and teaching. Students who want to pursue the PhD generally enjoy reading academic scholarship and are interested in pursuing rigorous research questions of scholarly significance and are willing to engage in a wide variety of research methodologies (such as quantitative, qualitative, and mixed-methods research) in order to engage with pressing contemporary research questions.

Can I meet with someone to discuss if the program is right for me?

As an interested student, please review the program website to see if the program goals and content match your own interests. In addition, we also suggest you review the research interests of faculty who currently advise in the program to see if there might be a match between your own interests and a given faculty member’s research. You are free to contact faculty members whose research aligns with your own to see if there might be a good match. Please bear in mind faculty calendars get quite busy and their time may be limited.

What is required for the application?

We require all official transcripts from undergraduate and graduate studies, three letters of reference, official GRE scores, a writing sample, and a statement of purpose. Applications are processed through the Graduate College . For more information, please email [email protected].

When is the application deadline?

Applications are accepted only once per year, and the deadline is January 15th, 2024. Applicants will be notified of the decision by April 15th.

Is there a time limit on GRE scores?

Yes, the Graduate College requires that GRE scores have to be taken within that last five years.

Who do I contact if I have questions about the application process?

All questions regarding the status of your application should be directed to the Graduate College Admissions Office, 330 Waterman Building, University of Vermont, Burlington, Vermont 05405-0160 or telephone (802) 656-2699 or via E-mail at [email protected] .

What should I select for a writing sample?

The writing sample should be a piece of academic writing that highlights your analytic or critical academic writing skills. Generally this writing sample is a research paper you may have written for a class or research project that you worked on as an undergraduate or graduate student.  The sample should be no more than 10-15 pages in length.

What should I include in my statement of purpose?

The statement of purpose provides you with an opportunity to explain your research interests and your professional and personal reasons for wanting to pursue a PhD degree.  You should explain your specific reasons for wanting to pursue a PhD in Educational Leadership and Policy Studies at UVM and specifically what about our program attracted you. If you have funding to support full-time study, please explain this in your statement of purpose.

What do you look for in letters of reference?

We look for letters from individuals that can speak to your academic potential for undertaking doctoral study.  These letters generally are written by faculty with whom you may have taken a class or with whom you may have worked on thesis or research project (these should not be professional letters of reference).

Do I need a Master’s degree to apply?

We prefer that students have a Master’s degree.

Can I transfer graduate credits from another school or graduate program into the PhD program?

Only after a student has been accepted for admission into the PhD will the program consider whether graduate credits from another school or program may be transferred into the program. Student may transfer up to six (6) credits with approval of their advisor and the Doctoral Steering Committe. Courses must be recent and related to the overall goals of the program and the student’s research and professional goals and meet the transfer criteria of the Graduate College. There is no guaranteed that a request to transfer in courses will be approved.

How long does it take to complete the program?

The expectation is that students attend on a full-time basis completing their core courses, and electives within two and a half to three years. The dissertation process from proposal writing through the dissertation defense differs for each student depending on the research design and time commitments. Most students complete the entire program, including the dissertation, within four years.

How many years do I have to complete the program?

The maximum number of years to complete the PhD is seven years (any coursework transferred in can not be older that five years at the time of program completion). 

What are the tuition and fees?

Information on graduate tuition and fees may be found on the Student Financial Services web page.

What types of funding are available to support my studies?

The program has a limited number of graduate assistantships available. These will be awarded during the admissions process. Generally students work 20 hours a week on a combination of research and/or teaching. These assistantships generally cover up to 12 credit hours per semester and provide a stipend.

What are the program coursework requirements?

The program requires 75 credits for graduation.

When are the courses offered?

Currently the core courses are offered in the evenings once per week. Other graduate courses are offered at various times during the day or evening.

Does this program offer on-line courses?

Most courses are delivered in a hybrid format, with a mix of online and in-person classes.

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Phd, educational leadership and policy studies.

The Educational Leadership and Policy Studies EdD program is  designed for individuals who intend to pursue leadership positions in the practicing profession.

The Educational Leadership and Policy Studies PhD program is  designed for those who wish to pursue careers as professors or researchers.

The EdD and PhD programs require a minimum of 42 points beyond the  Certificate of Advanced Study .

Administrative Core (15 points):

• Educational Reform and Leadership AMLT-GE 3301
• Organizational Theory II AMLT-GE 2054
• Professional Seminar in Administration I EDLED-GE 3097
• Information Strategies for Educational Policy and Practice EDLED-GE 3015
• Educational Policy Analysis EDLED-GE 3005.

Research in the EdD Program (15 points):

• Dissertation Proposal Seminar EDLED-GE 3013 or AMLT-GE 3400
• Research in Educational Leadership EDLED-GE 3001
• 9 points of research electives.

Research in the PhD Program (21 points):

• Dissertation Proposal Seminar EDLED-GE 3013,
• Research in Educational Leadership EDLED-GE 3001,
• 15 points of research electives in qualitative and quantitative studies.

See more about doctoral studies , funding , and dissertation requirements .  

Educational Leadership and Policy Studies

*Ph.D. in Educational Leadership

Program for the Preparation of School Principals and Supervisors (M.A.Ed.  ∕  Ed.S.) ▼

Educational leadership doctoral program (ed.d.  ∕  ph.d.) ▼, soe offices and resources ▼, program overview.

The  Educational Leadership and Policy Studies  doctoral program is available at multiple Virginia Tech campuses across Virginia. Designed for working professionals, the program is conducted on a part- or full-time basis, with coursework that balances modern  theory with real-life practice. The vast majority of our doctoral students pursue the Ed.D., though a Ph.D. option is available.

For over fifty years, the Virginia Tech Educational Leadership and Policy Studies  Doctoral Program has prepared aspiring educational administrators throughout the Commonwealth.  Ed.D. graduates leave with the skills they need to lead ethically; advance equity and social justice in educational settings; consider and implement educational policy; lead innovative practices; communicate with diverse constituents; and improve the learning and well-being of all PK-12 students. 

Currently, approximately 30% of division superintendents in Virginia are graduates of Virginia Tech’s Educational Leadership programs.

Alumni of our educational leadership and policy studies program serve as school principals, central office administrators, state department of education officials, members of state boards of education, researchers, university faculty, and administrators of various colleges and universities including Virginia Tech itself.

Our  Nationally Recognized Program Faculty  include widely published, nationally recognized authors and researchers  with an average of over 20 years of experience working with PK-12 educators .

Ed.D. students complete approximately 69 hours of coursework on a part- or full-time basis.  Typically, students attend two classes – totaling 6 credit hours – per semester. Students may attend fewer credit hours in Summer I or II, or more credit hours while working on their dissertation research. Students must be enrolled in at least 3-credits and one class for continuous enrollment.  Courses are conducted in the evening or asynchronously to fit the schedules of full-time educators.

LOCATIONS AND COHORTS

Virginia Tech offers the  Educational Leadership and Policy Studies Ed.D. program online and also frequently utilizes a hybrid model for some in-person studies at the five Virginia Tech extension sites: the Hampton Roads Center (Virginia Beach/Newport News), the Richmond Center , the Roanoke Higher Education Center , and the Southwest VA Higher Education Center (in Abingdon).

THE COHORT MODEL

The Ed.D. program operates on a cohort model. In other words, each site admits a new, approximately fifteen-person group – or cohort –of doctoral students every three years.  Members of a given cohort attend all of the same classes in the same sequence and pursue common plans of study.

The benefits of a cohort model are many.   The cohort model is designed to facilitate social interaction, collaboration, and the formation of a supportive learning community.

Students in cohorts learn from and help each other with the successful completion of coursework and professional networking. They report a strong sense of community and are more likely to complete their programs of study in a timely manner.

WHAT YOU'LL STUDY

All Ed.D. students graduate with a minimum of 69 doctoral course credits, 30 transfer credits (from previous graduate coursework), totaling at least 99 credits in total. The degree may be completed in three years, though some students take additional semesters to complete their dissertations. 

Course topics include:

• Advanced School Law
• Advanced School Finance
• Instructional Leadership
• Governance and Policy
• Facilities Planning
• Theories of Administration
• Quantitative Research Methods

Each course will address relevant, contemporary issues in PK-12 education, such as standardized testing, school safety, special education, school accreditation, diversity and equity, educational policy and politics, and school improvement. 

Courses are offered face-to-face, blended/hybrid, and online for most cohorts. For the online-only cohort, all courses are delivered virtually with synchronous and asynchronous classes. 

DISSERTATION

The Ed.D. in Educational Leadership and Policy Studies is not awarded solely on the basis of coursework completion. To graduate, each student must also conduct a research study culminating in the presentation and defense of a dissertation. The Ed.D. dissertation demonstrates the student’s ability to investigate a practical issue in educational administration – in program evaluation, program implementation, curriculum development, or another topic agreed upon by the student’s dissertation chair and advisory committee.

The majority of students write their dissertations in the traditional five-chapter format (i.e., as a research paper with an introduction, literature review, methodology section, results, and conclusion). Other options such as a journal article dissertation are available.  Students work with the dissertation chairs and committees to determine the best format for their  dissertation.

Course Descriptions

Edel 6004 - theories of educational administration.

A general course for students of administration in public and private schools, community colleges, four-year colleges, and universities. Content includes purposes and nature of theory in educational administration and the application of organizational theory to education. Theories of decision making, communication, leadership, climate, power, conflict, change, morale, and motivation are covered.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture

EDEL 6014- Administration of Instructional Programs and Support Services

The roles and responsibilities of central office (system) and building level (school) personnel in the administration of instructional programs and services. Students engage in a variety of activities designed to improve their skills in planning, organizing, delivering, and monitoring instructional programs and services within this dynamic environment. Must have administrative or supervisor certification and experience.

EDEL 6024 - Public School Budgeting

Policies, principles, and practices involved in the practice of public school budgeting.

EDEL 6034 - Planning Educational Facilities

Basic information needed by administrators to mount an effective planning effort within an organization; to plan, develop, and maintain satisfactory buildings to house modern educational programs; to supervise the work of other professionals and technicians in designing and constructing facilities; and to evaluate such efforts. Meets Virginia requirements for placement on the Eligible List of Division Superintendents.

EDEL 6044 - Governance and Policy in Education

Antecedents of public policy affecting education in the United States, and the relationships between policy making and implementation and educational administration.

EDEL 6104 - Literature Reviews in K-12 Educational Leadership

Literature reviews in educational leadership and related fields; analysis, critique and synthesis of literature representing research, theory, applicability, and commentary in current topic of interest; preparation of initial literature review; evaluative skills used to identify well-constructed research. Pre: Graduate standing.

EDEL 6124 - Advanced K-21 School Law

Influence of school law on PK-12 education; legal issues that pertain to the public schools, including in-depth analysis of accountability, employee relations, and parental and student rights, with emphasis on issues at central office level; rationale for a legally sound environment for students, faculty, and staff; Virginia and national education codes; school system policies and administrative regulations; legal research development. Pre: 5024 or equivalent.

Prerequisite(s): EDEL 5024

EDEL 6134 - Advanced Topics in Public School Finance

Education policy and practice pertaining to public school finance for educational leaders and policy makers. Equitable distribution of educational monies and resources to achieve desired student outcomes. Linking of availability of sufficient resources with a school division's ability to educate all students to the highest standards. Pre: EDEL 5034 or equivalent.

Prerequisite(s): EDEL 5034

EDEL 6254 - Legal Aspects of Special Education

Review and analysis of current case law and litigation related to special education. Focus on the legal system that assures children with disabilities free appropriate public education, with emphasis on due process procedures and other procedural safeguards, discipline, program accessibility, and application of the least restrictive alternative principle in special education programming.

EDEL 6914 - Problems in Education

Study of contemporary problems in various education settings such as administration, counseling, community college education, and adult and continuing education. (Maximum 3C per course).

Credit Hour(s): 1 TO 3

Lecture Hour(s): 1 TO 3

EDEL 6924 - Professional Seminar

Critical review, presentation, and discussion of current data-based and issues-related literature, either published or presented at recent national meetings. Provides students an opportunity to amalgamate their prior course experiences to produce a draft dissertation prospectus. (Maximum 6C credit allowed toward program of study).

Credit Hour(s): 1 TO 6

Lecture Hour(s): 1 TO 6

EDEL 7704 - Field Studies in Education

Advanced applied research and/or evaluation study in one or more educational institutions or agencies. The student is graded on the basis of the design of the study and ability to conduct the study and report the results. (Maximum 12C).

Credit Hour(s): 1 TO 12

Lecture Hour(s): 1 TO 12

EDEL 7714 - Internship in Education

Planned program of advanced clinical practice in education through assignment under direct supervision of outstanding practitioner for periods of up to two semesters. (Maximum 24C).

Credit Hour(s): 1 TO 24

Lecture Hour(s): 1 TO 24

EDEL 7994 - Research and Dissertation

Edre 6605 - quantitative research methods in education i & ii.

This two-course sequence is designed to provide an overview of basic research design, measurement and statistical concepts in social and behavioral research. Emphasis will be placed on understanding the process of social and educational research in field settings, hands on experience of designing and conducting research and analysis of data. I,II.

Prerequisite(s): EDRE 5404 (UG) OR EDRE 5404

EDRE 6606 - Quantitative Research Methods in Education I & II

Nationally recognized faculty.

Charles Lowery, Associate Professor of Educational Leadership

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BRIDGING RESEARCH TO PRACTICE

Leading the Future of Education

The Department of Educational Leadership and Policy consists of two program areas that offer master’s and doctoral degree concentrations in specific fields: the Program in Higher Education Leadership and Policy and the Public School Executive Leadership Program.

Our department has a legacy of excellence in training scholars, practitioners and educational leaders for PK-12 public schools, higher education and the P-16 policy arena. Our change-making graduates go on to serve as superintendents, school principals, professors, researchers and student affairs professionals. Our award-winning faculty, nationally recognized graduate programs, and highly regarded research centers focus on educational leadership and policy through an equity and social justice lens.

The Department of Educational Leadership and Policy is a community of students, faculty, staff and policy influencers that share a common goal of improving educational opportunities for all.

The Department of Educational Leadership and Policy offers graduate programs that develop thought leaders and administrators for public school, college and university settings.

Our department’s research has a direct effect on policies and practices that support students, administrators and leaders in P-16 educational settings. Our masters and doctoral students engage in research that is responsive to the ongoing challenges faced across educational sectors.

College News

• March 29, 2024 COE Media Mentions: March 22 – 29
• March 22, 2024 COE Media Mentions: March 15 – 22
• March 21, 2024 College of Education Applauds Exceptional Faculty for Promotion and Tenure Achievements

More News »

College Events

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Department Announcements

Sarah Woulfin’s New Book Reflects on How Equity-Centered Coaching Leads to Improvement in Schools

New book by Sarah Woulfin provides insightful guide for making coaching matter in schools.

Linda García Receives National Prize for Her Commitment to and Excellence in Teaching and Learning

Linda García, executive director of the Center for Community College Student Engagement, was named the 2023 recipient of the Terry O’Banion Prize for Inspiring Significant Change to Teaching and Learning.

Pedro Reyes Named Member of the Inaugural Research Advisory Council for The Education Trust

Dr. Reyes will work with other members to advise Ed Trust’s research agenda on teaching and curriculum, and provide insight on the educational landscape to help identify specific equity-based research projects.

• Educational Policy and Leadership, PHD
• Requirements
• Related Programs

Chairperson: Jody Jessup-Anger, Ph.D. Educational Policy and Leadership website

Degree Offered

Doctor of Philosophy

Program Description

The EDPL doctoral program develops educational scholar-practitioners, researchers, and leaders who possess the commitment, perspective, and skills to implement strategies for greater equity in a variety of educational settings. Students inquire deeply into the foundational knowledge of education, exploring how the organization of schools, institutions of higher education, and society shape educational processes. Students gain theoretical knowledge in specific disciplinary/topical concentrations, enabling them to further examine educational practice in a chosen context. Finally, students acquire expertise in research methods which equip them to advance and enact educational knowledge. The program supports EDPL Ph.D. graduates to work actively to create a more just society.

Educational Policy and Leadership Doctorate

A Marquette doctoral student must complete a 57-credit program of study prepared in consultation with his or her adviser and outlined on an approved Doctoral Program Planning Form. The program must include an earned master’s degree of 30 credit hours, an additional 45 credit hours of course work, and 12 credit hours of dissertation course work.

Transferring Credits from master’s programs:

•   A maximum of 15 master’s credits can be considered for transfer from another institution. •   Additional master’s credits may be considered for transfer from a closely related Marquette University master’s degree program.

In both cases, the transfer of credits is considered on a case-by-case basis by the student’s adviser and/or the Doctoral Program Committee based on the following factors:

• EDPL courses listed as requirements or electives in the doctoral program description can be accepted for transfer given adequate student performance;
• Level of theoretical course content for courses not listed in the program;
• Student performance in transfer course.

In all cases, should the adviser and/or Doctoral Program Committee determine a student is not sufficiently prepared to begin dissertation research upon completion of course work, EDPL reserves the right to require the student to take appropriate course/s toward completion of the doctoral degree.

A doctoral program must contain the following elements:

Students interested in pursuing a focus in the area of K-12/higher education leadership may select from the following electives:

Students interested in pursuing a focus in the area of K-12/higher education teaching and learning  may select from the following electives:

Students interested in pursuing a focus in the area of K-12/higher education policy analysis  may select from the following electives:

Students may also create a customized set of electives with the approval of their adviser.

Normally, no second language is required, unless, at the discretion of the student’s adviser, proficiency in a second language is necessary in a student’s research.

The residency requirement for EDPL doctoral students is met when the student has completed three consecutive semesters with a minimum of three credits each semester. Summer can be, but is not required to be, included to meet the residency requirement. 

A doctoral student must pass all three parts of a written and oral qualifying exam prior to the advancement to candidacy. DQE Component 1: Critical Analysis and DQE Component 2: Foundations of Research are completed during course work. DQE Component 3: Proposal, both written and oral defense, is taken after the completion of course work. A student’s DQE Component 3 committee and the dissertation committee (typically the same members) should include at least two faculty from the EDPL department. The remaining members may be from outside the department with no more than one coming from outside the university. Students should select all committee members in consultation with their adviser. 

The doctoral dissertation must represent an original research contribution and show high attainment and clear ability to do independent research. Students must successfully defend both their dissertation proposal and the final dissertation.

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Master's Programs

The goal of the master’s programs is to engage the professional educator in extended critical reflection on the principles, practices, and rationales of human-service leadership in contemporary society. Specifically, the programs seek to develop educational leaders in K-12 schools, colleges, universities and educational organizations with expertise in the historical, philosophical and sociological foundations of educational policy issues. The programs are designed to accommodate the working professional, and program content is composed to reflect student backgrounds, interests and professional objectives.

• Educational Leadership, MED
• Educational Policy and Leadership, MA
• Student Affairs in Higher Education, MED
• Teacher Education, MED

Certification Programs

The College of Education offers a variety of certification programs which prepare students to obtain state certification and licensure. Certification program requirements are in alignment with requirements for educational licensure through the Wisconsin Department of Public Instruction. Certificates are granted by the Wisconsin Department of Public Instruction. The university’s decisions on recommendations for certification are made by its licensing officer after appropriate consultations and requirement reviews.

• Director of Instruction, Certificate
• Principal, Certificate
• Secondary Education, Certificate
• Superintendent, Certificate

Doctoral Program

The EDPL doctoral program develops educational scholar-practitioners, researchers, and leaders who possess the commitment, perspective, and skills to implement strategies for greater equity in a variety of educational settings. Students inquire deeply into the foundational knowledge of education, exploring how the organization of schools, institutions of higher education, and society shape educational processes. Students gain theoretical knowledge in specific disciplinary/topical concentrations, enabling them to further examine educational practice in a chosen context.  Finally, students acquire expertise in research methods which equip them to advance and enact educational knowledge. The program supports EDPL Ph.D. graduates to work actively to create a more just society.

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2023-2024 Bulletin

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School of Graduate Studies

Educational leadership and policy, program overview.

The Educational Leadership & Policy (ELP) program is devoted to the study and development of policy, leadership, change, and social diversity in elementary and secondary schools and other educational settings for children and youth. A combination of theory and real-world practice will enable students to tackle the complex challenges of current education policy, leadership and reform. Program strengths include:

• A focus on equity, anti-oppression and educational justice;
• Deep expertise in both the Ontario educational context and in comparative, international and global contexts; and
• Training in advanced qualitative and quantitative research methods.

The ELP program is designed to develop critical and highly skilled educational leaders, policy analysts, and researchers who will make positive change in schools, school boards (districts), government ministries, foundations, nongovernmental agencies and international organizations in Canada and around the world. Within the program, students are able to explore the field more broadly or focus on one of four thematic areas: Policy, Leadership, Change and Social Diversity. Students have four degree program options within ELP: MEd, MA, EdD and PhD.

Quick Facts

Master of arts, program description.

The MA program in Educational Leadership and Policy fosters the study of problems in leadership and policy with respect to educational programs, with an emphasis on elementary and secondary schools. It will best serve students who have a commitment to scholarship and research as a means of deepening their understanding of leadership action in schools or in other educational and service institutions.

The MA is available through both full-time and part-time studies. While experience in teaching and administration is not an essential prerequisite for admission, such experience provides a desirable background. The department welcomes applicants with diverse but relevant backgrounds.

Minimum Admission Requirements

Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education’s additional admission requirements stated below.

An appropriate bachelor’s degree from a recognized university in a relevant discipline or professional program, with a grade equivalent to a University of Toronto B+ or better in the final year.

Two letters of reference: one academic, the other either academic or professional.

Program Requirements

Coursework. Students must complete 4.0 full-course equivalents (FCEs) as follows:

LHA1003H Designing Master's Research Proposals (0.5 FCE).

LHA1004H Research Literacy in Educational Leadership and Policy (0.5 FCE).

LHA1040H Introduction to Educational Leadership and Policy: Policy, Leadership, Change, and Diversity (0.5 FCE).

0.5 FCE in research methods, to be selected in consultation with the thesis supervisor.

2.0 elective FCEs, of which 0.5 must be from the Educational Leadership and Policy program, normally at the 1000 level or 5000 special topics level. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA10XX" and "LHA50XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H. Additional courses may be required of some students.

Thesis , to be developed under the guidance of a faculty member.

Program Length

6 sessions full-time (typical registration sequence: F/W/S/F/W/S); 10 sessions part-time

3 years full-time; 6 years part-time

Master of Education

The MEd program in Educational Leadership and Policy is designed primarily for students who are interested in learning the nature and practice of leadership and policy, especially with respect to social diversity and change in elementary and secondary schools. The MEd degree can be pursued on a part-time or full-time basis. The department welcomes applicants with diverse but relevant backgrounds.

There are two MEd options available:

Coursework Only Option and

Coursework Plus Major Research Paper Option.

Students initially apply to and register in the Coursework Only Option. For registration in the Coursework Plus Major Research Paper Option, department permission is required.

The Coursework Only Option is available in two delivery models:

Regular MEd stream: students are accepted every year and can register on a full-time or part-time basis.

Online/Hybrid (part-time) Cohort-based stream: available in select years. Students move through the program as a cohort and register part-time. Applicants who are interested in the Online/Hybrid Cohort must specify their interest in this cohort in their responses to the Faculty questions in the online admissions application. However, due to limited space, admission to the MEd degree program does not guarantee membership in this cohort.

MEd Program (Coursework Only Option [Regular Delivery])

An appropriate bachelor’s degree from a recognized university in a relevant discipline with a grade equivalent to a University of Toronto mid-B or better in the final year.

Two letters of reference. Whenever possible, one should be written by an educational professional for whom the applicant has worked. The second should be by a referee who can attest to the applicant's academic ability.

Applicants must have the equivalent of 12 months of successful, relevant, professional experience.

Coursework. Students must complete 5.0 full-course equivalents (FCEs) as follows:

LHA1004H Research Literacy in Educational Leadership and Policy (0.5 FCE), to be taken at the beginning of the program.

LHA1040H Introduction to Educational Leadership and Policy: Policy, Leadership, Change, and Diversity (0.5 FCE), to be taken at the beginning of the program.

4.0 other FCEs, of which at least 2.0 FCEs must be from the Educational Leadership and Policy program, normally at the 1000 level or 5000 special topics level. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA10XX" and "LHA50XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H. Students may choose to focus on one of the four research areas: Policy, Leadership, Change, or Social Diversity.

4 sessions full-time (typical registration sequence: F/W/S/F); 10 sessions part-time

MEd Program (Coursework Only Option [Online/Hybrid Delivery, Part-Time Only])

10 sessions part-time

6 years part-time

MEd Program (Coursework Plus Major Research Paper Option)

LHA1003H Designing Master's Research Proposals (0.5 FCE). Part-time students are recommended to take this course towards the end of their program; full-time students are recommended to take it in Year 1.

3.0 other FCEs, of which at least 1.5 FCEs must be from the Educational Leadership and Policy program, normally at the 1000 level or 5000 special topics level. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA10XX" and "LHA50XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H. Students may choose to focus on one of the four program strands: Policy, Leadership, Change, or Social Diversity. LHA1004H Research Literacy in Educational Leadership and Policy is strongly recommended, as is an appropriate research methods (RM) course selected in consultation with the Faculty MRP supervisor.

Major Research Paper (MRP) : LHA2001Y 0 Major Research Paper to be carried out under the guidance of a faculty member.

5 sessions full-time (typical registration sequence: F/W/S/F/W); 10 sessions part-time

Doctor of Education

Admissions have been administratively suspended. (See amendment made on September 19, 2023.) The next intake for this program will be Fall 2025. Applications for the EdD in Educational Leadership and Policy for the 2025-26 admissions cycle are set to open in early October 2024.

The EdD program in Educational Leadership and Policy is intended to shape highly competent leadership positions in school systems and other educational institutions. The program is specifically designed for working professional educators who want to develop the intellectual and research skills that will help them refine their practice as leaders in educational systems.

The EdD program is offered full-time in a cohort format. The department welcomes applicants with diverse but relevant backgrounds.

EdD Program

Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

Master's degree in the area of Educational Leadership and Policy or an equivalent degree with high academic standing from a recognized university.

• In addition to responses to the Faculty questions in the online admissions application, a supplementary writing sample is required, which will help the admissions committee to assess an applicant's readiness to succeed in rigorous coursework and to conduct systematic research for the EdD. Applicants typically submit a master's-level Major Research Paper or thesis as their writing sample. Applicants who do not have a Major Research Paper or thesis must provide a writing sample that showcases their ability to write clearly and analytically about educational issues. Examples include a master’s-level course paper, a policy document, and a professional publication.
• The applicant must be in a leadership position in education, or must have held a leadership position, or must demonstrate potential for leadership.
• LHA3003H Designing Research Proposals in Educational Leadership and Policy (Credit/No Credit; 0.5 FCE).
• LHA3004H Research and Literacy for the EdD Program (0.5 FCE).
• LHA3005H Introduction to Research Methods for the EdD (RM) (0.5 FCE) or another research methods course.
• LHA3006H Data Analysis for the Education Doctorate (RM) (0.5 FCE) or another research methods course.
• LHA3007H Literature Reviews for the EdD Program (0.5 FCE).

LHA3040H People and Power in Organizations (0.5 FCE).

• LHA3041H Doctoral Seminar on Policy Issues in Education (0.5 FCE).
• 0.5 elective FCE.
• Comprehensive examination. Successful oral defence of a written paper that critically reviews and synthesizes the literature related to the problem of practice to be addressed in the student’s dissertation in practice, selected by the student in consultation with the supervisor/advisor. The comprehensive exam is normally taken at the end of Year 2, and must be taken no later than the end of Year 3. Students will be informed of their status (pass or fail) at the end of the oral exam. Students who are not successful in their first attempt will be permitted one additional attempt to pass.

Thesis (dissertation in practice) proposal hearing.

• Thesis (dissertation in practice) : The thesis (dissertation in practice) is the culminating component of the Doctor of Education degree in Educational Leadership and Policy that shall include an identification and investigation of a problem of practice, the application of theory and research to the problem of practice, and a design for action to address the problem of practice. Specifically, the thesis (dissertation in practice) consists of original research in the form of a written proposal or plan for innovative and impactful educational policy, guideline, advocacy, development project, or activism within or beyond a traditional educational setting, aimed at improving practice at local, regional, national, or international levels.

Students are full-time and must maintain continuous registration full-time and pay full-time fees until all degree requirements, including the thesis (dissertation in practice), are completed.

Students cannot transfer between the EdD and PhD programs.

Doctor of Education (Field: International Education Leadership and Policy)

Within the Educational Leadership and Policy EdD program, the field in International Education Leadership and Policy offers a robust, world-class program of study structured for professionals working within international settings in positions of leadership and policymaking who want to create impact in their field and mobilize new solutions to real-world problems.

The EdD program is offered full-time in a cohort format and will be delivered in a hybrid modality with short on-campus Institutes. The majority of courses will be offered online. The department welcomes applicants with diverse but relevant backgrounds.

Responses to the Faculty questions in the online admissions application: applicants will demonstrate experience and interest in studying international issues in education policy and leadership. In addition, a supplementary writing sample is required, which will help the admissions committee to assess an applicant's readiness to succeed in rigorous coursework and to conduct systematic research for the EdD. Applicants typically submit a master's-level Major Research Paper or thesis as their writing sample. Applicants who do not have a Major Research Paper or thesis must provide a writing sample that showcases their ability to write clearly and analytically about educational issues. Examples include a master’s-level course paper, a policy document, and a professional publication.

The applicant must be in a leadership position in education in an international setting, or must have held a leadership position, or must demonstrate the relevance of the program to their position or professional development in international education policy.

Coursework. Students must complete 4.0 core full-course equivalents (FCEs) as follows:

LHA3003H Designing Research Proposals in Educational Leadership and Policy (0.5 FCE; Credit/No Credit)

LHA3005H Introduction to Research Methods for the EdD (RM) (0.5 FCE)

LHA3006H Data Analysis for the Education Doctorate-RM (0.5 FCE)

LHA3007H Literature Reviews for the EdD Program (0.5 FCE)

LHA3040H People and Power in Organizations (0.5 FCE)

LHA3041H Doctoral Seminar on Policy Issues in Education (0.5 FCE)

0.5 elective FCE chosen from 1000, 3000, or 6000-level courses as available online or

individual reading course (LHA3052H) or

practicum course (CIE1002H) (0.5 FCE)

LHA3008H + Professional Seminar and Dissertation Workshop in International Educational Leadership and Policy (0.5 FCE)

Courses will be offered in specialized sections for the International Educational Leadership and Policy field cohort with course syllabi adapted to reflect the international educational policy focus.

Attendance in an on-campus Institute will be required to allow face-to-face delivery of one course in each of Years 1, 2, and 3. The Institute will foster cohort engagement and exchange; orientation to the OISE professors, the University of Toronto, and the program.

All other courses will be offered online using synchronous and asynchronous modalities.

Comprehensive examination. Successful oral (using video conferencing) defence of a written paper that critically reviews and synthesizes the literature related to the problem of practice to be addressed in the student’s dissertation in practice, selected by the student in consultation with the supervisor/advisor. The comprehensive exam is normally taken at the end of Year 2, and must be taken no later than the end of Year 3. Students will be informed of their status (pass or fail) at the end of the oral exam. Students who are not successful in their first attempt will be permitted one additional attempt to pass.

Thesis (dissertation in practice): The thesis (dissertation in practice) is the culminating component of the Doctor of Education degree in International Educational Leadership and Policy that shall include an identification and investigation of a problem of practice, the application of theory and research to the problem of practice, and a design for action to address the problem of practice. Specifically, the thesis (dissertation in practice) consists of original research in the form of a written proposal or plan for innovative and impactful educational policy, guideline, advocacy, development project, or activism within or beyond a traditional educational setting, aimed at improving practice at local, regional, national, or international levels.

+ Extended course. For academic reasons, coursework is extended into session following academic session in which course is offered.

Doctor of Philosophy

The PhD program in Educational Leadership and Policy fosters the study of problems in the administration and leadership of educational programs. It best serves students who are committed to scholarship and research as a means for deepening their understanding of leadership in schools or in other educational and service institutions.

The program offers both full-time and flexible-time options. While experience in teaching and leadership is not an essential prerequisite for admission, such experience provides a desirable background. The department welcomes applicants with diverse but relevant backgrounds.

PhD Program

An appropriate master's degree, from a recognized university in a relevant discipline or professional program, with a minimum standing equivalent to a University of Toronto A–.

In addition to responses to the Faculty questions in the online admissions application, a supplementary writing sample is required, which will help the admissions committee to assess an applicant's readiness to succeed in rigorous coursework and to conduct systematic research for the PhD. Applicants typically submit a master's-level Major Research Paper or thesis as their writing sample. Applicants who do not have a Major Research Paper or thesis must provide a writing sample that showcases their ability to write clearly and analytically about educational issues. The admissions committee will look for evidence that applicants understand how to, or have the potential to, craft an academic document, display an ability to define a research problem, devise an appropriate focus for an inquiry, assemble and analyze evidence, and develop conclusions in a rigorous manner. Examples include a master’s-level course paper, a policy document, and a professional publication.

Coursework. Students must complete a minimum of 3.0 full-course equivalents (FCEs) as follows:

1.0 FCE in research methods, to be chosen in consultation with the faculty advisor (excluding LHA1003H and LHA1004H, which may not be counted towards this requirement). Students who have already attained an acceptable level of competence in research methodology may be authorized to choose a course in a different area of study.

At least 0.5 FCE at the 3000 level or the 6000 Special Topics level from the Educational Leadership and Policy program. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA30XX" and "LHA60XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H.

Comprehensive examination. Successful oral defence of a written paper that critically reviews and synthesizes the literature in the student’s proposed thesis area, selected by the student in consultation with the supervisor/advisor. The comprehensive exam is normally taken at the end of Year 2, and must be taken no later than the end of Year 3. Students will be informed of their status (pass or fail) at the end of the oral exam. Students who are not successful in their first attempt will be permitted one additional attempt to pass.

Thesis proposal hearing.

Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled.

Students cannot transfer between the full-time and flexible-time PhD options.

PhD Program (Flexible-Time)

Two letters of reference: one academic, one professional.

Applicants must demonstrate that they are active professionals engaged in activities related to their proposed program of study. Capacity to secure blocks of time to enable concentrated study is required.

Students must register continuously until all degree requirements have been fulfilled. They register full-time during the first four years and may continue as part-time thereafter, with their department's approval.

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• University of Denver

Ph.D. in Educational Leadership and Policy Studies

Academic Programs

Explore this Section

Develop advanced research skills, generate theories and gain expertise in a specific field of educational leadership (e.g., post-secondary education, curriculum design or educational assessment). Our Ph.D. program will prepare you for careers in executive leadership, higher education, research organizations and policy centers.

The ELPS Ph.D. program consists of two years of doctoral coursework in a cohort composed of Ed.D. and Ph.D. students. In the first two years you will take two courses per quarter: one research methods course and one leadership content course. In order to gain a strong grounding in the leadership of educational organizations, research and policy, you will customize your coursework in year three. Successfully defending your dissertation marks the completion of the Ph.D. degree.

Applications are currently under review, look for decision emails coming soon!

Applications open for 2024, learning outcomes.

The program learning outcomes for the Ph.D. in Educational Leadership and Policy Studies are as follows:

• Self Aware: Reflective practitioners who seek and embrace critical feedback with the personal insight necessary to continuously improve and are willing to fully dedicate their knowledge, skills and passion towards becoming critically conscious scholars, researchers for social justice and transformative leaders.
• Critically Conscious Scholar: Critical consumers of knowledge that base leadership and professional practice as a leader and scholar with historical and cultural awareness of the communities served by engaging indigenous and ancestral community contexts and empirical evidence to be an effective, ethical and equity-focused scholar.
• Researcher Committed to Social Justice: Producers of critical and collective scholarly inquiry, application and development of new knowledge and practice that foster social justice and civic engagement and honor culture and community.
• Transformative Leader: Culturally responsive leaders who center community perspectives and critique and challenge systems of oppression by moving research to action, advocating for community-based goals and/or assuming leadership or partnering with school, district and community leaders. Transformative leaders who promote inclusive, non-oppressive school contexts that serve the best interests of students, families and communities for a more equitable and socially just education system and society.

Program Requirements

You must complete 90-quarter credit hours and a traditional dissertation.

Download the ELPS Doctoral Program Overview (PDF) for comprehensive information.

Certifications

If you are approved to pursue certification for an Administrative License through the Colorado Department of Education (CDE): the Initial Administrator (Superintendent) License or the Initial Administrator (Director of Special Education) License , you must complete the optional six-credit hour administrator internship (300 contact hours) in addition to the Ph.D. program requirements. The University of Denver has not yet determined whether the program meets licensure requirements in a state other than Colorado or in any U.S. protectorates. If you want to pursue licensure in a state other than Colorado, contact the state’s Board of Education to determine whether the program meets licensure requirements.

College of Professional Studies

Northeastern University’s online Doctor of Education program provides experienced adult learners, working professionals, and scholar-practitioners from diverse backgrounds and perspectives with the practical knowledge and experience they need to transform the learning landscape. Students gain innovative approaches to create authentic change in their communities. The program was selected as the Carnegie Project on the Education Doctorate's Program of the Year for 2022-2023.

The Doctor of Education program is designed to be completed in three to four years of study—following a fast-paced quarter system in lieu of a traditional semester format. Students choose from five concentrations to create a curriculum that matches personal and professional interests. The program's dissertation in practice process will begin at the onset of your coursework as you identify your problem of practice and develop an action plan—incorporating cycles of data collection and analysis, collaboration, change work, and reflection—culminating in the dissemination of your action research findings. Our students come from diverse disciplines and professions, seeking more than just a degree. You'll gain a practical education that translates to your everyday working environment.

While all EdD courses can be completed online (except for hybrid courses in Seattle and Charlotte), annual in-person two-day residencies are held on campus. Residencies focus on networking and tools for career success and allow you to connect with faculty and fellow scholars to share knowledge and experience. You'll attend residencies* in your first and second years of the program at one of our campuses in Boston, Charlotte, or Seattle.

The Northeastern Doctor of Education degree is accredited by the New England Commission of Higher Education (NECHE) and was selected as Program of the Year by the Carnegie Project on the Education Doctorate Program for 2022-2023.

*Please note: International students enrolling in the online EdD program will be provided with an option to complete the residency through online participation in interactive sessions with fellow scholars offered during the residency period.

More Details

Unique features.

• You will choose one of five concentrations—higher education administration, innovative teaching and learning, transformative school leadership, workplace learning, and integrative studies—to focus your studies and further customize your curriculum.
• You'll begin dissertation in practice work at the onset of your program. You'll select a compelling educational/organizational challenge and will be assigned a faculty advisor to support your research throughout the program.
• All coursework is online—providing flexibility for working professionals. Your residencies will be fulfilled in person*, at one of our campuses in Boston, Charlotte, or Seattle.
• You'll learn alongside faculty practitioners—engaging with respected leaders who contribute to the field as authors, journal editors, school board members, bloggers, and podcasters.

*In-person participation in the residency is also available for international students.

Concentrations

• Higher Education Administration: The higher education administration concentration provides an opportunity for experienced higher education professionals to expand their previous understanding of practices within all sectors of postsecondary education—and also advance their professional practice by developing and deepening their understanding of the roles of colleges and universities in our society. Sectors examined include community colleges, four-year colleges, for-profit institutions, and research universities.
• Innovative Teaching and Learning: The innovative teaching and learning concentration focuses on transforming education through innovation, justice, and policy, by providing engaging opportunities for current and aspiring teaching and learning specialists working in various education spaces. The concentration focuses on teaching and learning both inside and outside the bounds of P-20 schools and focuses on developing and leading innovative curricula as well as professional development.
• Transformative School Leadership: The transformative school leadership concentration provides innovative opportunities for experienced education professionals who are current and aspiring leaders of early childhood centers, public or private schools, or school districts. The concentration prepares students to lead and transform educational spaces and be equipped to shape the needs of education in K-12, higher education, organizational contexts, and beyond.
• Workplace Learning: The workplace learning concentration helps professionals gain a deeper understanding of, recognize, and influence real-life social inequalities faced by marginalized populations in the workplace. Courses allow students to advance their professional practice by developing and deepening their knowledge of workplace learning, organizational dynamics, learning strategy, and ethics.
• Integrative Studies: The integrative studies concentration provides an opportunity for students to design a program of study that fits their own professional goals and includes the required foundation and research courses, concentration courses from any EdD concentration, and electives from the Doctor of Education or Doctor of Law and Policy programs.

Program Objectives

Northeastern's Doctor of Education program is designed for experienced professionals interested in deepening their understanding of education, organizational development, and leadership. Throughout the program, students examine various approaches to critical, practice-based issues, learn research methods, and conduct a doctoral research study that investigates a compelling educational or organizational challenge.

2022-2023 Doctor of Education Program of the Year

The Carnegie Project on the Education Doctorate selected Northeastern's EdD program as the 2022-2023 Program of the Year, noting the “redesigned Dissertation in Practice Curriculum and the adoption of action research as its guiding methodology …” The committee praised “the program’s efforts to move beyond the typical five-chapter dissertation and engage scholarly practitioners in the acquisition of skills to realize meaningful change in their local contexts, emphasizing social justice.”

Testimonials

– sara ewell, phd, assistant dean, graduate school of education, – frawn morgan, current student, doctor of education, – aaron b., program graduate, looking for something different.

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

How to Apply Learn more about the application process and requirements.

Requirements

• Online application
• Academic transcripts: Official undergraduate and graduate degree documentation
• Describe the problem of practice
• Explain why you want to investigate it
• Provide a strong rationale for the significance of the problem
• Minimum work experience: Three years in a related field
• Professional resumé: Must summarize work and education history, include an outline of your educational/academic skills with examples such as research and teaching experience, affiliations, publications, certifications, presentations, and other professional skills.
• Faculty recommendation: Must be from a faculty member in your previous graduate program who can attest to your readiness for doctoral work. If you are no longer acquainted with a faculty member, please choose a professional who can speak of your academic capabilities to engage in doctoral-level research and writing. Recommendations should be presented as a letter attached to the general recommendation form.
• Two professional recommendations: Must be from individuals who have either academic or professional knowledge of your capabilities, a supervisor, mentor, or colleague. It is preferred that one letter of recommendation come from your current employer and/or supervisor. Recommendations should be presented as a letter attached to the general recommendation form.
• Proof of English language proficiency: ONLY for students for whom English is not their primary language.

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the College of Professional Studies admissions process, policies, and required materials.

Admissions Dates

Our admissions process operates on a rolling basis; however, we do recommend the application guidelines below to ensure you can begin during your desired start term:

Domestic Application Guidelines

International Application Guidelines *

*International deadlines are only applicable if the program is F1 compliant.

Industry-aligned courses for in-demand careers.

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

View curriculum

The core of the mission of the program is to allow educators to remain in the places they work, focus on a problem of practice, and through experiential learning and site-specific research opportunities in the program, make an immediate impact in their professional environments. The program explicitly integrates research and practice for professionals so they develop the requisite skills for conceiving, designing, conducting, and producing original site-based research in order to effect ethical change related to real-life problems of practice.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Joseph McNabb, PhD

Cherese Childers-McKee, PhD

By enrolling in Northeastern, you’ll gain access to students at 13 campus locations, 300,000+ alumni, and 3,000 employer partners worldwide. Our global university system provides students unique opportunities to think locally and act globally while serving as a platform for scaling ideas, talent, and solutions.

Below is a look at where our Education & Learning alumni work, the positions they hold, and the skills they bring to their organization.

Where They Work

• Boston Public Schools
• Chicago Public Schools
• NYC Department of Education
• Lockheed Martin
• Veterans Affairs
• Johns Hopkins
• Columbia University

What They Do

• Media Consultant
• College President
• Chief Information Officer
• Instructional Designer
• Diversity Officer
• Founder-CEO
• VP of Student Services
• Community Services Director

What They're Skilled At

• Experiential Learning
• Team Building
• International Education
• Change Agency
• Entrepreneurship
• Urban Education
• Strategic Management
• Student Engagement

Learn more about Northeastern Alumni on  Linkedin .

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Explore Programs

Educational leadership and policy studies - doctorate (phd).

DEGREE OVERVIEW

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.

ABOUT THE PROGRAM

• Students receive a broad foundation in K-16 leadership and policy.
• Candidates are part of a cohort throughout their required coursework, leading to the dissertation.
• Because most of the students in the program work full-time, they are required to take only six graduate credit hours per semester.
• Required courses are offered Monday and Thursday evenings.
• There are 10 required core courses offered in five consecutive semesters (Including the first summer).
• Students also take six elective courses prior to beginning their dissertation.
• Most students complete the program in four to five years.
• The B.A - Ph.D track provides a way for master’s students to start doctoral studies earlier.
• Admissions requirements
• Degree curriculum
• Degree information in the University Catalog
• Program accreditation

CAREER OPPORTUNITIES

The program is designed for candidates seeking careers in institutional assessment, policy analysis, K-12 leadership, higher education administration, student affairs, or the professoriate.

WHY CHOOSE US?

• Only program in the area with a K-16 focus
• Strong cohort support
• Students assigned supervising professor upon admission
• Students assigned a peer mentor upon admission

GET STARTED

Take the next step toward investing in yourself by learning more about our Educational Leadership and Policy Studies - DOCTORATE (PHD) program.

Apply Today

If you're ready, so are we. The next step is to apply. Applying for admission is easy, and we're here to work with you every step of the way.

PROGRAM CONTACT

Name: Dr. Leaf Zhang

Phone: 817-272-2956

Email: [email protected]

Learn more about this program on the Department or College website.

Department of Educational Leadership and Policy Studies

College of Education

• Financial Aid and Scholarships
• Tuition Estimator
• Student Affairs
• Division of Student Success

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UNIVERSITY CATALOG

Check out the University Catalog for more information.

If you wish to apply follow this link.

WANT MORE INFORMATION?

We are here to help with any questions you may have.

Ed.D. and Ph.D. in Educational Leadership, Policy

• Programs & Majors
• Biomedical Engineering

Educational Leadership, Policy and Law (EdD and PhD)

College of education, doctor of education and doctor of philosophy in educational leadership, policy and law.

Are you interested in pursuing a leadership role in the world of education, influencing policy or leading an institution committed to positively impacting students? Do you enjoy researching and solving problems using creative thinking and collaboration?

Earning an Ed.D. or Ph.D. in Educational Leadership, Policy and Law from Alabama State University is your key to unlocking a rewarding career as a leader in education. Our intensive educational leadership degree programs provide you with the training and skills to excel as an agent of change dedicated to educational equity and social justice, both inside and outside the classroom.

Why Earn Your Educational Leadership Degree at Alabama State University?

When you earn your Ph.D. or Ed.D. in Educational Leadership, Policy and Law from ASU, you’ll graduate with one of the most respected educational leadership degrees in the country. Our graduates are sought-after both in Alabama and around the nation for their expertise and experience working with students and faculty.

In fact, 100% of our educational leadership doctorate graduates are employed within six months of graduation. ASU’s doctoral degree programs in educational leadership will give you the best chances of finding your dream career in education.

Explore Educational Leadership Degree Courses at ASU

We offer two educational leadership degrees so you can tailor your educational experience to your goals. If you are interested in research, informing and developing policies or entering academia, our Ph.D. pathway is right for you. If you are most interested in the practical side of education and want a career in leadership within educational institutions, you should consider the Ed.D. in educational leadership.

Whichever educational leadership degree path you choose, you’ll enjoy a balanced combination of theory and hands-on field experiences to master foundational tools to become an effective and inspiring leader and policy shaper making positive impacts on education.

Some core courses in our educational leadership degree programs include:

• Leadership Studies
• Social and Ethical Issues
• Educational Policy
• Legal Research

What Can You Do With an Educational Leadership Doctorate?

Professionals with a Ph.D. or Ed.D. in Educational, Leadership, Policy and Law work in a wide variety of educational settings, including private and public schools, universities, government agencies and law firms. Thanks to our educational leadership program’s focus on internships, many of our students are employed before graduation.

Some of the most common career paths for professionals with educational leadership degrees include:

• Superintendent
• College president
• Education director
• Policy researcher

Places Alumni Work

Why Earn Your Educational Leadership Doctorate from ASU?

There are many reasons why our educational leadership degrees rank among the best in the nation. From our distinguished faculty mentors to our focus on experiential learning in the field, we provide you with the resources and community to succeed academically and professionally:

Get hands-on experience in educational leadership.

Both of our educational leadership degrees integrate courses focused on applying your knowledge and skills to real-world settings, so you’ll graduate with an impressive resume.

Work with experienced faculty.

You’ll be mentored by our highly experienced faculty during your educational leadership degree training and as you work on your dissertation — creating lasting personal and professional connections.

Earn a nationally renowned degree.

Our educational leadership degrees hold accreditations from the Alabama State Department of Education (ALSDE) — meaning you’ll earn an educational leadership doctorate that is respected around the world

Program Callouts

Educational Leadership graduates employed within six months of graduation

We offer two educational leadership degree tracks.

The Educational Leadership doctorate is accredited by the ALSDE

What Our Ph.D. and Ed.D. in Educational Leadership Alumni Say

  Quote Stinger S. ’19, degree program

Related Programs and Additional Resources

Connect with asu, department of physical therapy.

In the Department of Instructional Support Programs, we aim to help aspiring educational leadership professionals become agents of change committed to social justice and equity in schools and communities around the country. If you still have questions about earning your Ph.D. or Ed.D. in Educational Leadership, Policy and Law from ASU, please reach out to us.

Dr. Gilaine Nettles

Alabama State University 915 S. Jackson Street Montgomery, AL 36104

(334) 229-4800

FACULTY, STAFF & STUDENT RESOURCES

Alabama State University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, master's and doctoral degrees. Alabama State University also may offer credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of Alabama State University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling 404.679.4500 , or by using information available on SACSCOC's website. ( www.sacscoc.org ).

To inquire about Alabama State University accreditation status, please contact Dr. Tanjula Petty

Copyright © 2024 Alabama State University. All Rights Reserved.

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Admission Steps

Educational leadership and policy studies - phd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

Additional Standards for Non-Native English Speakers

Additional standards for international applicants.

For the 2023-2024 academic year

See 2024-2025 requirements instead

Fall 2023 quarter (beginning in September)

Priority deadline 1: December 1, 2022

Priority deadline 2: January 17, 2023

Priority deadline 3: April 3, 2023

Final submission deadline: June 1, 2023

Summer 2024 quarter (beginning in June)

Priority deadline 1: December 1, 2023

Priority deadline 2: January 16, 2024

Priority deadline 3: April 4, 2024

Final submission deadline: May 30, 2024

Priority deadline: Applications will be considered after the Priority deadline provided space is available.

Final submission deadline: Applicants cannot submit applications after the final submission deadline.

Degrees and GPA Requirements

Bachelors degree: All graduate applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution.

Masters degree: This program requires a masters degree as well as the baccalaureate.

Grade point average: The minimum undergraduate GPA for admission consideration for graduate study at the University of Denver is a cumulative 2.5 on a 4.0 scale or a 2.5 on a 4.0 scale for the last 60 semester credits or 90 quarter credits (approximately two years of work) for the baccalaureate degree. An earned master’s degree or higher from a regionally accredited institution supersedes the minimum standards for the baccalaureate. For applicants with graduate coursework but who have not earned a master’s degree or higher, the GPA from the graduate work may be used to meet the requirement. The minimum GPA is a cumulative 3.0 on a 4.0 scale for all graduate coursework undertaken.

Program GPA requirement: The minimum undergraduate GPA for admission consideration for this program is a cumulative 2.5 on a 4.0 scale

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), C1 Advanced or Duolingo English Test are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. Your TOEFL/IELTS/C1 Advanced/Duolingo English Test scores are valid for two years from the test date.

The minimum TOEFL/IELTS/C1 Advanced/Duolingo English Test score requirements for this degree program are:

Minimum TOEFL Score (Internet-based test): 80

Minimum IELTS Score: 6.5

Minimum C1 Advanced Score: 176

Minimum Duolingo English Test Score: 115

English Conditional Acceptance Offered: No, this program does not offer English Conditional Admission.

Read the English Language Proficiency policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Application Materials

Transcripts, letters of recommendation.

Required Essays and Statements

We require a scanned copy of your transcripts from every college or university you have attended. Scanned copies must be clearly legible and sized to print on standard 8½-by-11-inch paper. Transcripts that do not show degrees awarded must also be accompanied by a scanned copy of the diploma or degree certificate. If your academic transcripts were issued in a language other than English, both the original documents and certified English translations are required.

Transcripts and proof of degree documents for postsecondary degrees earned from institutions outside of the United States will be released to a third-party international credential evaluator to assess U.S. education system equivalencies. Beginning July 2023, a non-refundable fee for this service will be required before the application is processed.

Upon admission to the University of Denver, official transcripts will be required from each institution attended.

Two (2) letters of recommendation are required.  Letters should be submitted by recommenders through the online application.

Essays and Statements

Personal statement instructions.

In a maximum of two pages, typed, and double-spaced statement, please discuss the following: -Leadership preparation and/or professional experience as a leader -Professional goals and plans to achieve them -Expectations for how the EdD in Educational Leadership and Policy Studies at the University of Denver specifically will support your goals. Note: if there is a specific faculty member with whom you would like to work, based upon your research interests, please mention and discuss in this statement.

Diversity Statement Instructions

Please provide a personal statement of your views and actions regarding equity, ethics, and social justice (1-2 pages, double-spaced) and include in your statement: -Your thoughts on the roles and opportunities for equity, ethics, and social justice in ECE-12 education and policy. -Any personal, academic, and/or professional experiences that have shaped your understanding and commitment to equity, ethics, and social justice in education and policy. -What do you perceive to be your strengths and areas for growth in leading for social justice?

Résumé Instructions

The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Start the Application

Online Application

Financial Aid Information

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Your submitted materials will be reviewed once all materials and application fees have been received.

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Application Fee: $65.00 Application Fee

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College launches new online MSED in Ed Studies w/Concentration in Higher Ed Systems, Policy, Leadership

Starting in the Fall semester of 2024, the College of Education will launch a new master’s program in Educational Studies with a concentration in Higher Education Systems, Policy and Leadership .

The master’s will focus on preparing leadership-ready graduates who challenge the status quo of PK-22 education both domestically and internationally. University employees may find this a great opportunity for professional development and growth.

This 30-credit degree leads to a non-licensure master’s concentration to engage students in critical thinking about PK-22 educational systems, leadership, and governance, and current issues and policies impacting the internal and external PK-22 educational environments. The program features the integration of select PK-22 and higher education courses that explore the cultural, historical, economic, and social factors present in contemporary education systems. It will also include course offerings in educational leadership, governance, policy, finance, law, and international education.

“We’re thrilled to offer this new non-licensure pathway for higher education professionals who might want to pursue leadership roles in student, academic, or financial affairs spaces, both internal and external to higher education institutions,” said Terron Phillips , clinical assistant professor of higher education. “Contemporary higher educational leadership requires the pairing of foundational field knowledge and skill with boldly innovative vision toward addressing difficult issues in the field; these are the tools with which we aim to equip our graduates.”

For a Fall 2024 start, the application deadline is June 1, 2024.

Information: https://education.purdue.edu/graduate-students/prospective-students/graduate-programs/educational-leadership/higher-education-concentration/

Application: https://gradapply.purdue.edu/apply/

Questions: Terron Phillips, [email protected]