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Doctor of Education in Educational Leadership

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

For decades, educational systems have not been able to transform themselves to meet the needs of all students. Drawing on the principles of equity and social justice, build your capacity to lead change in ways that will improve academic opportunities and outcomes for all students.

Program Overview

The Doctor of Education in Educational Leadership (EDL) program prepares you to become a critically conscious leader with the skills to think strategically, understand and apply evidence-based research, develop strategies to create equity, and foster continuous organizational improvement. The program offers four concentrations: educational psychology, higher education administration, K-12 leadership in urban education and leading instructional change. 

Through this program, you will:

• Earn a doctorate from a program with a strong reputation among employers.
• Continue to work full time while taking one evening of classes per week for most of the program.
• Learn alongside a cohort of experienced professionals with diverse career backgrounds.
• Become equipped to address critical issues in communities that serve historically marginalized groups.

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

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

In the first year of the program, you will complete core courses that reflect USC Rossier’s mission and the program purpose. These courses focus on developing or deepening your understanding of the way power and privilege play out in education, leadership and learning to perpetuate inequities in learning opportunities. Subsequent coursework will build on this foundation and align with your career objectives. Each concentration will expose you to context-specific best practices and research while emphasizing the application of theory to practice.

Concentrations

Each concentration path consists of four courses and a dissertation in practice in a concentration-specific format. You will complete your dissertation under the guidance of a faculty member within your concentration. You must have career experience relevant to the concentration to which you apply.

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

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

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

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

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

Alumni have held positions such as:

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

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

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

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

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

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

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

Recommended career background for this concentration:

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

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

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

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

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

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

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

Dissertation in Practice

The dissertation in practice is a doctoral dissertation with a more practical focus than a traditional dissertation. Under the guidance of faculty in your concentration, you will apply relevant research methods to tackle a problem of practice that impedes access to equitable educational opportunities and outcomes. The purpose of the dissertation in practice is to equip you with the knowledge and skills you will use to address existing problems in your workplace well beyond your completion of the program. Format options for the dissertation in practice vary by concentration.

Scholarships

As an applicant, you will be automatically considered for limited, merit-based scholarships of $10,000. There is no need to submit a separate application for this scholarship. Recipients are selected based on academic achievement, demonstrated dedication to the USC Rossier mission and other distinguishing characteristics. All USC Rossier scholarships are awarded at the time of admission.

View USC Rossier’s scholarship finder to identify other scholarships and funding opportunities. You do not have to be admitted to apply to these scholarships. Carefully note the scholarship application deadlines, which may occur before the final program application deadline.

Financial Aid

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

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

Program Details

Degree awarded, estimated length, program cost.

$2,354 per unit (estimated)

Estimated cost of attendance

Next Deadline

June 28th, 2024

See all deadlines

Week of August 21, 2024

Class Times

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

More in this program

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Our professors are top practitioners dedicated to supporting your growth and challenging your perspective.

Stephen J. Aguilar

• Assistant Professor of Education
• Educational Psychology
• Learning Analytics • EdTech & Generative AI • Digital Equity • Educational Data Science • Motivation & Self-Regulation

• Shafiqa Ahmadi
• Professor of Clinical Education
• Co-director of the Center for Education, Identity and Social Justice
• Higher Education
• Diversity • Legal Protection of Underrepresented Students, Including Female Muslims, Bias and Hate Crimes, and Sexual Assault Survivors

Debra Bogle

• Part-Time Lecturer

Dwuana Bradley

• Critical Education Policy • Higher Ed • K–12

Melanie Brady

• Master Lecturer of Education
• • Educational psychology • Instrumentation design and development • Metacognition, health, and education • Organizational leadership and change • Metacognition to improve clnical practice in acute care settings

Patricia Burch

• Professor of Education
• Co-director of CEPEG
• K-12 Education Policy
• Organizational and Institutional Change • Education Policy • Intersection of Public and Private Partnerships in Education • Digital Instruction • Policy Implementation and Impact • Equity and Quality in Public School Instruction

Ruth H. Chung

• Marriage and Family Therapy
• Asian American Acculturation: Theory and Measurement. Intergenerational conflict and adjustment issues in Asian American immigrant families. Cultural psychology and multicultural counseling. Measurement and assessment. Teaching of statistics and research methods.

• Darnell Cole
• Race/ Ethnicity, Diversity, Student-Faculty Interactions, Learning, and Student Experiences within K12 and Higher Education Environments.

Matthew Dame

• Part-Time Master Lecturer
• Teacher Education
• Critical Reflection • Authenticity • Heritage Language Learners

Monique Claire Datta

• Teaching Professor of Education

Bradley Ermeling

• Adjunct Assistant Professor

Omar Ezzeldine

• Adjunct Professor

Robert A. Filback

• International and comparative higher education, learning design and program development, online and digital Learning, English language education and policy, fostering creativity and innovation

Jon Fullerton

• Research Professor

Kim Hirabayashi

Corinne Hyde

• Learning Theories • Educational Technology • Information Literacy • Critical Media Literacy • Elementary Education • Teaching and Learning Online

• Huriya Jabbar
• Associate Professor
• Critical Policy Analysis; Market-Based Reforms and Privatization in Education; Equity and Access in School Choice Policy; Teacher Job Choices, Retention, and Recruitment; Community College Transfer; Links between Systemic Inequality, Housing, and Schools

Esther Chihye Kim

• Assistant Teaching Professor of Education
• Research Methodology • Higher Education • Inequalities

Akilah Lyons-Moore

• Associate Professor of Clinical Education
• Teacher Education, Culturally Responsive, Inclusive, Critical Pedagogies, Secondary History-Social Science Pedagogy & Curriculum

Nicole M.G. Maccalla, PhD

• Part-Time Senior Lecturer
• Research • Evaluation

Courtney L. Malloy

Shayna Markwongnark

• Part-time Lecturer

Julie Marsh

• K-12 Education Policy and Governance • Accountability • Teacher Incentive Programs • Data-Driven Reforms • School District Reform • School Choice • Equity-Oriented Reforms • Literacy Coaching

Alison Keller Muraszewski

• Adjunct Associate Professor

John Pascarella, III

• Teacher Education • Racial Equity • Digital Media Literacies • Instructional Leadership • Critical Pedagogy • Arts-Based Methods to HIV/AIDS Education

Erika A. Patall

• Professor of Education and Psychology
• Motivation • Autonomy Support • Choice Provision • Student Agency • Need Support • Education Practices • Research Synthesis • Meta-Analysis

Lawrence O. Picus

• Richard T. Cooper and Mary Catherine Cooper Chair in Public School Administration
• Professor of Education Finance and Policy
• Associate Dean for Faculty Affairs
• Public Financing of Schools

Morgan Polikoff

• K-12 Education Policy • Curriculum • Standards-based Reform • Assessment Policy • Alignment • Survey Research • Quantitative Methods • COVID and Education

Julie R. Posselt

• Equity & Diversity in Higher Education • Organizational Theory • Sociology of Education • Research Methods

Marsha Boveja Riggio, Ph.D.

• Associate (Teaching) Professor of Teaching
• Educational Psychology • K-12 Education • Diversity • Leadership • Supervision • School Counseling • Adolescents • Military

Mark Power Robison

• Professor of Clinical Education and History
• Chair Global Executive EdD Program

Artineh Samkian

Helena Seli

• Professor of Clinical Education, Assistant Dean of Academic Program Development

Gale M. Sinatra

• Stephen H. Crocker Chair
• Associate Dean for Research
• Learning Theory • Knowledge Construction • Conceptual Change Learning • Science Learning • Public Understanding of Science

Julie Slayton

• Schools • School District Systems

Themistocles Sparangis

• Teaching • IT Infrastructure and Application Design, Implementation and Support • Project Management • Strategic Planning • Resource Management • Financial Analysis/Budgeting • Legislative Review/Analysis • Customer Relations • Community Relations and IT Partnerships • Grant Development and Implementation • Diplomacy/Facilitation/Mediation • Evaluative Educational Research

Tracy Poon Tambascia

• Professor of Higher Education
• Veronica and David Hagen Chair in Women’s Leadership
• Higher Education Administration • University Student Affairs • International Higher Education

Kenneth A. Yates

• Learning • Instruction • Motivation • Cognitive Sciences

Program Outcomes

80+ Sitting superintendent alumni

of EDL alumni said their USC Rossier education prepared them to be more effective in their career

Of edl alumni said their studies at usc rossier prepared them well for future employment, of edl alumni said their studies at usc rossier prepared them to understand research, from our alumni.

“My time at USC was invaluable, I enjoyed the program and the world-class faculty that assisted me in honing my skills as a practitioner-scholar.”

Tonantzin Oseguera, EdD ’13

Higher Ed Concentration Vice President for Student Affairs California State University Fullerton

“It was always a dream of mine to be a part of the University of Southern California. The doctoral program was second to none, and the connections you make will impact your career forever. My goal is to be a Superintendent, and with my doctorate, it will open doors for me to accomplish that goal. The Trojan Family is real, and we definitely take care of our own. I am proud to have earned a doctorate from the greatest University in the world.”

Henry (Kenny) Torres, EdD ’21

K-12 Concentration Principal, Santiago High School Corona-Norco Unified School District

“The EdD program taught me how to take in information that I am learning, but also how to narrow it down to manageable bites that I can use to teach others.”

Juliana Calhoun, EdD ’17, MMFT, PPS

Educational Psychology Concentration Assistant Director/Learning Specialist, USC Kortschak Center for Learning and Creativity Assistant Adjunct Professor, USC Rossier School of Education

Featured Research Centers

Center for education, identity and social justice.

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

Website  |  Brochure

The University of Southern California Race and Equity Center

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

Is an EdD worth it? Leaders share insights and experiences

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

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

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

News and Insights

May 21, 2024

Bridging equity gaps through vision care

New study incorporates diversity, equity and inclusion into a clinical trial for age-related macular degeneration, aiming to restore vision and rebuild trust in marginalized communities.

Featured Faculty

• Kendrick Davis

May 20, 2024

Scaling up AI-based professional development for math teachers everywhere

New study positively reports the impact of AI-powered teacher professional development on mathematics instruction.

• Yasemin Copur-Gencturk

May 17, 2024

Huriya Jabbar awarded major grant to explore links between housing policies and school integration and desegregation

Grant awarded by the American Institutes for Research (AIR) in the Behavioral Sciences.

Patrick Liew EdD ’15 Global Executive honored with the Service to Education Award by the Singapore Ministry of Education

‘The starting point as well as the ending point of success is education.’

• Pedro Noguera

Student Engagement, Exploration and Development college interns celebrated for their STEM mentorship impacts

This past academic year, 42 SEEDS college interns mentored 450 Leslie and William McMorrow Neighborhood Academic Initiative middle school students.

Program Contact

Callah Darmali

Associate Director, Office of Admission and Scholarships

• [email protected]
• (213) 205-0609

Request More Information

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

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

Related Programs

Educational leadership (online).

Doctor of Education (EdD)

Organizational Change and Leadership (online)

Global executive, school leadership academy, school business management.

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

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

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

What Sets Us Apart

About the program.

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

Courses occur in modules delivered in an executive-style format

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

Culminating experience Dissertation

• Executive-Style

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

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

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

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

Instructional Leadership

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

Organizational Leadership

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

Public Leadership

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

Evidence-based Leadership 

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

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

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

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

Typical Weekend Schedule

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

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

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

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

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

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

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

Funding Opportunities

Penn gse empowerment through education scholarship program.

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

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

A Program Like No Other

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

Our Faculty

Program Leadership & Staff

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

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

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

Carmen Delgado Alumni Coordinator [email protected]

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

Jennifer Kobrin Writing/Research Coach

Autumn Griffin Writing/Research Coach

Marvin Barnes Quantitative Methods Coach

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

Cara Henderson Network Lead, Independent Sector Inquiry Project

Laura Peynado Castro Network Lead, Red Interamericana de Liderazgo Educacional

Dennis Perry Network Lead, Mid-Career

Affiliated Faculty

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

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

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

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

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

Tony Alleyne

Our graduates.

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

Alumni Careers

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

  Alumni Member Portal

A Networked Doctoral Program

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

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

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

Admissions & Financial Aid

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

Contact us if you have any questions about the program.

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

(215) 746-6573 [email protected]

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

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

Facing a problem in your school? Ask yourself these questions

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

Related News & Research

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

Karen Weaver analyzes Division III college closures in “Forbes”

Dean Katharine Strunk supports fair pay for student teachers in Pennsylvania

Education law lecture explores landmark case demanding equitable school funding for Pennsylvania

Laura Perna cites trust issues in the FAFSA overhaul for “The Atlantic”

Red Interamericana de Liderazgo Educacional

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

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

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

Stacy Bobo named Upper School Division Head at Fieldston School

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

Khalid Mumin named Pennsylvania Secretary of Education

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

Read More Mid-Career News

Carol kelley named superintendent of princeton public schools.

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

Brendan McGrail joins Portsmouth Abbey School

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

Tony Alleyne is a Black Voice for Black Justice awardee

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

Raymond Yu selected as Head of School at Bertschi School

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

Mid-Career students, alumni present at NAIS Annual Conference

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

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

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

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

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

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

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

John W. Spencer to join Lincoln University as Adjunct Instructor

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

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

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

Abington Heights School District appoints Christopher L. Shaffer as Superintendent

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

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

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

Christine Mahady named Co-Director of Education Leadership

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

Khalid Mumin selected as the Lower Merion School District Superintendent

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

Denny Barr named founding director

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

Wagner Marseille appointed Superintendent

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

Christina Grant appointed next State Superintendent of Education

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

Marc Gosselin appointed Superintendent

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

Tennant joins board of Philadelphia Academy of School Leaders

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

Matthew Suzuki named to new position with NYSAIS

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

Gene Batiste to serve as Assistant Head

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

Hannah Bahn to join Evergreen School

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

Ryan Kimmet named Head of School at Elmwood Franklin School

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

Jean-Marc Juhel elected President of NYSAIS Board of Trustees

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

Khalid Mumin selected as 2021 Pennsylvania Superintendent of the Year

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

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

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

Oxbridge Academy appoints Courtney Portlock as Assistant Head of School

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

Courtney Portlock featured in the Palm Beach Illustrated

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

Cannon School names Regina Nixon next Head of Lower School

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

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

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

Thu-Nga Morris named Lower School Director at Pingry School

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

Phil McAdoo appointed Vice President of Diversity and Inclusion for Earthjustice

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

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

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

Nina Gilbert to head Morehouse College Center for Excellence in Education

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

Taryn Johnson appointed as Assistant Superintendent of Curriculum and Instruction

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

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

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

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

Monday, August 5, 2019

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

Mid-Career alum promoted to Deputy Superintendent in NYC

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

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

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

Mid-Career Alum presents at Power School EDGE Conference

Wednesday, April 10, 2019

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

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

Friday, March 8, 2019

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

Mid-Career Alumni present at AASA National Conference on Education

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

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

Wednesday, January 9, 2019

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

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

Wednesday, November 28, 2018

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

Mid-Career Faculty & Alums Share Ideas in New Book

Thursday, October 11, 2018

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

Mid-Career Alum receives NDEO’s Outstanding Leadership Award

Friday, October 5, 2018

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

Storbeck/Pimentel selects Mid-Career Alum as Partner

Monday, September 24, 2018

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

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

Mid-Career Director Michael Johanek on Edcamps for School Leaders

Monday, June 11, 2018

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

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

Wednesday, April 11, 2018

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

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

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

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

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

Mid-Career alum Sam Fragomeni appointed Head of School

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

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

Thursday, February 22, 2018

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

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

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

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

Monday, February 5, 2018

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

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

Wednesday, December 20, 2017

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

Mid-Career Alumni present at UCEA 2017 Annual Convention

Friday, December 8, 2017

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

New Appointments for Mid-Career Alums

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

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

Thursday, October 19, 2017

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

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

Tuesday, October 10, 2017

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

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

Monday, July 3, 2017

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

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

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

Kim and Alvarez speak at the 2017 National Charter Schools Conference

Sunday, July 2, 2017

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

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

Thursday, May 11, 2017

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

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

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

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

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

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

Wednesday, April 5, 2017

Click here to read the article and watch the video. 

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

Monday, March 6, 2017

Read the article on Philly.com

Mid-Career alum appointed to Philadelphia School Reform Commission

Monday, January 23, 2017

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

Mid-Career Alum Wins XQ Super School Project Funding

Friday, January 20, 2017

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

Mid-Career Alum Published in Peabody Journal of Education

Thursday, January 19, 2017

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

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

Tuesday, March 22, 2016

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

Mid-Career alum shares success with community

Wednesday, March 9, 2016

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

Bynum to Head Hopkins School

Monday, December 14, 2015

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

Marseille Appointed Cheltenham Supt

Friday, December 11, 2015

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

Ross Research Impact Spreads

Wednesday, December 9, 2015

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

Catch Podcast Series in Second Season

Sunday, December 6, 2015

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

You May Be Interested In

Related programs.

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

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Earn an Online Doctorate in Education from NYU

Innovative change in your organization starts here. expand your leadership skills and create new solutions to persistent challenges with your edd in leadership and innovation..

NYU Steinhardt’s EdD in Leadership and Innovation is more than an educational leadership degree program. It’s a cohort of professionals, faculty, and distinguished cross-sectoral leaders interested in education and learning. Collectively, they understand that by working together, they can effect sustainable and scalable change through education leadership jobs in their organizations.

This Doctorate in Education serves a diverse range of experienced professionals. Rooted in a rigorous academic experience and shared passion, the advanced degree is designed for cross-sector leaders who are motivated to create change in education and learning.

Students accepted into the program bring with them real-world challenges. They are encouraged to question and explore, to take risks and succeed, to push and innovate.

This is a unique educational leadership degree that addresses the needs of working professionals with a rigorous online doctorate in education program that can be completed in as few as 24 months.

We [leaders] need to know how to speak to each other in a common language. Our EdD in Leadership and Innovation creates the space where we can find a common language as we work across sectors to solve problems. Dr. Noel S. Anderson Founding Faculty

Solving problems means challenging preconceptions.

Transformative change can result when you allow your point of view to be questioned. So, one of the best ways to develop knowledge, skills, new approaches, and solutions is to work with others — people across all sectors who will challenge you with differing perspectives.

We bring together students and instructors from inside and outside the scope of traditional education to push you to think differently and to ask tough questions.

When you intentionally gather people from different personal and professional backgrounds to collaborate, something powerful occurs: change happens. It’s how to build new processes, solutions, policies, and powerful new tools — and how to create visionary leaders.

We believe leaders are learners, and that education is essential to great leadership.

The NYU EdD is a rigorous online doctorate degree program that combines the discipline of a top-tier university with an innovative approach to education and leadership. We offer accessibility through enhanced technology and the personal connection of face-to-face instruction.

We examine the most important issues leaders in education and learning face today and discover solutions that make change possible for tomorrow. We apply an academic lens to myriad sectors so students graduate from the doctoral program in education with the core competencies for impactful director and executive-level career options.

The research, analysis, writing, and critical thinking involved in students’ strategic design and implementation of a change management project are assets that students will bring to current and future employers.

Teaching and Teacher Leadership

Contact Information

Connect with program staff.

If you have program-specific questions, please contact the TTL Program Staff .

• Connect with Admissions

If you have admissions-related questions, please email [email protected] .

Admissions Information

• Application Requirements
• Tuition and Costs
• International Applicants
• Recorded Webinars
• Download Brochure

A groundbreaking approach to teacher education — for people seeking to learn to teach, for experienced teachers building their leadership, and for all educators seeking to enhance their practice and create transformative learning opportunities.

Teachers change lives — and at the Harvard Graduate School of Education, you can be part of the change. The Teaching and Teacher Leadership (TTL) Program at HGSE will prepare you with the skills, knowledge, support, and professional network you need to design and lead transformative learning experiences, advance equity and social justice, and generate the best outcomes for students in U.S. schools.

The program’s innovative approach is intentionally designed to serve both individuals seeking to learn to teach and experienced teachers who are deepening their craft as teachers or developing their leadership to advance teaching and learning in classrooms, schools, and districts. 

And through the Harvard Fellowship for Teaching , HGSE offers significant financial support to qualified candidates to reduce the burden of loan debt for teachers.

Applicants will choose between two strands:

• Do you want to become a licensed teacher? The Teaching Licensure strand lets novice and early-career teachers pursue Massachusetts initial licensure in secondary education, which is transferrable to all 50 states and Washington, D.C. Licensure candidates have two possible pathways — you can select a preference for either the residency fieldwork model or the internship fieldwork model . The residency model is for people ready to make an immediate impact as a teacher; the internship model offers a more gradual path.
• Do you want to focus on the art of teaching, without licensure? The Teaching and Leading strand will enable you to enhance your own teaching practice or to lead others in transforming learning in classrooms, schools, and other settings. Candidates can pursue a curriculum tailored toward an exploration of teaching practice or toward teacher leadership.

Note: Ideal candidates will come with the intention to work in U.S. schools.

“At the heart of TTL is helping teachers reach all students. Whether you are preparing for the classroom yourself or are an experienced teacher preparing to improve teaching and learning on a wider scale, our goal is to provide you with the knowledge and skills to lead others in learning.” Heather Hill  Faculty Co-Chair

After completing the Teaching and Teacher Leadership Program, you will be able to:

• Leverage your knowledge and skills to lead others in joyful, equitable, rigorous, and transformative learning.
• Analyze instruction for the purpose of improving it.
• Foster productive inquiry and discussion.
• Identify, understand, and counteract systemic inequities within educational institutions.

The Harvard Fellowship for Teaching

HGSE is committed to investing in the future of the teaching profession — and minimizing the student debt that teachers carry. We offer a signature fellowship — the Harvard Fellowship for Teaching — to qualified candidates. The fellowship package covers 80 percent of tuition and provides for a $10,000 living stipend.

This prestigious fellowship is prioritized for admitted students pursuing the Teaching Licensure Residency model. Additional fellowships may be awarded to qualified candidates admitted to the Teaching Licensure Internship model and the Teaching and Leading strand. Fellowship decisions are determined during the admissions process. Fellowship recipients must be enrolled as full-time students.       HGSE offers a range of other  financial aid and fellowship opportunities to provide greater access and affordability to our students.

Curriculum Information

The TTL Program is designed to help you gain the knowledge and practice the skills essential to leading others in learning — and will create pathways to success that will allow you to thrive as an expert practitioner and mentor in your community. A minimum of 42 credits are required to graduate with an Ed.M. degree from HGSE.

The main elements of the 2024–25 academic year curriculum are:

• Commence your Foundations studies with How People Learn, an immersive online course that runs June–July and requires a time commitment of 12–15 hours per week.
• You will continue Foundations with Leading Change, Evidence, and Equity and Opportunity on campus in August. 
• Your Equity and Opportunity Foundations experience culminates in an elected course, which will take place during terms when electives are available.

To fulfill the program requirement, students must take a minimum of 12 credits specific to TTL.

• The TTL Program Core Experience (4 credits), is a full year course where all students come together to observe, analyze, and practice high-quality teaching.
• Teaching methods courses (10 credits) in the chosen content area, which begin in June. 
• A Summer Field-Based Experience (4 credits), held on site in Cambridge in July, allows you to begin to hone your teaching practice. 
• Two courses focused on inclusivity and diversity in the classroom (6 credits). 
• Field experiences , where students in the Teacher Licensure strand will intern or teach directly in Boston-area schools.
• Individuals interested in enhancing their own teaching practice can engage in coursework focused on new pedagogies, how to best serve diverse student populations, and special topics related to classrooms and teaching.  
• Experienced teachers may wish to enroll in HGSE’s Teacher Leadership Methods course, designed to provide cohort-based experience with skills and techniques used to drive adult learning and improve teaching.
• Candidates can take elective coursework based on interests or career goals, which includes the opportunity to specialize in an HGSE Concentration .

Advancing Research on Effective Teacher Preparation 

As a student in the TTL Program, you will have the opportunity to contribute to HGSE’s research on what makes effective teacher preparation. This research seeks to build an evidence base that contributes to the field’s understanding of effective approaches to teacher training, including how to support high-quality instruction, successful models of coaching and mentorship, and effective approaches to addressing the range of challenges facing our students.

TTL students will be able to participate in research studies as part of their courses, and some will also serve as research assistants, gaining knowledge of what works, as well as a doctoral-type experience at a major research university.

Explore our  course catalog . (All information and courses are subject to change.)

Note: The TTL Program trains educators to work in U.S. classrooms. Required coursework focuses on U.S. examples and contexts.

Teaching Licensure Strand

Students who want to earn certification to teach at the middle school and high school levels in U.S. schools should select the Teaching Licensure strand. TTL provides coursework and fieldwork that can lead to licensure in grades 5–8 in English, general science, history, and mathematics, as well as grades 8–12 in biology, chemistry, English, history, mathematics, and physics. In the Teaching Licensure strand, you will apply to one of two fieldwork models:

• The residency model – our innovative classroom immersion model, with significant funding available, in which students assume teaching responsibilities in the September following acceptance to the program. 
• The internship model – which ramps up teaching responsibility more gradually.

In both models, you will be supported by Harvard faculty and school-based mentors — as well as by peers in the TTL Program, with additional opportunities for network-building with HGSE alumni. Both models require applicants to have an existing familiarity with U.S. schools to be successful.  Learn more about the differences between the residency and internship models.

Summer Experience for Teaching Licensure Candidates

All students in the Teaching Licensure strand will participate in the Summer Experience supporting the Cambridge-Harvard Summer Academy (CHSA), which takes place in Cambridge in July 2023. Through your work at CHSA, you will help middle and high school students in the Cambridge Public Schools with credit recovery, academic enrichment, and preparation for high school. Students in the Teaching Licensure strand will teach students directly as part of the teaching team. This is an opportunity for you to immediately immerse yourself in a school environment and begin to practice the skills necessary to advance your career.

Teaching and Leading Strand

The Teaching and Leading strand is designed for applicants who want to enhance their knowledge of the craft of teaching or assume roles as teacher leaders. Candidates for the Teaching and Leading strand will share a common interest in exploring and advancing the practice of effective teaching, with the goal of understanding how to improve learning experiences for all students. The program will be valuable for three types of applicant:

• Individuals interested in teaching, but who do not require formal licensure to teach. This includes applicants who might seek employment in independent schools or in informal educational sectors such as arts education, after-school programs, tutoring, and youth organizations. 
• Experienced teachers who wish to deepen their practice by learning new pedagogies and developing new capacities to help students thrive.
• Experienced teachers who seek leadership roles — from organizing school-based initiatives to more formal roles like coaching and professional development.

As a candidate in the Teaching and Leading strand, your own interests will guide your journey. If you are seeking a teacher leader role, TTL faculty will guide you to courses that focus on growing your skills as a reflective leader, preparing you to facilitate adult learning, helping you understand how to disrupt inequity, and teaching you how to engage in best practices around coaching, mentoring, and data analysis. If you are seeking to learn about the craft of teaching, our faculty will similarly direct you to recommended courses and opportunities that will meet your goals.

Students in this strand can also take on internships within the TTL Program (e.g., program supervisor, early career coach) or the HGSE community, and at surrounding schools or organizations. And you can customize your learning experience by pursuing one of HGSE's six Concentrations .

Note: Applicants in the Teaching and Leading strand should expect a focus on leadership within U.S. schools.

Program Faculty

Students will work closely with faculty associated with their area of study, but students can also work with and take courses with faculty throughout HGSE and Harvard.  View our faculty directory for a full list of HGSE faculty.

Faculty Co-Chairs

Heather C. Hill

Heather Hill studies policies and programs to improve teaching quality. Research interests include teacher professional development and instructional coaching.

Victor Pereira, Jr.

Victor Pereira's focus is on teacher preparation, developing new teachers, and improving science teaching and learning in middle and high school classrooms. 

Rosette Cirillo

Sarah Edith Fiarman

Noah Heller

Eric Soto-Shed

Career Pathways

The TTL Program prepares you for a variety of career pathways, including:

Teaching Licensure Strand:

• Licensed middle or high school teacher in English, science, math, and history

Teaching and Leading Strand: 

• Classroom teachers
• Curriculum designers 
• Department heads and grade-level team leaders 
• District-based instructional leadership team members 
• Instructional and curriculum leadership team members 
• Out-of-school educators; teachers in youth organizations or after-school programs
• Professional developers and content specialists 
• School improvement facilitators 
• School-based instructional coaches and mentor teachers
• Teachers of English as a second language
• International educators seeking to understand and advance a career in U.S. education

Cohort & Community

The TTL Program prioritizes the development of ongoing teacher communities that provide continued support, learning, and collaboration. Our cohort-based approach is designed to encourage and allow aspiring teachers and leaders to build relationships with one another, as well as with instructors and mentors — ultimately building a strong, dynamic network. 

As a TTL student, you will build a community around a shared commitment to teaching and teacher development. You will learn from and with colleagues from diverse backgrounds, levels of expertise, and instructional settings. To further connections with the field, you are invited to attend “meet the researcher” chats, engage in learning through affinity groups, and interact with teaching-focused colleagues across the larger university, by taking courses and participating in activities both at HGSE and at other Harvard schools. 

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 Teaching and Teacher Leadership experience and the impact its community is making on the field:

Teaching Toward Change

Clari Heredia and Bryant Odega will be honored with the Intellectual Contribution Award for the Teaching and Teacher Leadership Program 

Donors Invest in Teachers, Reaching Key Milestone

The $10 million Challenge Match for Teachers, now complete, will expand scholarships for students in Teaching and Teacher Leadership

Doctor of Education in Educational Leadership

The USC Rossier EdD in Educational Leadership online (EDL online) program prepares you to be a leader in various sectors of education.

Designed to accommodate your schedule as a working professional, the three-year program will train you to become a critically conscious leader with the skills to address inequities in education.

Students pursuing their online doctorate in education must have a master’s degree, a minimum of three years of relevant full-time work experience and leadership experience. The EDL online program offers four concentrations for students to develop knowledge and expertise in a specific discipline: 

• K-12 Leadership in Urban School Settings 
• Leading Instructional Change
• Higher Education Administration
• Educational Psychology

Request information about the EdD in Educational Leadership online program.

Become a Leader in Education

The EdD in Educational Leadership online program will prepare you to: 

• Critically reflect on the way your position in society and worldview supports or impedes your ability to lead effectively.
• Analyze institutional oppression and develop strategies to advance equity. 
• Drive organizational improvement and ensure compliance with laws, policies and mandates. 
• Use evidence-based research to improve practice for all learners. 
• Model high standards of ethical practice. 

Learn more about our online EdD.

Online EdD Curriculum

To earn your online doctorate in education, you must complete coursework consisting of four components: core courses, concentration courses, research methods courses and the dissertation in practice. 

The dissertation in practice is a doctoral dissertation with a more practical focus than a traditional dissertation. Under the guidance of faculty in your concentration, you will apply relevant research methods to tackle a problem of practice that impedes access to equitable educational opportunities and outcomes.

The purpose of the dissertation in practice is to equip students earning their online EdD with the knowledge and skills to address existing problems in the workplace well beyond your completion of the program.

Program Specifications

The EdD in Educational Leadership online program requires a minimum of 43 units. The program can be completed in three years with two courses in most semesters. 

Online Learning Experience

Classes are conducted live in a real-time virtual classroom environment. The live sessions are facilitated by faculty and include highly interactive, engaging and collaborative discussions. Prior to attending live sessions, you will complete assignments submitted through the learning management system.

Take the next step in your career. Request information about our online EdD program in educational leadership.

Related Online Graduate Programs

Degrees and Programs

Residential Master's in Education

Immersive campus experience for aspiring and established educators, leaders, and innovators, with five distinct programs to choose from.

Online Master's in Education

Part-time, career-embedded program, delivered online, for experienced educators looking to advance their leadership in higher education or pre-K–12.

Doctor of Education Leadership

Preparing transformative leaders to have the capacity to guide complex organizations, navigate political environments, and create systemic change in the field of education.

Doctor of Philosophy in Education

Training cutting-edge researchers who work across disciplines, generate knowledge, and translate discoveries into transformative policy and practice.

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College of Graduate Studies

Physical Address: Morrill Hall Room 104

Mailing Address: College of Graduate Studies University of Idaho 875 Perimeter Drive MS 3017 Moscow, ID 83844-3017

Phone: 208-885-2647

Email: [email protected]

Online Master’s and Doctoral Programs List

The University of Idaho’s online graduate degrees reflect our mission of making education accessible across the state and nation and responding to changing employment demands. Delivering the quality instruction expected of a research university, our online master’s and doctoral programs are taught by our esteemed faculty members and build upon our century-old reputation as an educational leader in the Northwest. 

Online graduate students can earn a degree from one of our top-ranked national programs around their existing obligations and have access to the same opportunities and resources, including the on-campus library, research projects, scholarships, and teaching assistantships. If you’ve thought about returning to school but require more flexibility due to your full-time job and raising a family, advance your career with any of the programs listed here.

Available via online or distance learning: 

• Climate Change , P.S.M.
• Geographic Information Skills, Mapping, and Monitoring , P.S.M.
• Precision Nutrition for Human and Animal Health , P.S.M.
• Sustainable Soil and Land Systems , P.S.M.
• Water Resources , P.S.M.

College of Business and Economics

• Online Master of Business Administration , M.B.A.
• Adult Organizational Learning and Leadership , M.S.
• Educational Leadership , M.Ed.
• Curriculum and Instruction , M.Ed.
• Physical Education , M.Ed.
• Special Education , M.Ed.
• Education , Ed.D., Ph.D. (may vary from all to mostly online)

Engineering

• Civil Engineering , M.Engr.
• Computer Engineering , M.S., M.Engr.
• Computer Science , M.S.
• Cybersecurity , M.S.
• Electrical Engineering , M.S., M.Engr.
• Engineering Management , M.Engr.
• Geological Engineering, , M.S.
• Mechanical Engineering , M.Engr.
• Power System Protection and Relaying, Certificate
• Secure and Dependable Computing Systems, Certificate
• Technology Management , M.S.

Letters, Arts and Social Sciences

• Emerging Media , M.A.
• Music , M.Mus.
• Public Administration , M.P.A.
• Psychology: Human Factors , M.S.
• Theatre Arts , MFA

Natural Resources and Environmental Science

• Environmental Science, M.S.
• Environmental Education and Science Communication, Certificate
• Master of Natural Resources, M.N.R.
• Fire Ecology, Management and Technology , Certificate
• Remote Sensing of the Environment, Certificate
• Geographic Information Science: Geospatial Aspects of Sustainable Planning Application , M.S.
• Geographic Information Science: Geospatial Habitat Assessment Application , M.S.
• Geographic Information Science: Geospatial Intelligence Application , M.S.
• Geographic Information Science: Geotechnician Application , M.S.
• Geographic Information Science: GIS Programming Application , M.S.
• Geographic Information Science: Natural Hazards and Emergency Planning Application , M.S.
• Statistical Science , M.S. 
• Teaching Mathematics , M.A.T.

The University of Idaho General Catalog is available online.

Distance Learning Versus Online Graduate Degrees

U of I’s online graduate degrees utilize two distinct formats. Online learning uses pre-recorded, or asynchronous, lectures that students can then review on their own time. Distance learning simulates a real-time virtual classroom. Wherever an online student is located, they have direct access to a traditional classroom environment where they can interact and participate in discussions with their fellow students and instructors.

The Benefits of U of I’s Online Graduate Programs 

Whichever online degree you begin, being an online learning student at U of I comes with a host of benefits.

• Flexibility: We design our online master’s and doctoral programs around the schedules of working adults, allowing you to maintain existing employment, family, and seasonal commitments without altering your schedule or taking a hit in income.
• Quality: We’re one of the region’s most respected research universities. Whether the class is pre-recorded or virtual, our leading faculty members deliver the same depth and detail of instruction that you expect in an on-campus classroom.
• Place-Based Degrees: Especially where research is concerned, our faculty members partner with regional organizations to support our online graduate students as they complete a place-based thesis or non-thesis research project. You, in turn, can conduct guided research relevant to your geographic region without ever setting foot on campus and may even be able to do so through your existing employer.
• Scholarships: Many erroneously believe that scholarships are off the table to online graduate students. Supporting your endeavors and professional growth, the University of Idaho has opened up teaching assistant opportunities and place-based scholarships to online students.
• Affordability: No matter where you are in the country or world, all online courses for master’s and doctoral programs are charged at our in-state rate. 
• Ahead of the Curve: The University of Idaho championed distance learning ahead of everyone else with our innovative Engineering Outreach program. We introduced these degrees over 35 years ago, and while we’ve adjusted delivery methods to available technologies, our commitment toward advancing your career through quality education has not wavered.

Learn More About U of I’s Online Graduate Degrees

Thinking about enrolling in an online graduate degree program? To get your questions answered, reach out to the College of Graduate Studies by email or by phone at 208-885-2647, or request additional information today .

Education Leadership (online)

Graduate Program

The Master’s in Education (Ed.M.) prepares students with the skills needed to change the world through education. The online Master’s in Education Leadership is a part-time, two-year Ed.M. program from the Harvard Graduate School of Education with Higher Education and PreK-12 pathways. The program is specifically designed for working education professionals who bring at least seven years of relevant or transferrable work experience. Through this program, students will strengthen the invaluable skills they’ve already developed and develop the tools to propel themselves to new leadership opportunities and to even greater impact.

2024-2025 Catalog

Doctoral degrees.

The University of Idaho awards the degree of Doctor of Philosophy in recognition of high achievement in scholarly and research activity. The degree of Doctor of Education is granted for high scholarly attainment and in recognition of the completion of academic preparation for professional practice. See the "Ph.D. and Ed.D. Procedures" tab for more details. The Doctor of Athletic Training is offered through the College of Education and the Department of Movement Sciences (see the "DAT Procedures" tab for more details).

The major professor and program offering a particular doctoral program indicate the general philosophy of the degree program, the objectives of courses and seminars, the research specialties available, and requirements unique to the department. Admission to the doctoral program is granted only to those who have a recognized potential for completing the degree.

Requirements for Doctoral Degrees

Credit requirements.

For the Ph.D. and Ed.D., a minimum of 78 credits beyond the bachelor's degree is required.; At least 52 credits must be at the 500 level or above and at least 33 of the 78 credits must be in courses other than 600 (Doctoral Research and Dissertation). A maximum of 45 research credits in 600 (Doctoral Research and Dissertation) including 6 credits of 599 (Non-thesis Research) or 500 (Master's Research and Thesis) may be in the 45 research credits used toward the degree. For the D.A.T., a minimum of 66 credits is required and follows a prescribed set of courses set by the program.

Courses numbered below 300 may not be used to fulfill the requirements for a doctoral degree; courses numbered 300-399 may be used only in supporting areas and are not to be used to make up deficiencies. Individual programs may require additional course work. Applicants having a doctoral degree may obtain a second doctoral degree subject to the approval of the Graduate Council. The Graduate Council will establish the requirements for the second degree.

Credit Limitations for Transfer, Correspondence Study, and Non-degree

For the Ph.D. and Ed.D. degrees, a student must complete at least 39 of the 78 required credits at the University of Idaho (U of I) while matriculated in the College of Graduate Studies. Credits can be transferred to U of I with the consent of the student's major professor, the committee (if required by the program), the program's administrator, and the dean of the College of Graduate Studies. Credits can be transferred only if the institution from which the credits are being transferred has a graduate program in the course's discipline. All credits used toward graduate degrees must be from regionally accredited American institutions or from non-US institutions recognized by the appropriate authorities in their respective countries. Transfer credits are subject to all other College of Graduate Studies rules and regulations. Correspondence study courses may be applied to the degree only with the prior written approval of the College of Graduate Studies. Courses used toward an undergraduate degree, professional development courses, and courses on a professional development transcript are not available to be used toward a doctoral degree.

Time Limits

Of the credits submitted to satisfy the requirements for a Ph.D. or Ed.D. degree, a maximum of 30 may be more than eight years old when the degree is conferred, provided the student's committee and program administrator determine that the student has kept current in the subjects concerned. Graduation must occur no later than five years after the date on which the candidate passed their preliminary or general examination. These time limitations can be extended only on recommendation of the committee and approval by the Graduate Council.

Awarding Doctoral Degrees to Members of the Faculty

Regulations are outlined in Section 4920 of the Faculty-Staff Handbook.

Particular Requirements for the Ed.D. Degree

A period of professional practice is required for the Doctor of Education degree; the period involved is determined by the student's supervisory committee. While the Ed.D. is a College of Education degree, you should consult with the departments in the College of Education to learn of specific emphasis requirements.

Procedures for Doctor of Philosophy and Doctor of Education Degrees

Appointment of major professor and committee.

Refer to " Appointment of Major Professor and Committee for All Degree Seeking Graduate Students " in the preceding General Graduate Regulations section. In addition, a doctoral supervisory committee consists of at least four people: the major professor as chair and at least one additional UI faculty member from the program, the balance of the committee may be made up of faculty members from a minor or supporting area, and faculty members from a discipline outside the major. If the committee has a co-chair, the minimum number of committee members is five.

Qualifying Examination

The qualifying examination is a program option and serves to assess the background of the student in both the major and supporting fields and to provide partially the basis for preparation of the student's study program. A particular program may or may not require a master's degree as a prerequisite for the qualifying evaluation. As soon as the program's qualifications are met, a supervisory committee is appointed.

Preparation of Study Plan

Refer to " Preparation and Submission of Study Plan " in the preceding General Graduate Regulations section.

Preliminary Examination for Ph.D. Degree

The preliminary examination should be scheduled only after the student has completed the majority of the courses on their study plan. The student is required to be registered during the semester the preliminary examination is taken. The student's committee certifies to the College of Graduate Studies the results of the preliminary examination and if passed, the student is advanced to candidacy. Graduation must occur no later than five years after the date on which the candidate passed their examination. If the preliminary examination is failed, it may be repeated only once; the repeat examination must be taken within a period of not less than three months or more than one year following the first attempt. If a student fails the preliminary examination a second time, or the program does not allow the student to repeat the examination after the first failure or the student does not retake the examination within one year, the student is automatically moved to unclassified enrollment status and is no longer in the degree program.

General Examination for Ed.D . Degree

When the student approaches the end of their course work, has completed the professional experience requirement, and has outlined the dissertation subject in detail, the supervisory committee approves the holding of the general examination. The student is required to be registered during the semester the general examination is taken. The examination is both written and oral and is intended to assess progress toward degree objectives. The student's committee certifies to the College of Graduate Studies the results of the general examination and if passed, the student is advanced to candidacy. Graduation must occur no later than five years after the date on which the candidate passed their examination. If the general examination is failed, it may be repeated only once; the repeat examination must be taken within a period of not less than three months or more than one year following the first attempt. If a student fails the general examination a second time, or the program does not allow the student to repeat the examination after the first failure or the student does not retake the examination within one year, the student is automatically moved to unclassified status and is no longer in the degree program.

See the General Graduate Regulations section regarding application for advanced degree, registration requirements, final defense and dissertation requirements.

Procedures for Doctor of Athletic Training

The culminating clinical project.

Students enrolled in the Doctor of Athletic Training (D.A.T.) will engage in research projects during the curricular phase of the program. These project(s) will lead to at least two publication ready manuscripts, and all students must meet professional authorship requirements (regardless of order). See the  Department of Movement Sciences and Doctor of Athletic Training webpages for more information.

The Team (Committee)

All D.A.T. project team committees will have at least four committee members: two members of the athletic training faculty (all with graduate faculty status), the student's attending clinician (who is the student's on-site mentor during the student's residency), and an expert in the student's chosen area of clinical research. The athletic training faculty members will always chair the CCP, provide research guidance, and serve as the experts in the development of advanced practice in Athletic Training. A situation may arise in which one or both of the members of the committee that are outside of the AT program faculty may have a degree less than that of which the student is seeking; however, the intent of the third and fourth D.A.T. committee membership is to provide outside validation of the student's progress toward advanced practice and clinical utility of action research studies.

Culminating Clinical Project Hours

These dissertation hours may be used in instances when the CCP has not been successfully completed and the curricular phase of program has been completed.

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EdD in Christian Leadership – Educational Ministries Impact Lives Through the Power of Christian Education

Credit Hours

View Courses

100% online, 8-week courses

Transfer in up to 50% of the degree total

Develop the Expertise to Lead with Integrity

Liberty University offers a comprehensive online Doctor of Education (EdD) in Christian Leadership with a specialization in educational ministries. This program is designed to equip leaders with the necessary skills to effectively guide and grow organizations in the educational and ministry sectors. The curriculum blends advanced leadership theories with practical application in Christian education settings, making it an excellent choice for those aspiring to roles in church administration, Christian schools, or other faith-based educational environments.

The EdD program is structured to foster a deep understanding of how biblical principles underpin effective leadership and educational strategies. Students are encouraged to develop innovative approaches to ministry challenges, incorporating contemporary educational methods with traditional Christian teachings. The dynamic online learning environment supports interactive engagement with faculty and peers, promoting a rich exchange of ideas and experiences that enhance the learning process.

Moreover, the program’s design reflects a commitment to academic rigor and spiritual growth, helping you prepare to become a thought leader in both your professional and spiritual communities. Students in this program have the opportunity to develop practical skills with a deep philosophical understanding of leadership roles in Christian education, which is essential for driving change and inspiring excellence within faith-based organizations.

Accreditation

Liberty Theological Seminary, as part of Liberty University’s John W. Rawlings School of Divinity, is accredited by the  Commission on Accrediting of the Association of Theological Schools ( ATS ) . Your seminary degree is approved by ATS and has met rigorous accreditation standards, so you can feel confident that your degree is both academically excellent and well-respected among churches, ministries, and nonprofit organizations.

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose  Liberty’s Doctor of Education in Christian Leadership Degree?

Choosing Liberty University for your doctoral studies in Christian leadership means opting for a program that is deeply rooted in Christian values and principles. Liberty has been a pioneer in distance education since 1985, offering flexible online learning options without mandatory login times, making it feasible for you to balance your studies with personal and professional obligations.

The program’s comprehensive approach not only focuses on the development of leadership and educational skills but also aims to produce graduates who are prepared to handle ethical and character-driven challenges in leadership roles. Liberty’s program is highly regarded, backed by accreditation from the Commission on Accrediting of the Association of Theological Schools ( ATS ), ensuring that your degree is recognized and respected across various educational and ministerial settings.

In addition to its academic and spiritual rigor, Liberty University is dedicated to supporting you through a variety of resources and a community that values service and leadership. As a student, you’ll have access to state-of-the-art digital resources, comprehensive support services, and a network of like-minded professionals and academics. This community aspect of Liberty’s online programs emphasizes the university’s commitment to your personal and professional development, aligning with its mission to develop Christ-centered leaders for the global community.

Furthermore, Liberty University’s emphasis on integrating faith with learning across all its programs aims to help you advance academically and grow spiritually. The faculty at Liberty are not only subject matter experts but also devoted Christians who are committed to mentoring students to achieve their highest potential. This dual focus on academic excellence and spiritual growth makes Liberty University’s online EdD in Christian Leadership – Educational Ministries a standout choice for professionals looking to make a significant impact in the world of Christian education.

What Will You Study in Our Educational Ministries Doctoral Degree?

The curriculum for the EdD in Christian Leadership with a concentration on educational ministries at Liberty University is extensive and integrates various aspects of biblical leadership and educational administration. Courses include an exploration of biblical and theological foundations of leadership, which lays the groundwork for understanding leadership from a Christian perspective. You will also delve into the biblical and theological foundations of education, enhancing your ability to integrate faith into educational practices.

Further, the program offers specialized courses such as Theological Anthropology in Leadership and Education, focusing on the human aspects within leadership and educational contexts, and Character and Ethics in Leadership and Education, which emphasizes moral and ethical decision-making in leadership roles. Courses like Leadership and Management Theory, Organizational Theory and Development, and Group and Team Dynamics: Theory and Practice in Leadership provide a strong foundation in the functional aspects of leading organizations and teams effectively.

The concentration on educational ministries is particularly rich, with courses like Theological Foundations for Christian Educational Ministries, History and Philosophy of Christian Education, Teaching Strategies and Curriculum Development for Christian Education, and Teaching Across the Lifespan. These courses collectively can help prepare you to design, implement, and evaluate educational programs that are both effective and spiritually enriching.

This program is structured to not only impart knowledge but also to provide practical experiences through a praxis component, where you can apply what you’ve learned in real-world educational and leadership contexts. The integration of theory and practice aims to prepare graduates for various high-level roles within educational and ministerial settings, making it a compelling choice for those looking to make a significant impact in the field of Christian education.

Potential Career Opportunities

• Christian school principal or president
• Church administrator
• Church discipleship coordinator

Featured Courses

• EDMN 525 – Theological Foundations for Christian Educational Ministries*
• EDMN 530 – History and Philosophy of Christian Education
• EDMN 540 – Teaching Strategies and Curriculum Development for Christian Education
• EDMN 545 – Teaching Across the Lifespan

*Course guide coming soon

Degree Information

• This program falls under the  John W. Rawlings School of Divinity .
• View the  Graduate Divinity Course Guides   (login required) .

Degree Completion Plan (DCP) coming soon

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Speak to one of our admissions specialists to help you choose the program that best fits your needs.

• Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Electronic textbooks are provided for many divinity courses* all for one convenient fee. To continue our mission of providing affordable education, this fee is waived for students who enroll by Summer 2024 D-term.

*Electronic textbooks are not provided for courses that fall under departments outside the School of Divinity.

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Financial Aid Forms & Eligibility

Scholarship Opportunities

Admission Information for the EdD in Christian Leadership Online

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least 36 credit hours and a minimum 3.0 GPA is required for admission in good standing.
• The Statement of Purpose is an opportunity to demonstrate to application reviewers why you wish to pursue a doctoral degree at Liberty University, and also to showcase graduate-level writing abilities. Develop a well-written statement that describes how previous education and experience has prepared you for doctoral studies, what you hope to achieve by pursuing a doctoral degree, and the personal strengths that will help you succeed in a doctoral program.
• The Doctor of Education (EdD) in Christian Leadership is offered through Liberty University’s School of Divinity, a Christian academic community in the tradition of evangelical institutions of higher education. Accordingly, you will want to review the Liberty University Doctrinal Statement as you prepare to write your Statement of Purpose. You should also understand that program courses are taught from this evangelical theological perspective. Where appropriate, you should integrate clear references to your own biblical worldview as you respond to the questions on the Statement of Purpose.
• How has your previous education and/or work experience prepared you for doctoral studies at Liberty University?
• What is your goal with regard to pursuing a doctoral education at Liberty University?
• Please describe the character and values you possess that will help you succeed in your desired field.
• Submit a School of Divinity Questionnaire (login required) .
• Department Review
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

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Lynchburg, VA 24515

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• Current Department of Defense Employees

Available Benefits:

• Tuition discounts – $275 per credit hour for EdS and EdD courses
• Additional discount for veterans who service in a civilian capacity as a First Responder (less than $625 per course)
• 8-week courses, 8 different start dates each year, and no set login times (may exclude certain courses such as practicums, internships, or field experiences)

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MEd/EdD Educational Leadership Program

• Literature Reviews
• Finding Articles
• Searching Tips
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• APA Style Guide This link opens in a new window
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Reference Librarian

Ask-A-Librarian

Welcome to the course guide for all classes and research required for the master's and doctoral programs in Educational Leadership. This guide introduces students to resources to create literature reviews and research reports. It will be useful for the class EL 969 Introduction to Educational Research and Academic Writing and other classes that require scholarly research and writing. If you have questions about how to use any of the resources listed here, please don't hesitate to contact Angela Paul using the contact information in the box to the left or Ask-a-Librarian services . 

Related Resources

Find here some resources relevant to educational leadership via the  WSU Libraries Online Catalog .

• Next: Literature Reviews >>
• Last Updated: May 22, 2024 9:49 AM
• URL: https://libraries.wichita.edu/edleadership

• Samford University
• Accreditation
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• Educational Leadership
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• Distinguished Author Series
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School of Education Launches New Degrees, Certifications through Samford Online

Samford University’s Orlean Beeson School of Education is expanding its reach and accessibility through a number of new undergraduate and graduate degree programs and certifications with Samford Online .

Samford Online helps students work at a pace that is right for their needs, while still providing the top quality in academic excellence for which Samford University is known. Students can expect an educational experience anchored in Christian understanding, world class faculty and a commitment to ensuring quality online content and delivery.

For many, higher education seems out of reach, impractical and even impossible, but Samford Online’s undergraduate and graduate degrees are tailor-made to reach students where they are and at any season of life.

Orlean Beeson School of Education is devoted to producing top quality graduates and professionals who make the world a better place in their community-focused and people-oriented professions. These new online offerings represent Samford’s unwavering commitment to provide leading academic programming and career preparedness in higher education and to foster positive change across the globe.

Samford Online’s Bachelor of Arts in Human Development and Family Science

Samford Online is now offering a Bachelor of Arts in Human Development and Family Science. The program focuses on interpersonal relationships, their connection to and their impact on human flourishing in families and communities. Skills are applied as students conduct family science research and complete internship hours in local community settings. This major prepares students for family-centered careers and provides an excellent foundation for graduate study in numerous areas.

“This course curriculum is designed to equip graduates with all the skills necessary to move into roles with significant human impact,” said Kristie Chandler, professor and chair of the human development and family science department. “Preparing students to work with and advocate for families and children in non-profit or ministry settings, government, business, education and other fields is vital to ensuring healthy and thriving communities.”

Samford Online’s Master of Science in Organizational Leadership

Samford Online is now offering a Master of Science in Organizational Leadership . The program builds upon adult learning principles, culturally responsive leadership, purpose-oriented project management, organizational communication, and values-based performance appraisal, graduates will acquire the advanced knowledge, skills, and dispositions that characterize faith-informed leadership.

“Research indicates that our nation is experiencing a shortage of qualified, ethical, and moral leadership,” said Anna McEwan, dean of Orlean Beeson School of Education. “This program seeks to fill that shortage with the highest quality leaders and professionals.”

This program offers a direct pathway from Samford Online’s Bachelor of Arts in Organizational Leadership , to those interested in pursuing one of the university’s doctoral programs and is considered the perfect prerequisite for those interested in the School of Education’s Doctorate of Education .

Samford Online’s New Certifications

For many, continuing studies through one of Samford Online’s programs or certifications is an excellent resource for building one’s portfolio and resume, or for distinguishing their degrees. As such, the following new certifications are tailer-made for those pursuing or polishing careers in the Human Development and Family Science fields.

• Parenting in the 21 st Century

Students can expect to unlock the keys to raising children who embody the virtues of compassion, integrity and resilience as parents learn to foster a nurturing home environment through this comprehensive certificate program. Specializing in character development, this program guides students through proven strategies and timeless wisdom from character development specialists. Delve into 30 hours of enriching educational content designed to empower you as a parent.

• Caring for Children with Special Needs

Students will embark on a transformative journey of learning and empowerment with this comprehensive online certificate program in caring for children with special needs. This program equips parents, guardians, teachers or caregivers with invaluable insights and practical skills to positively impact the lives of those they care for. Learn effective communication strategies, behavior management techniques, practices for supporting daily living, skills for accessing support services, methods for promoting social inclusion and peer relationships and caregiver self-care practices in this 30-hour immersive educational experience.

• Caring for Adolescents and Young Adults with Special Needs

This certificate offers 30 hours of educational content tailored for parents, caregivers, educators and advocates, designed to address this critical age group's unique challenges and opportunities. Explore topics such as transition planning, vocational skills development, fostering independence and promoting social and emotional well-being. Whether navigating the transition to adulthood with a family member or supporting individuals in educational or vocational settings, this program equips you with the knowledge and tools needed to make a meaningful difference in the lives of adolescents and young adults with diverse abilities.

With a variety of options for those interested in pursuing academic studies, Samford remains steadfast in creating a place where students’ passion meets purpose.

“Our faculty are devoted to providing a valuable education to all of Samford’s students,” said McEwan. “Whether this be in the classroom or through distance-learning opportunities, we will never stop pursuing our calling to educate, lead and serve.”

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Doctoral Program in Educational Leadership 2024 Commencement Magazine

Doctoral Program | Student Spotlights

On May 9, 2024, the Manhattanville University Doctoral Program in Educational Leadership celebrated 24 doctoral graduates during the  183rd  commencement . These graduates, from all 3 degree pathways – PK12/Signature, Higher Education Leadership, and Dissertation Completion – were hooded by their dissertation chairs during the  commencement  ceremony. Abstracts of their research, along with their bios, are featured in the Doctoral  Commencement   Magazine . Additionally, 5 award recipients were honored at a celebration of doctoral graduates on May 7. Their accolades are also featured in the Doctoral  Commencement   Magazine . Always Forward, Always Valiant!

Click on the cover below to read our 2024 Doctoral Program  Commencement   Magazine

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

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