education leadership phd

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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.

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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.

Related Topics

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.

• Find & Compare Programs

Doctor of Education in Educational Leadership (online)

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

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

Program Overview

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

Through this program, you will:

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

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

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

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

Online Concentration

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

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

Recommended career background for this concentration:

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

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

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

Alumni have held positions such as:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Dissertation in Practice

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

Scholarships

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

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

Financial Aid

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

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

Program Details

Degree awarded, estimated length, program cost.

$2,354 per unit (estimated)

Estimated cost of attendance

Next Deadline

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. in the Pacific Time Zone.

More in this program

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Program Outcomes

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

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

David D. Smith, EdD ‘’

Chief Technology Officer, Tustin Unified School District

Is an EdD worth it? Leaders share insights and experiences

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

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

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

News and Insights

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.

• Huriya Jabbar

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.

• Darnell Cole
• Shafiqa Ahmadi

Research Centers

Center for education, identity and social justice.

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

Website  |  Brochure

The University of Southern California Race and Equity Center

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

Program Contact

Callah Darmali

Associate Director, Office of Admission and Scholarships

• [email protected]
• (213) 205-0609

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

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

Related Programs

Educational leadership.

Doctor of Education (EdD)

Organizational Change and Leadership (online)

Global executive, school leadership academy, school business management.

Certificate

Online Doctorate in Educational Leadership

Online Educational Leadership Degree: An Overview

Jobs for educational leadership degree holders, example courses.

• Creative strategies for educational leaders
• Writing for research, publication and funding in education
• Educational finance
• Organizational and institutional change
• Issues and trends in educational leadership

Degree Requirements

Prerequisites for an online educational leadership degree, online coursework.

• Innovation in teaching and learning. 
• Mixed methods of inquiry. 
• Leadership for organizational change. 
• Power, diversity and equity. 
• Education policy and politics. 
• Leadership enactment. 

How long does an online educational leadership degree take to complete?

Cost and return on investment (roi), how much does an online educational leadership degree cost, how to estimate the return on investment (roi) of your degree.

• How will you pay for the degree? Do you qualify for scholarships, grants or other financial aid? Is your employer subsidizing all or part of your education expenses? Are you taking out a student loan, and if so, what are the terms of this loan, including interest? 
• How much income will you have while in school?
• Will you take classes full time or part time? How long do you anticipate it will take to complete your desired degree program?
• What is the average salary for your desired role, and how does that compare with your current salary?

Job Outlook and Salary

Pay for online educational leadership degrees.

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• Doctor Education Leadership Innovation

Online Doctor of Education (EdD) in Leadership and Innovation

Admissions requirements.

• Ways to Save on Tuition
• Career Outcomes

Doctor of Education in Leadership and Innovation Overview

It’s time to take your education career even further. Become a change agent ready to make a difference in your workplace. Earn an EdD degree online in leadership and innovation.

• Prepare for leadership roles within all areas of education, including postsecondary, government, corporate, and nonprofit institutions.
• Take doctoral courses 100% online and complete a research project you can apply to your workplace, community, or area of expertise.
• Get the credit you deserve. Save up to $12,600 (or 33%) on tuition and graduate in 2 years by transferring up to 30 credits from your master’s.
• Find resources and support every step of the way, including a Faculty Advisor and Consultant, access to a comprehensive online library, writing support, and more.
• Gain leadership, diversity and inclusion, and research skills to create innovative and transformative learning environments.

See Notes and Conditions below for important information.

Purdue Global Is Accredited by the Higher Learning Commission

The HLC ( HLCommission.org ) is an institutional accreditation agency recognized by the U.S. Department of Education.

A master’s degree in a related field is required to enroll in a postgraduate program. You will need to provide an official transcript that shows completion of your master’s degree from an accredited institution, though an unofficial copy may be provided during the application process. Refer to the University Catalog or speak to an Advisor to learn more.

What Courses Will I Take?

The 100% online courses for the EdD degree build your skills in leadership and innovation, with diversity, equity, and inclusion principles integrated throughout. Topics include diversity, equity, and inclusion; transformative learning; ethics and accountability; and more. Your studies culminate in an applied research project, which you can complete at your workplace or in your community.

Sample Courses

• Trends, Patterns, and Ethical Issues That Impact Education
• Research in Responsive Curriculum Design and Development Learning and Professional Practice
• Transformative Learning Environments
• Creativity, Innovation, and Intrapreneurship in Education

Program Requirements

Upcoming start dates.

We offer multiple start dates to give you flexibility in your education, life, and work schedules.

Develop with Faculty Expertise and Support

Our faculty are pioneers and leaders in online higher education and are dedicated to supporting you on your educational journey. You will be assigned a faculty member who will guide you. A Faculty Advisor will review your master’s degree and discuss your career goals to ensure alignment of your EdD cognate electives.

During your final four applied research courses, a Faculty Consultant will be there to assist you in choosing a research project that focuses on a practical application in your field of expertise. The Consultant will help you with completing the Institutional Review Board process, choosing a methodology, collecting and analyzing data, and defending your research project.

Ways to Save on Time and Tuition

Purdue Global works with students to find ways to reduce costs and make education more accessible. Contact us to learn about opportunities to save on your educational costs.

Earn credit for prior coursework completed at eligible institutions.

Learn about federal financial aid programs available for many of our degree programs.

Learn about federal and state grants and loan programs that may be available.

Employees of Purdue Global partner organizations may be eligible for special tuition reductions .

Graduate tuition savings for military include a 17–30% reduction per credit for current servicemembers and, 14% per credit for veterans for graduate programs.

Earn credit for your military training . We offer credit for ACE-evaluated training and CLEP and DANTES examinations.

View the total cost of attendance for your program.

Calculate Your Time and Cost

Estimate how much your prior learning credits can reduce your tuition and time to graduation.

According to the U.S. Bureau of Labor Statistics, employment for administrators in postsecondary education is expected to grow through 2032. Opportunities for training and development specialists and instructional coordinators are also expected to grow during this timeframe. The online doctorate in education at Purdue Global equips you with the skills and knowledge to lead education-related organizations in a fast-changing landscape.

Average Salary

In Your State

General labor market and salary data are provided by Lightcast and may not represent the outcomes experienced by Purdue Global graduates in these programs. Purdue Global graduates in these programs may earn salaries substantially different or less than the amounts listed above. Salary and employment outcomes vary by geographic area, previous work experience, education, and opportunities for employment that are outside of Purdue Global's control.

Purdue Global does not guarantee employment placement, salary level, or career advancement.

Join an Extensive Alumni Network

Upon graduation, you’ll become part of the Purdue Alumni Association, a vast and prestigious network of professionals. You’ll be able to make connections and access alumni benefits.

Download the Program Brochure

Download our brochure to learn more about the Online Doctor of Education in Leadership and Innovation and the benefits of earning your degree at Purdue Global.

Prepare yourself for success with a doctoral degree in education.

Get to Know Our Faculty

Purdue Global faculty members are real-world practitioners who bring knowledge gained through the powerful combination of higher learning and industry experience.

Faculty members who have advanced degrees

Faculty members who hold a doctorate

Faculty publications in 2022–2023

Professional development hours logged by faculty in 2022–2023

Statistics include all Purdue Global faculty members and are not school- or program-specific calculations. Source: Purdue Global Office of Reporting and Analysis, July 2023. 2022–2023 academic year.

Your Path to Success Begins Here

Connect with an Advisor to explore program requirements, curriculum, credit for prior learning process, and financial aid options.

* Estimated Graduation Date and Average Completion: Estimated graduation date is based on the assumption that you will enroll in time to begin classes on the next upcoming start date, will remain enrolled for each consecutive term, and will maintain satisfactory academic standing in each term to progress toward completion of your program. Completion time is based on a full-time schedule. Programs will take longer for part-time students to complete.

Credit for Prior Learning: Estimate based on maximum cognate open elective credits available in degree plan. The EdD program is a new offering and thus historic data on credit for prior learning are not available. Exact transfer amount may vary. All credits must be validated on official transcript(s) to be eligible for transfer. Purdue Global does not guarantee transferability of credit. See the University Catalog for the Prior Learning policy.

Employment and Career Advancement: Purdue Global does not guarantee employment placement or career advancement. Actual outcomes vary by geographic area, previous work experience and opportunities for employment.

Postsecondary Education Administrator Job Growth and Openings: Source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, Postsecondary Education Administrators, www.bls.gov/ooh/management/postsecondary-education-administrators.htm . National long-term projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

Training and Development Specialists and Instructional Coordinators Job Openings: Source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, Training and Development Specialists, www.bls.gov/ooh/business-and-financial/training-and-development-specialists.htm ; Instructional Coordinators, www.bls.gov/ooh/education-training-and-library/instructional-coordinators.htm . National long-term projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

Teaching and Teacher Leadership

Contact Information

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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

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• 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

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Educational Leadership Master's

Want more info.

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

Why Earn a Educational Leadership Master's?

Our accelerated online master’s in Educational Leadership will inspire you with new ideas and open doors to opportunities. The program emphasizes current theory and research to inform educational leaders as they make decisions regarding positive school culture, effective teaching practices, and student achievement.

The Master of Education degree in Educational Leadership focuses on the skills and knowledge required for campus-level and central office administration careers. At the University of North Texas, you can earn a master's degree and principal certification simultaneously or, if you already have a master's degree, you can complete course work for certification only.

We stress effective instruction, curriculum development and assessment in all of our courses. You use theory and research to make decisions and apply your learning to real-world situations. Courses are presented in an accelerated online format, consisting of classes that last eight weeks. You can earn a master's degree and principal as instructional leader certificate in one year.

• Lead school-level learning organizations
• Ethically engage school-level communities
• Multicultural/diversity competencies
• Foster human capacity/organizational culture
• Manage resources promoting student success

Educational Leadership Master's Highlights

What can you do with a educational leadership master's.

A master's degree in Educational Leadership can advance your career in a variety of positions. These opportunities include becoming a principal, academic director, college provost, curriculum developer, educational consultant, or tutor.

Educational Leadership Master's Courses You Could Take

Learn More About UNT

Explore more options.

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

Health Professions Education Leadership, Certificate

Gain the academic skills needed to conduct educational research, lead educational programs, institutions, curricula, and organizations in the health and medical professions..

As a student of the Health Professions Education Leadership graduate certificate, you will examine current pedagogical and leadership theories and challenges faced by health professions programs, curricula, and institutions. Graduates will walk away with the knowledge and skills needed to lead educational programs, institutions, agencies, and organizations in the health and medical professions. The 12 credits earned from this certificate can be used toward the MS and PhD in Health Professions Education.

Details, Dates & Deadlines

Program details, class format, program length, credits to complete, cost/credit hour.

In State: $750 Out of State: $993

• Online application
• $75 application fee
• Official transcripts
• 300–500 word essay
• Proof of English language proficiency for international students
• CV or resume
• Proof of current professional license

Dates & Deadlines

Fall Deadline: July 1

Career Outlook

As the demand for health professionals and health education programs continues to grow nationwide, so does the need for well-prepared health professions faculty who have advanced training in educational theory, instructional strategies in the health professions, and related assessment methods. The Health Professions Education curriculum is intentionally designed to formally prepare learners with the foundations needed to engage in educational scholarship, curricular design, assessment, program evaluation, and institutional leadership.

Program Structure

The graduate certificate in Health Professions Education Leadership is a 12-credit, four-course program offered 100% in an online environment. Each course is 8-weeks in length, asynchronous, with instructional methods including pre-recorded lectures, readings, and reflections, along with active learning elements including discussion boards and individual and group assignments. Intentionally designed for full-time working professionals, your classmates will have careers in healthcare, public health, and social work, as well as other fields integral to the healthcare education mission.

Program Completion Timeline

• All four courses will be offered at least once each year to enable you to complete the program in one year.
• Although most students complete the program in one year, you will be allowed up to 3 years to complete the program.

Course Descriptions

Learning Outcomes

At the conclusion of their study, students in the HPE Leadership Certificate program will be able to:

• Articulate how people learn and the strategies that achieve effective learning processes and outcomes.
• Demonstrate proficiency in curriculum design, delivery, and evaluation.
• Work effectively in interprofessional teams.
• Demonstrate academic and executive-level administration and leadership skills needed to lead higher education programs, institutions, agencies, and organizations in the health professions.

Admission Guidelines

Admission requirements for Health Professions Education Leadership graduate certificate are listed below: 

• An   official application
• 75.00 application fee
• No GRE Required
• Submit Proof of current professional licenses for applicants who are clinically practicing (Applicants may upload a pdf/copy of the license directly to the admissions portal) 
• Submit official transcripts from all former institutions
• You must possess a bachelor’s degree or higher in the health professions or a related field
• Current CV/Resume

The professional licenses requirement may be waived for individuals whose profession does not require a license to practice, and they will still be considered for admission.

Interested in a MS or PhD in Health Professions Education?

Program contacts.

Nina Jackson Admissions Counselor  [email protected] 410-706-6489

Violet Kulo, EdD, MS, MA PhD, HPE Leadership Certificate Program Director [email protected]  

Karen Gordes, PhD, PT, DScPT MS, HPE Teaching Certificate Program Director [email protected]

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UT Tyler Educational Leadership & Policy Studies

Online master of education with standard principal certification - for texas educators only.

We are accepting applications now!

The Masters of Education (M.Ed.) is an online thirty hour graduate program. Course work includes a concentration study in public school leadership and administration, and practicums. The M.Ed. degree may be earned while completing certification requirements.

Graduate Connection

Students and former students stay connected with Graduate Connections !  Update Your Work Profile Here!

Admission Deadlines:

Applications and application materials must be submitted and received by the following deadlines:

• Fall - August 15
• Spring - December 20
• Summer - April 15

Program Costs:

Total program tuition and fee costs approximately $8,318.10 based on the 2023-2024 tuition schedule.

Other Associated Fees:

• Registration Fee for TEA Principal as Instructional Leader (268) Exam - $204
• Registration Fee for TEA Performance Assessment for School Leaders (PASL) - $375
• Registration Fee for the Certify Teacher Program - $165

Admission Requirements:

To be admitted to the Master of Education in Educational Leadership and Standard Principal certification program, a prospective student must:

• Hold a bachelor's degree from an accredited institution.
• Submit official Graduate Record Examination (GRE) scores obtained within the last five years. GRE will be waived if the applicant has a GPA of 3.25 (overall degree or last 60 hours of coursework) or higher. 
• Possess valid Texas teacher certification (in any field)
• Have a minimum of two years of TEA-creditable teaching experience as the teacher of record.
• Have a minimum 2.5 overall GPA or last 60 hour GPA.
• Complete the application submission process.

Note: All students of this program must be teaching in Texas while enrolled in program.

Application Submission Process:

• Complete the application for admission to a graduate program.
• Complete the Reference Form questionnaire after you receive your student ID number.
• Official transcripts from undergraduate and graduate institutions attended.
• Official scores on the Graduate Record Examination (GRE) - This can be waived if your last 60 hours of coursework is a 3.25 or higher and will be determined once all transcripts have been submitted to the Office of Graduate Admissions .
• Copy of your Texas teacher certification (any field).
• Copy of your complete teaching service record from all districts. (Can be obtained from each district Human Resources office).

The Office of Graduate Admissions, HPR 248 The University of Texas at Tyler 3900 University Blvd Tyler Texas 75799

You may also email documents to [email protected]

• After all the application materials mentioned above have been submitted and you have been issued a student ID, complete the Admission Screening Survey .

When all materials have been received and processed and admission criteria met, you will receive an offer of admission.

Note:  This program does not offer provisional admission.  You must be fully admitted to begin coursework.

Criminal History Acknowledgement:

As required by Texas HB1508, applicants need to be aware of the following.

• If you have been convicted of an offense that is considered not appropriate for a principal, you could be ineligible to earn this certification from the state of Texas.
• You have a right to request a criminal history evaluation letter from the Texas Education Agency.  The Texas Education Agency currently charges a $50 fee for this criminal history evaluation.

For more information, see Preliminary Criminal History Evaluation .

Admission Points:

In addition to the requirements listed above, the following elements are used to calculate an admission score for the Master of Education Degree in educational leadership program. A student must receive a total of 5 or more points using the following criteria:

*GRE is waived for students with a 3.25 or above on their last 60 hours of coursework.

Course rotation by semester admission:

• Fall Admission
• Spring Admission
• Summer Admission

Fall Admission Course Rotation:

Spring Admission Course Rotation:

Summer Admission Course Rotation:

Master of Educational Leadership and Principal Certification = 30 hours and includes Blocks I-IV.

Additional Information:

• M.Ed. in Educational Educational Leadership Flyer
• Course Descriptions
• Student Handbook
• Field & Site Supervisor Handbook

For Program information:

Dr. Gary Miller [email protected] 903.565.5675

For Admission information:

[email protected] 903.566.7361

For complaints about this certification educator preparation program, please follow the policy outlined in the Certification Program's Complaint Policy .

Ph.D. in Christian Leadership – Educational Ministries

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Doctor of Philosophy (Ph.D.) in Christian Leadership – Educational Ministries

Conduct original research in education ministries.

Liberty University offers an online Doctor of Philosophy (Ph.D.) in Christian Leadership with a concentration in educational ministries designed for those interested in leading educational programs in local churches or parachurch ministries and deepening their understanding of the biblical and theological foundations of Christian education. This rigorous program equips leaders with advanced academic training that emphasizes leadership in the specific context of educational ministries, blending theoretical knowledge with practical application.

Students are encouraged to apply their learning in real-world settings, develop innovative solutions to contemporary challenges, and integrate leadership theories with educational practices. The program is research oriented, prompting students to engage in original research that contributes to the knowledge base of Christian leadership and educational ministries, thereby enhancing their analytical and critical thinking skills and preparing them to influence educational practices and policies within Christian organizations through scholarly work.

What Will You Learn in Liberty University’s Doctorate in Christian Leadership – Educational Ministries?

• Biblical and theological foundations for leadership and education
• Character and ethics in leadership and education
• Group and team dynamics
• History and philosophy of Christian education
• Leadership and management theory
• Organizational theory and development
• Teaching across the lifespan
• Teaching and learning theory and practice in leadership
• Theological anthropology in leadership and education
• Theological foundations for Christian educational ministries

This program offers a robust curriculum that blends foundational biblical and theological principles with practical leadership skills. The program aims to produce graduates who are prepared to effectively lead and innovate in Christian educational settings.

Potential Careers for Educational Ministries Graduates

• Academic teaching and leadership
• Faith-based organizational leadership
• Ministry or missions leadership

Benefits of Pursuing Your Doctoral Educational Ministries Degree with Liberty University

As a leader in distance education since 1985, we understand what it takes to create a flexible and affordable education for busy people. Since we have been investing in distance and online learning for decades, our experience has taught us how to streamline our degree options so you can focus on what really matters to you. While many schools offer online degrees, we believe Liberty stands out.

Here’s what sets us apart:

• We are  recognized by multiple institutions for our academic quality, affordability, and accessibility . Our commitment to excellence also helped us rank among Niche.com’s  top 3 online schools in America . Earning your online Christian doctoral degree from a nonprofit university with this kind of recognition can help set you apart from others in your field.
• 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 our undergraduate, graduate, and doctoral programs for the past 9 years — and counting.
• As a John W. Rawlings School of Divinity Ph.D. student, you will receive a  block rate of $2,750 per semester if you take 7-15 credit hours. This can save you up to $6,000 per semester!*
• Gain a blend of biblical knowledge and practical leadership skills applicable in real-world settings.
• Develop research abilities with the opportunity to make significant contributions to the field of Christian leadership.
• Learn comprehensive leadership theories to effectively manage and lead in Christian educational environments.

*Credits taken below 7 and above 15 credit hours are charged at the part-time rate.

Military Tuition Discount

We want to help you find the doctoral degree you want — at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only   $300/credit hour . Here’s how:

• If you’re earning or have earned a master’s degree through Liberty, you automatically qualify for the low price (when you begin within 2 years of your master’s completion).
• If you haven’t earned a graduate degree through Liberty, our Executive Certificate program allows you to pay only $300/credit hour for a postgraduate certificate that can stand alone or potentially count as the first 21 hours of a related doctoral degree. Then pay just $300/credit hour for your doctorate.   Learn more!

Credit Hours

Available Online

100% online, 8-week courses

Transfer Credits

Transfer in up to 50% of the degree total

Next Start Date

Aug 19, 2024

Accreditation

Liberty University is accredited by SACSCOC

Areas of Interest

Choose your area of Interest:

Training Champions for Christ

Liberty’s promise to you is an education that expertly brings knowledge and faith together. Here, education is designed around you. It connects you to people and opportunities that help you develop the skills and confidence you’re looking for. At Liberty, you’ll find the knowledge, experience, and mentorship you want to make your career — and life — a fulfilling one.

Why Liberty

Liberty University is not just another school. It is the realization of a dream, the product of thousands of prayers. It was built to invite students into a bigger, better story. Discover the Liberty difference for yourself.

Scholarships

When it comes to choosing a college, finances make a difference. That’s why at Liberty, we believe in offering you a top-notch education — that’s also affordable. Discover how Liberty can help you keep your college costs down.

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At Liberty University, we believe everyone should have an equal opportunity to pursue higher education, and it's our job to keep private education affordable. Explore the many ways a Liberty education can be an affordable one.

For online students

Academic Excellence

Liberty University is institutionally accredited by the Southern Association of Colleges and Schools Commission on Colleges, and certain programs have earned additional field-specific accreditation as well.

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.

Improving the Teacher Workforce

• Posted May 20, 2024
• By Elizabeth M. Ross

Mary Laski understands how vital effective teachers are. “I had the privilege of having great teachers and know how important that was for me getting here,” says the HGSE doctoral marshal whose mother was also a teacher. Inspired by her own positive experiences, Laski wants to help put more great teachers in front of more students.

For her doctoral dissertation called Essays on the Teacher Workforce , Laski wrote three separate pieces. Two of her papers have already been shared publicly, including research on lessons the teaching profession can learn from encouraging developments in the nursing field and an evaluation of a pilot teaching program in Mississippi .  The pilot allowed some school principals in the state to tackle teacher shortages by selecting in-house paraeducators and other experienced staff, who had not been able to pass Mississippi’s traditional licensing exams, to fill open teaching positions using provisional licenses. Because Laski found positive results with the program, Mississippi has moved forward with a performance-based licensure pathway for some teachers based on their success in the classroom. Laski’s third paper examined the role that principals play in the quality of teachers in schools.

“If you read the education news, all you hear about is how hard it is to be a teacher and how everything is going wrong with the teaching profession, and there's some truth in that,” Laski explains. “But I ended my research journey on an optimistic note. There are bright spots and places where we could be thinking more carefully about supporting teachers and getting great teachers in the classrooms.”

Laski recently reflected on ways to improve the teaching field and shared what she values most about her time at HGSE.

Where do you think the hope lies for the teaching profession, following the research that you’ve done?   I think the pandemic really put a spotlight on how hard it is to be a teacher and a lot of issues with the profession, so I think this is a prime moment now to be thinking more critically about this role that we all know is really important but is also really hard. It doesn’t have to be this way. Nursing has figured out a way to be a more appealing profession and there are ways that we could be thinking about teaching differently to make it more appealing. Also, principals clearly can be doing things to support their schools in their management of teaching. And we could be thinking more carefully about how to support principals in making the best decisions for their schools.

How has your time at HGSE helped you?   Six years is a long time and the amount of things that have happened is mind blowing to me. There was the global pandemic. I also became a parent, which was a huge personal change, so I feel like a very different person than I was six years ago. I feel very grateful for all of the opportunities I've had. I think I'm most grateful for my cohort of other doctoral candidates. We became really, really close our first year and I’m so glad about that because we were able to keep our community going when we all went virtual the second year [during the pandemic.] We had Zoom study groups and regular reading groups.  We were able to keep supporting each other continuously. That community, I feel, is the only way that I made it through this program so, I'm very, very thankful for them. 

How did you balance being a new mom and getting your Ph.D. at the same time?    Several of my friends also became parents for the first time so there's a group of new mom friends and having other people going through that big change with you or that have done it recently is very helpful. But yes, particularly managing being in a Ph.D. program, I could not have done that without many other women in my same program who helped me understand how to manage it.... I'm actually expecting another kid this summer. There are also some other people that are graduating pregnant. We have a good community of moms.

What does it mean to be chosen by your peers to be a Commencement marshal?   It’s really one of the most meaningful parts of graduation for me. I built lifelong friendships in this program. I learned a lot in my classes, but I think I maybe learned more from my cohort mates and that is really one of the greatest benefits of this program. I didn't even appreciate, before applying or starting here, how much I would benefit from having that group of colleagues who were thinking about similar things and so smart and so caring and going through the same things as me. I'm just very, very flattered and honored.

What are your future plans?    I actually have already started a position at Arizona State University as a research principal, continuing a lot of the same work, thinking about how we can be reimagining what teaching looks like to make it more sustainable and attractive to folks. Arizona State has this big initiative called the Next Education Workforce. It's basically getting teachers to work together in teams, sharing a roster of students, and distributing their expertise — really making the job look different, so that they're working together a lot more, collaborating. Everyone always talks about the first year of teaching being so hard, but when you're all alone in a classroom all day with kids and it's really hard, that just makes it even worse. The opportunity to have more support with your co-workers is something that we look for in a lot of professions. What I like about my job is collaborating with really smart, caring people and we don't always offer teachers that opportunity.

The latest research, perspectives, and highlights from the Harvard Graduate School of Education

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Doctoral Dissertations and Projects

A correlational study of culturally responsive christian school leadership and its impact on culturally marginalized students.

Denecia B. Anderson , Liberty University Follow

Rawlings School of Divinity

Doctor of Philosophy

Micheal Pardue

culturally responsive school leadership, culturally responsive pedagogy, cultural intelligence, culturally marginalized students, Christian private schools, culturally responsive Christian school leadership

Disciplines

Christianity | Educational Leadership

Recommended Citation

Anderson, Denecia B., "A Correlational Study of Culturally Responsive Christian School Leadership and Its Impact on Culturally Marginalized Students" (2024). Doctoral Dissertations and Projects . 5593. https://digitalcommons.liberty.edu/doctoral/5593

According to the National Center for Education Statistics (2022), the Private School Universe Survey (PSS) was given and disclosed that 4.7 million students were served in private elementary and secondary schools in the fall of 2019. Approximately twenty-five percent of private schools in the United States of America are considered conservative Christian schools (National Center for Education Statistics, 2022). Within the conservative Christian schools, 0.7% of the students were American Indian, 5.3% were Asian, 68.6% were white, 11.2% were Black, 9.2% were Hispanic, 0.8% were Pacific Islander, and 4.3% were two or more races. Diversity in conservative Christian schools is minimal compared to public schools (Ee et al., 2018); however, the smaller percentages of diverse students on a private Christian school campus do not nullify the need for cultural awareness and responsiveness. The purpose of this correlational study was to determine if a relationship exists between culturally responsive school leadership, cultural awareness, teacher readiness for educating all students, and professional learning opportunities about diversity, controlling for Christian private schools located in the United States of America. This study utilized the survey design method, and the sample of this research comprised the population of teachers employed for at least one year at Christian private schools. The results of the study are based on significant Chi-square analyses, which show numerous strong relationships between Likert scale item means that show primary factors that highlight teacher perceptions of cultural awareness, teacher readiness to educate all students, and equity-focused professional learning opportunities.

Since May 22, 2024

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