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Master's programs.

Master's programs are full-time, intensive programs that integrate educational theory and practice. The small cohort sizes provide an intimate setting for academic inquiry and foster individual contact with faculty and fellow students.

Education Data Science (EDS)

Sep 15, 2023

Sep 23, 2024

The EDS program combines modern data science analyses and computational methods with a deep understanding of learning, schools, and education policy. With rigorous academics and real-world experience, the program prepares the first generation of education data science leaders.

Learn about EDS

Individually Designed MA (for current Stanford doctoral students)

The Individually Designed MA in Education is intended for doctoral students at Stanford who would like to earn a master's in education while studying for their PhD outside of the GSE. Students develop their individual program of study in consultation with a GSE advisor and must finish in three years. 

Learn about the Individually Designed MA

International Comparative Education / International Education Policy Analysis (ICE/IEPA)

ICE/IEPA addresses educational practice in a rapidly changing global context, in both less-developed and industrialized countries. Students examine such problems as the political economy of underdevelopment and educational planning in comparative perspective. The major research project requirement provides students the opportunity to develop excellent research skills.

Learn about ICE/IEPA

Learning Design and Technology (LDT)

Sep 15, 2023

LDT integrates powerful contemporary ideas about learning with emergent technologies to design and evaluate learning environments, products, and programs. LDT graduates bring their skills to bear in a variety of settings, including schools, museums, research institutions, and educational technology companies.

Learn about LDT

Policy, Organization, and Leadership Studies (POLS)

POLS emphasizes the knowledge, theory, and skills necessary for effective leadership in a variety of education-focused organizations. Students design their own programs of study focused on pre-K-12 education, non-profit leadership, policy analysis, higher education, or a combination of these broad areas.

Learn about POLS

Stanford Teacher Education Program (STEP)

June 24, 2024

MA + teaching credential

STEP offers both an elementary and secondary route. Both programs lead to teacher certification in the state of California, and both require intensive, supervised practice at school sites as well as academic course work that focuses on cutting-edge, school-based research.

Learn about STEP

Curriculum and Teacher Education (CTE)

CTE is an individualized, research-intensive program intended for students with prior professional experience in education. 

Learn about CTE

Joint MA programs

Joint ma/jd in law and education.

The joint MA/JD degree combines study for the JD degree in law with an individualized program in education.

Learn more about the joint MA/JD

Joint MA/MBA in education and business administration

The joint MA/MBA allows students to pursue an MA in education at the GSE and an MBA at the Graduate School of Business. Students complete both degrees in two years.

Learn more about the joint MA/MBA

Joint MA in public policy and education

The MA/MPP joint degree allows students in the POLS program to simultaneously pursue a master's in public policy from the School of Humanities and Sciences. Students complete both degrees in two years.

Learn more about the joint MA/MPP

"Many of the classes I've taken have helped me connect the dots on various educational issues and understand how institutions and education leaders have a role to play in improving the educational opportunities of all students, especially those from underserved populations."

Master’s graduates were employed (full time or part time)

STEP graduates hired as teachers

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Teaching and Teacher Leadership

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

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

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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 curriculum are:

• Commence your Foundations studies with How People Learn, an immersive online course that runs June–July and requires a time commitment of 10–15 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:

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

HGSE Honors Master's Students with Intellectual Contribution Award

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.

Find the Best Education Schools

A master’s degree in education is a logical next step for educators eyeing a career in educational leadership, administration or counseling. The degree covers areas like school finance, educational law and other managerial aspects. Principals, superintendents, college administrators and others looking to effect change in the school system might consider this degree. Depending on the state, some schools require teachers to earn a master’s for license advancement after a certain amount of time.

For full rankings, GRE scores and student debt data, sign up for the U.S. News Education School Compass.

• 2024 Best Education Schools
• # 1 Teachers College, Columbia University  (tie) New York, NY
• # 1 University of Wisconsin--Madison  (tie) Madison, WI
• # 3 University of California--Los Angeles  (tie) Los Angeles, CA
• # 3 University of Michigan--Ann Arbor  (tie) Ann Arbor, MI

Search Education Schools

Education Programs, Specialties and Additional Rankings

The many programs and specialties for a master’s degree in education translate into essential administrative roles at schools. Through these specialties, professionals will hone their ability to create curriculums, use educational theory to form school policy, work with special education classes, evaluate students’ emotions through educational psychology and much more.

• Curriculum and Instruction
• Educational Administration and Supervision
• Educational Psychology
• Education Policy
• Elementary Teacher Education
• Higher Education Administration
• Secondary Teacher Education
• Special Education
• Student Counseling and Personnel Services

Best Online Programs

Explore education schools that offer the convenience of online programs.

• Online Graduate Education

Additional Education School Resources

See which schools have the largest programs.

• Education Schools: Largest Programs
• A-Z List of Education Schools

Considering an Education Degree?

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Best Master’s in Education Online Programs – 2024

April 18, 2024

Those interested in pursuing a master’s in education online will find a plethora of options to consider. However, it can be challenging to know which ones are ideal, especially when taking schedules and aspirations into account. If attending a college or university right now isn’t possible, and you’re wishing to advance your education career or are hoping to switch paths into the education field but can’t attend a college or university in-person , a master’s in education is a great way to make a significant impact on students and yourself. No matter your reason for wanting to enroll in an online master’s in education, what’s most important is understanding which program would be best tailored to your goals, schedule and interests. To help you get a head start, here are the top 20 best master’s in education online programs:

Best Master’s in Education Online Programs

1) clemson university.

Located in Clemson, South Carolina, Clemson is a large public institution offering master’s in education programs online. Clemson has an acceptance rate of 85%, and admitted students have an average undergraduate student GPA of 3.5. If for some reason you cannot attend a class online, Clemson records and archives all of their online education classes so that you can access them anytime. The estimated cost per credit begins at $499. Lastly, they are accredited by the Southern Association of Colleges and Schools Commission on Colleges.

2) UF College of Education

The University of Florida’s College of Education is a public institution located in Gainesville, Florida. Over 93% of its students are already employed by the time of enrollment. The online master’s in education programs are great for working professionals and offer media-concentrated lessons while actively encouraging student engagement. With an acceptance rate of 81%, UF College of Education joins the list of best master’s in education online programs because of its accessibility and academics. The GRE is not required to apply.

Best Master’s in Education Online Programs (Continued)

3) university of illinois at urbana-champaign.

Situated in Champaign, Illinois, UIUC is a public university that offers a range of online master’s in education programs. The university focuses on advancing the careers of working adults. In fact, roughly 89% of students are already employed when they enroll. With a faculty recognized for their innovative research and teaching, the university seeks to support their students’ academic and professional journey. Applicants do not have to take the GRE exam.

4) University at Albany – SUNY

Located in Albany, New York, this is a public institution offering an online master’s in education degree. With an acceptance rate of 85% and an average undergraduate GPA of 3.6, the University at Albany – SUNY joins this list of best master’s in education online programs. Strengths include the leading faculty and engaged support, providing students with an academic advisor, tutoring services, online library and 24/7 help desk.

5) University of North Texas

In Denton, Texas, the University of North Texas offers an accelerated online master’s in education program, which provides 8-week terms. All students who enroll at the University of North Texas are already employed. Additionally, the university has an acceptance rate of 70% and an average undergraduate GPA of 3.3. The time to complete the Educational Leadership MEd was brought down to 30 hours. Lastly, interested prospective students are not required to take the GRE exam.

6) Arizona State University

Arizona State University is a public university located in Tempe, Arizona. ASU offers a master’s in education online that has all of the classes recorded and archived for your convenience. With an acceptance rate of 94% and an average undergraduate GPA of 3.4, Arizona State University’s online master’s program seeks to “increase the capabilities of individual educators and improve the performance of education systems.” 92% of students at ASU are already employed by the time of enrollment. Lastly, no GRE exam is required to apply.

7) University of Wisconsin – Stout

Situated in Madison, Wisconsin, UW-Stout offers a 30-credit Master of Science degree in Education. The program is accredited by the Higher Learning Commission. Focusing on teaching, learning and research, the program includes an action research project and is curated to advance career opportunities for licensed teachers (both past and present), instructors at post-secondary institutions and instructors in business and industry environments. The graduation rate is 88% and the admission rate is 68%.

8) San Diego State University

San Diego State University, located in San Diego, California, offers an online master’s in education program through their MAT in Elementary and Secondary Education. The online MAT degree at SDSU is technology-based and is designed for teachers, giving them the chance to research different methods of education, such as inquiry-education. Altogether, SDSU has an acceptance rate of 95% and an average undergraduate GPA of 3.4 All students who enroll at SDSU are already employed.

9) University of Georgia

The University of Georgia in Athens, Georgia offers a variety of online master’s in education programs. These include preparation programs for teachers and for those interested in options in cognition and psychology, technology, and human resources and adult education. Taught by internationally recognized faculty, the online graduate programs in education at UGA have an acceptance rate of 68%. Further, the average undergraduate GPA is 3.4. Due to their fee structure, the programs are available at an affordable cost for those living outside of Georgia. Lastly,  applicants are not required to take the GRE.

10) Auburn University

Located in Auburn, Alabama, Auburn University offers a master’s in education online that has a large majority of courses by full-time tenured faculty and the same faculty teaching non-distance programs. Although the application deadlines are rolling, there is limited enrollment at Auburn University to ensure the quality of the education, and their acceptance rate is 70%. Auburn University’s online master’s in education programs are accredited with the National Council for Accreditation of Teacher Education.

11) Michigan State University

Michigan State University, sitting in East Lansing, Michigan, offers master’s in education online programs that support a wide variety of educators wishing to advance their impact. Classes taught online at MSU’s College of Education are limited to 40 students to encourage active engagement. Additionally, students can expect one-on-one academic advising throughout the program. The acceptance rate is 80% and an average undergraduate GPA of 3.5. Lastly, the online master’s in education programs are accredited with the Higher Learning Commission.

12) Texas A&M University

Texas A&M University is located in College Station, Texas and offers a Master of Education (M.Ed.) in Curriculum and Instruction. The program “provides a sound combination of theory, methodology and a substantive content area,” according to their website. The online master’s program in education at Texas A&M is a 36-hour, non-thesis degree. Further, it is focused on evidence-based research that fosters “agentive development” in settings with PK-12 students. Texas A&M is accredited with the Southern Association of Colleges and Schools Commission on Colleges.

13) Montclair State University

Montclair State University offers online master’s in education programs through the College for Education and Engaged Learning. They implement their valued vision in social justice and equity leadership, and they are accredited with the Council for the Accreditation of Educator Preparation. They provide students with internship and networking opportunities, and all classes in their online graduate degrees in education are recorded for accessibility. MSU has an acceptance rate of 97% and an average undergraduate GPA of 3.3.

14) University of Houston

Situated in Houston, Texas, the University of Houston offers numerous flexible and high-quality online master’s in education programs. These offerings are attractive to both domestic and international students. Students enrolled in the online programs at the University of Houston will be taught by award-winning faculty and be part of a diverse cohort. By the time of enrollment, 79% are already employed. The university has an acceptance rate of 74% and an average undergraduate GPA of 3.3.

15) UMASS Lowell

Located in Lowell, Massachusetts, the University of Massachusetts-Lowell offers online graduate programs in education that are taught by their full-time faculty and each demands interactive participation throughout the respective courses. Every week, on top of completing the expected coursework, students are expected to take part in chat sessions and discussions with the instructor. Additionally, frequent group work is required. Overall, the acceptance rate at UMASS Lowell is 92% and the university has an average undergraduate GPA of 3.4 Graduates from their online master’s in education programs become accredited through the New England Commission of Higher Education.

16) Kansas State University

Kansas State University sits in Manhattan, Kansas and is a public land-grant research university that offers online master’s in education programs through their College of Education. Students at KSU can expect smaller classrooms with a lower student-to-teacher ratio. Additionally, and they are also given the same assistance as on-campus students, such as in technical assistance, student services, library services or financial aid. KSU has rolling admission and the GRE exam is not required to apply.

17) Penn State World Campus

Firstly, PSU’s in-person campus is located in University Park, Pennsylvania. The PSU World Campus is their online presence from which students can earn a diploma identical to a resident student. Penn State has offered an online education for over 20 years and through their College of Education they provide several online master’s in education programs. Courses are taught by nationally-recognized faculty, and with rolling admission, Penn State has a 94% acceptance rate.

18) University of Missouri

Sitting in Columbia, Missouri, the University of Missouri joins this list of best master’s in education online programs. In total, they offer about 50 accredited online master’s, educational specialist, certification preparation, doctorate and graduate certificate options. If you pursue your graduate studies online at the University of Missouri, you’ll be expected to pay in-state tuition. However, the wide variety of program choices makes it a great option for those considering a specific route.

19) University of South Carolina

UofSC, situated in Columbia, South Carolina, is a public institution that offers several online master’s in education degrees. The programs are accredited with the Council for the Accreditation of Educator Preparation. Additionally, students enrolled online have access to an extensive network of mentors and partners. Among their newer programs are the coaching education and adapted physical education courses. Lastly, all of the University of South Carolina’s online master’s in education classes are recorded and archived.

20) University of Alabama

Located in Tuscaloosa, Alabama, the University of Alabama offers several master’s in education online programs. Specifically, they offer a Master of Arts in Higher Education Administration or the Master of Arts in Educational Leadership and Reduced Hour Option (Instructional Leadership Certification) . These online master’s in education programs are flexible to your schedule. Furthermore, they are a cost-effective option with their tuition per credit starting at $440. Lastly, online graduates will receive accreditation from the Southern Association of Colleges and Schools Commission on Colleges, and the acceptance rate is currently 77%.

The online master’s in education program that is right for you

Whether your professional aspirations are to become a school administrator or head of a department, a master’s in education is designed to help you navigate situations in various leadership positions. It’s important to distinguish between the distinct types of master’s degrees in education, but you’ll see that the main two are the master of education (M.Ed.) and the master of arts in teaching (MAT). The stark difference between the two programs is that the M.Ed. will focus on a wider range of education roles in administration and leadership. Contrarily, the MAT is for students who wish to teach in the classroom .

Also, depending on where you live and from which program you’ll receive your degree, be sure to check how each program you’re interested in aligns with state teaching certification requirements. Every state in the United States will have its own teacher certification requirements regarding exams, coursework and student teaching. Like any other graduate program, universities offering an online master’s in education will have their own specific admissions requirements as well. For example, whether you need to submit a GRE score or not.

Master’s in Education Online – Additional Blogs

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With a BA from Pitzer College and an MA from University College London, Joanna has worked in London, Berlin, and Los Angeles covering many cultural and political issues with organizations such as Byline Media, NK News, and Free Turkey Media. A freelancer for The New York Times, her work has also appeared in Newsweek, Dazed and Confused Magazine, and The Guardian, among others. In addition, Joanna was the recipient of the 2021 PEN America Emerging Voices Fellowship in Fiction and is currently completing her first novel.

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• View all Education Degrees

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Master of Science

Educational Leadership Master's

Make an impact on the future of education by becoming a school principal.

Are you an experienced, licensed teacher eager to take on new challenges? Perhaps it’s time you prepared to lead an institution of your own. Becoming a principal or educational administrator with this online educational license program will prepare you to change the future of education and impact students, teachers, and communities alike.

This online master's degree program is designed to enhance your expertise in educational governance, finance, law, leadership, and strategic planning. The program will give you the skills you need to manage a modern educational institution, including overseeing teachers, developing and implementing curriculum standards, and improving how your staff helps students achieve established academic goals. You'll also learn about school administration, how to manage educational budgets, ensure proper security, and better interact with parents, the public, and district administrators.

The Master's in Educational Leadership degree program (alternatively "Master's in Educational Administration") is aligned with National Educational Leadership Preparation (NELP) standards and Professional Standards for Educational Leaders (PSEL). Although it adheres to national educational standards, due to state-specific programming and licensure requirements,  this program is not accepted in Alabama, Connecticut, Georgia, Hawaii, Iowa, Kansas, and Minnesota.

60% of graduates finish within 

WGU lets you move more quickly through material you already know and advance as soon as you're ready. The result: You may finish faster.

*WGU Internal Data

Tuition per six-month term is

Tuition charged per term—rather than per credit—helps you control the ultimate cost of earning your degree online. Finish faster, pay less! 

Average salary increase

 Graduates of this program report an average salary increase of $12,314 after completing their WGU degree.

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Start Dates the 1st of Every Month

COURSES & COMPETENCIES

Educational leadership courses, curriculum that ensures you’ve mastered the skills you’ll need as a leader among students and staff..

Program consists of 13 courses

At WGU, we design our curriculum to be timely, relevant, and practical—all to help you show that you know your stuff.

This online Master of Education program provides the essential skills, knowledge, and field experience you need to successfully manage a modern educational institution, be it public or private. It will prepare you to be certified as a principal or educational administrator.

The WGU M.S. Educational Leadership program was designed (and is regularly updated) with input from the experts on our Education Program Council . These respected authorities know exactly what it takes for a graduate to lead a staff of educators, administrators, and support personnel in a modern educational setting.

This program comprises the following courses. You will typically complete them one at a time as you make your way through your program, working with your Program Mentor each term to build your personalized Degree Plan. You’ll work through each course as quickly as you can study and learn the material. As soon as you’re ready, you’ll pass the assessment, complete the course, and move on. This means that you can finish as many courses as you're able in a term at no additional cost.

Leadership of Curriculum Design and Instruction prepares candidates to evaluate and implement curricular programs and instructional methods observed at the school level. Candidates focus on the knowledge and skills needed to develop, align, and implement cohesive systems of curriculum, instruction, and assessment. Importance is placed on responding to student needs, embodying high expectations for student learning, aligning with academic and non-academic standards within and across grade levels, and promoting students' academic and non-academic success and social and emotional well-being. This course also explores the use of data from formative and summative assessments to make recommendations to improve instruction and promote student learning and well-being. Candidates are prepared to build a professional culture of trust and collaboration to ensure they are able to work with school personnel in creating curricular programs and instructional methods that are engaging, challenging, and relevant to student needs, experiences, and interests. This course is designed to be taken after successful completion of D632: Cultural Competency and Social-Emotional Learning.

Leadership Foundations and Ethics presents candidates with a variety of leadership theories and strategies used by PK–12 educational leaders to develop, sustain, and evaluate a coherent system of academic and social supports that meet the full range of students' needs. Foundational knowledge addresses the importance of developing mission, vision, and core values in collaboration with faculty, staff, and the school community to advocate for student success. The course also covers communication strategies, interpersonal skills, and using data to build community, influence school culture, and manage change for continuous improvement. In addition, candidates are introduced to the significance of following professional ethical codes and the importance of modeling and advocating ethical behavior with all stakeholders.

School Law prepares candidates to understand the appropriate application of laws, rights, policies, and regulations to promote student success. The course emphasizes the importance of understanding the history of and relationship between federal and state laws, legal decisions, local education policies, and practices at the local school level to ensure compliance. The course further focuses on understanding the legal rights and protections provided for all students, including those with disabilities, as well as school staff. It also addresses curriculum and instruction that help stakeholders understand the possible effects these rights may have on administrative decisions. Candidates are also provided the opportunity to demonstrate their capability to evaluate legal consequences of administrative decisions.

People and Talent in Educational Leadership prepares candidates to understand and implement practices used to recruit, hire, and prepare school personnel to provide students with an optimal learning environment. Various school professional development practices, such as professional learning communities, collaborative learning communities, beginning teacher induction, and mentor programs, will be covered. Additionally the course covers methods to evaluate school personnel appropriately based on data-driven decisions; providing realistic and actionable feedback to school personnel to continuously drive improvement; engaging all school personnel in the use and evaluation of competing school-wide initiatives; creating and sustaining a professional culture of engagement and commitment by developing workplace conditions that promote employee development, well-being, and professional growth; and continuously supporting school personnel to improve their instructional practices through ongoing professional development. The candidate will also reflect on leadership standards in order to develop a personal professional growth plan. A prerequisite for this course is D017: School Law.

School Financial Leadership focuses on financial policies, practices, and issues connected to PK–12 school operations. The course describes various sources of school funding, the impact these sources can have on managing school budgets, and the challenges connected to finances that are often encountered by school leaders to ensure equitable financial support for all students. Candidates learn how to analyze different types of school budgets and understand the principal's role in the budgetary process to ensure alignment to the school's mission, vision, and values. This course also identifies and explains various types of commonly used accounting regulations, rules, and professional ethical principles used to create, maintain, and evaluate school budgets to ensure the equitable and ethical use of financial resources. This course is designed to be taken after successful completion of D017: School Law.

Practicum in Educational Leadership - Focus on Professional Practices provides candidates with an authentic, real-world work experience as an educational leader in a K–12 school environment. This is the first of a two-part experience designed to take place under the leadership and supervision of a practicing school principal or assistant principal at an approved practicum school site (K–12). This course includes an emphasis on the application of knowledge and skills to areas directly or indirectly affecting students. Collaboration within the school and local community is a focal point for this course. The course also includes the completion of assigned administrative duties in a K–12 setting, as defined by the candidate's state of residence, under the supervision of the cooperating administrator of the candidate's approved practicum site. Prior to enrolling in this practicum course, the candidate must complete a minimum of 18 CUs.

Systems management and school operations instruct candidates on the operational aspects of school leadership that are essential to developing, monitoring, and evaluating school management, school systems, and services that address and support the needs of students and school personnel. Topics presented in this course include systems thinking; development, implementation, and evaluation of data-based strategic planning; and school improvement processes. Candidates will evaluate the use of appropriate operational technology and the development of communications systems that provide actionable information to internal and external stakeholders for use in classroom and school improvement and community engagement. Each of these topics emphasizes the importance of efficiently and effectively managing school resources to build, maintain, and evaluate a cohesive system of academic and organizational supports, services, extracurricular activities, and accommodations to meet the full range of needs for each student. Prerequisites for this course: Leadership Foundations and Ethics and School Law.

Practicum in Educational Leadership - Focus on Instruction and Operations provides candidates with an authentic, real-world work experience as an educational leader in a K–12 school environment. This is the second of a two-part experience designed to take place under the leadership and supervision of a practicing school principal or assistant principal at an approved practicum school site (K–12). This course includes an emphasis on the application of knowledge and skills to areas affecting school operations and school personnel. The course also includes the completion of assigned administrative duties in a K–12 setting, as defined by the candidate's state of residence, under the supervision of the cooperating administrator of the candidate's approved practicum site. Prior to enrolling in this practicum course, the candidate must complete a minimum of 18 CUs.

Educational Leadership Capstone serves as the culminating experience of this degree program, uniting content area knowledge with the execution of a problem-based learning project. Under the guidance of program faculty, candidates will apply their data literacy and research skills authentically and to topics appropriate to the candidate's degree program and future career goals. Projects will include action research or program evaluation and the qualitative or quantitative research methods necessitated by the project's purpose. Prerequisites include Data Literacy and Educational Inquiry, as well as all content area courses and field experiences prescribed in one's area of study. This course is designed to be taken after successful completion of all courses with the exception of Educational Inquiry, which may be taken concurrently.

Leading Inclusive Schools covers a variety of topics that directly affect students who have been assessed and determined to need additional support or services to ensure their academic success and well-being. The course prepares candidates to understand and comply with applicable laws, rights, policies, and regulations as appropriate to address matters of equity, fairness, and student marginalization based on culture and language, disability, or giftedness. These include types of special education classifications and their significance, working with English learners (ELs), working with gifted and talented students, and using Multi-Tiered System of Supports (MTSS) frameworks to ensure optimum learning environments for diverse learners. This course will guide candidates in building a strong repertoire of skills and knowledge related to exceptional students. It will help them ensure that each student has equitable access to effective teachers; learning opportunities; academic, social, and behavioral support; and other resources necessary for success. This course is designed to be taken after successful completion of the School Law course.

Cultural Competency and Social-Emotional Learning focuses on empowering educational leaders with the knowledge and skills necessary to foster cultural competency, deepen their understanding of diverse learner populations, and apply culturally responsive pedagogy. This course places a strong emphasis on promoting social justice, equity, and inclusivity within educational contexts. Students in this course will engage in immersive learning experiences aimed at equipping them with the capacity to lead social-emotional learning initiatives that cater to the social and emotional needs of all learners. The course also empowers students with advocacy strategies to influence positive change in local and global educational environments, ensuring that educational leaders are well prepared to navigate the challenges and opportunities of today's diverse educational landscape. This course is designed to be taken after successful completion of D019: Data Literacy and Evidence-Based Practices.

Data Literacy and Evidence-Based Practices focuses on the development of data literacy skills educators need to improve the learning and development opportunities of K–12 students. Candidates will practice identifying educational problems and data types, generating data, analyzing data, making inferences and drawing conclusions, and creating action plans within their educational settings. Candidates will also learn best practices for data literacy, including continuous improvement planning, approaches to professional learning communities, and instructional decision-making processes. This course has no prerequisites.

Educational Inquiry focuses on practical problem solving. This course teaches candidates to use scholarly literature to inform their own practice. It also teaches candidates to engage in their own action research processes, which empowers educators to recognize opportunities for improvement and to systematically implement and evaluate changes. This course prepares candidates to conduct research for the capstone. Prerequisites for this course: Data Literacy and Evidence-Based Practices.

Capstone Project

Special requirements for this program

WGU's online master's degree program in educational leadership requires the successful completion of a capstone project. You'll take what you've learned during your studies and apply it to a real-world situation, proposing a solution to an actual issue you're likely to face in a professional academic environment. 

Skills For Your Résumé

As part of this program, you will develop a range of valuable skills that employers are looking for. 

• Presentations: Created tailored presentations that effectively address the unique needs and interests of specific audiences.
• Budgeting: Skillfully evaluated funding requests for various activities, ensuring they align with pre-authorized budget expenditures, promoting financial responsibility.
• Leadership: Established open lines of communication between leaders and team members, fostering a collaborative and productive work environment.
• Educational Leadership: Collaborated with stakeholders to identify and establish educational goals for school improvement plans.
• Ethical Standards And Conduct: Demonstrated the consistent use of responsible practices and principles, reflecting a commitment to ethical and professional conduct.
• Operations: Successfully identified key personnel and processes within organizations, leading to streamlined operations and efficient decision-making processes.

“After years of putting off getting my master's degree, I finally decided that it was time. While working a full-time teaching job and having a husband and two toddlers at home, WGU's program allowed me the flexibility of working at my own pace. I was able to earn my Educational Leadership degree in an accelerated time frame with the support of my course instructors and mentor. WGU allowed me to achieve my goals, and I love them so much that I registered for a second master's!”

—Sylvia M.S. Educational Leadership

WGU vs. Traditional Universities Compare the Difference

Traditional Universities

TUITION STRUCTURE

Per credit hour

Flat rate per 6-month term

Schedule and wait days or even weeks to meet with one of many counselors

Simply email or call to connect with your designated Program Mentor who supports you from day one

Scheduled time

Whenever you feel ready

Professor led lectures at a certain time and place

Courses available anytime, from anywhere

TIME TO FINISH

Approximately 2 years, minimal acceleration options

As quickly as you can master the material, can finish programs in under 2 years

You Aren't On Your Own

WGU has Program Mentors who work with you from the day you start, all the way through graduation. They help you chart your courses, answer your questions, and ensure you can go through your program. You're not alone when you choose an online degree at WGU.

Flexibility You Need

Students choose WGU for their online degree program because of its flexibility. Whether you already have a full-time job, have responsibilities as a parent, or just have a busy schedule, WGU can work for you.

Strong Alumni Network

When you enroll in an online master's degree program at WGU, you join an impressive network of teachers. Over 13,000 students graduated from the Teachers College in 2021 alone, taking their skills and impacting the educational system all around the United States.

Accredited, Respected, Recognized™

One important measure of a degree’s value is the reputation of the university where it was earned. When employers, industry leaders, and academic experts hold your alma mater in high esteem, you reap the benefits of that respect. WGU is a pioneer in reinventing higher education for the 21st century, and our quality has been recognized.

COST & TIME

When We Say Affordable We Mean It

By charging per six-month term rather than per credit—and empowering students to accelerate through material they know well or learn quickly—WGU helps students control the ultimate cost of their degrees. The faster you complete your program, the less you pay for your degree.

A Master's Degree Is Within Reach

There is help available to make paying for school possible for you:

The average student loan debt of WGU graduates in 2022 (among those who borrowed) was less than half* the national average.

Most WGU students qualify for financial aid, and WGU is approved for federal financial aid and U.S. veterans benefits. 

Many scholarship opportunities are available. Find out what you might be eligible for.  

* WGU undergraduate students have approximately half the debt at graduation compared to the national average, according to the Institute for College Access and Success (2022).

FLEXIBLE SCHEDULE

A Different Way to Learn: Degree Programs Designed to Fit Your Life—and All the Demands on Your Time

Professional responsibilities. Family obligations. Personal commitments. At WGU, we understand schedules are tight and often unpredictable for adult students. That’s why we offer a flexible, personalized approach to how education should be. No rigid class schedules. Just a solid, career-focused principal preparation program that meshes with your current lifestyle. You'll be challenged. You'll work hard. But if you commit yourself and put in the hours needed, WGU makes it possible for you to earn a highly respected degree as a busy working adult.

"My experience at WGU was excellent. My mentors and professors where there when I needed them. There ability to keep me on track and to answer questions in a timely matter allowed me to get my master's faster than I thought possible.”

—Jerry Nielson M.S. Educational Leadership

CAREER OUTLOOK

Pave the Way to the Next Step in Your Career as an Educational Administrator

If you're a licensed classroom teacher with at least three years of experience under your belt, and you have a passion for positive influence in an academic setting, you are ready to advance in your career by becoming an instruction-based principal, vice principal, assistant principal or school administrator. As an educational leader, you'll have an opportunity to shape the school that you run by creating an inspiring and safe environment for educators and the students they teach.

With the deep, comprehensive education you'll receive at WGU, you will be ready to be certified and become a school principal. This position allows you to impact the overall learning environment of an institution and lead students toward a better academic future. Consider this program an investment in yourself, in your professional growth, and in the future of your students.

Return on Your Investment

On average, wgu graduates see an increase in income post-graduation.

Average income increase from all degrees in annual salary vs. pre-enrollment salary. Source:  2023 Harris Poll Survey  of 1,655 WGU graduates.

Survey was sent to a representative sample of WGU graduates from all colleges. Respondents received at least one WGU degree since 2017.

Employment of elementary, middle, and high school principals is projected to grow 5% from 2021 to 2031.

—U.S. Bureau of Labor Statistics

WGU Has Alumni Teaching Across the Country

Graduates of WGU's online Teachers College have found meaningful, rewarding teaching careers in classrooms at:

• Inclusionary K–12 classrooms
• Middle/junior high schools
• High schools
• Private and charter schools

Impressive Class of Graduates

Graduates of the WGU Teachers College include recipients of many professional honors, including:

• Gates Millennium Scholars
• Intel Grant for Mathematics and Technology
• Claes Nobel Educator of Distinction Award
• Milken Family Foundation National Educator Award
• Association of Public Charter Schools Educator of the Year Award

Master of Education Admission Requirements

Prior to entry into the M.S. Educational Leadership degree program, you will be required to complete a candidate interview and provide the following:

• Evidence of an undergraduate bachelor's degree from an accredited institution
• Proof of a state issued, valid, and unexpired standard professional license
• A resume showing three years of licensed professional experience in a P-12 setting (excluding probationary, temporary, and substitute teaching experience)
• A confidential recommendation
• Recent annual summative performance evaluation

Additionally, you will complete and submit a Practicum Site Agreement . Use the version for your state of residence.

• For students in Washington.
• For students in Missouri.
• For students in North Carolina.
• For students in Kentucky.
• For students from all other states.

Get Your Enrollment Checklist

Download your step-by-step guide to enrollment.

Get Your Questions Answered

Talk to an WGU Enrollment Counselor.

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More About the M.S. in Educational Leadership

• More About This Degree

What is a master's in educational leadership?

A master's degree in educational leadership is a graduate program that prepares you for certification as a school principal or administrator. It gives you important skills and credentials to understand how to run the school in an efficient way. 

How long does it take to earn a master's in educational leadership?

Typical master's of educational leadership programs take 2 years to complete, but at some schools you may be able to accelerate and finish faster. For example, most WGU educational leadership students finish in just 18 months or less.

What can you do with an educational leadership degree?

An educational leadership degree can prepare you to become a vice principal, assistant principal, principal, or other administrator in education.

What can I expect from an online master's in educational leadership program?

What are the types of educational leadership.

Most educational leaders fall into a few categories of leadership including: servant leaders, transactional leaders, emotional leaders, and transformational leaders.

What are the functions of educational leadership?

Educational leadership is implemented to ensure that the entire school and system runs smoothly. Educational leaders are in place to create effective and robust places of teaching and learning where students feel safe and welcome. They ensure that the business end of a school runs well, while also ensuring that students and teachers feel confident as individuals.

What is educational leadership theory?

Educational leadership theory evaluates the different approaches to running schools and classrooms in ways that are effective for students and teachers alike.

What is meant by educational leadership?

Educational leadership is a joint effort utilizing the talents and expertise of educators, students, policy makers and the public at large to enhance public K-12 educational quality and systems. These enhancements are typically executed through improvements to training regiments, pedagogy, epistemology, and developmental psychology. A degree in educational leadership will focus on helping current teachers advance their knowledge and skills, giving them greater opportunities to influence policy and move into education careers that impact the future of learning.

What are the key qualities of educational leadership?

There are many qualities that an educational leader should exhibit. Qualities such as positivity, honesty, deep reflection, authenticity, integrity, passion, inclusivity, and a strong focus on community building and collaboration on educational issues are key to being a transformational educational leader. In an educational leadership degree program, you will focus on developing and honing these skills.

Should I get an online masters degree, or a graduate certificate?

Understanding your post bachelor educational possibilities is crucial if you have a specific goal in mind. For some, a post-graduate certificate can fulfill the requirements that are needed to teach a specific course or courses, by fulfilling a state or national licensing requirement, but a certificate is what is considered a non-degree award. As a result, if you have career goals that include additional advancements for your career beyond the classroom, you may need to consider if a certificate will provide you the ability to pursue those goals. 

A master’s degree in education can open the doors to school leadership roles as a principal or assistant principal, and in some states is even sufficient to be considered for roles as part of the superintendency. This is not typically true of a graduate certificate. Check your state guidelines to see your specific state’s educational requirements for leadership roles. 

Does WGU offer financial aid?

WGU is approved to offer  federal student aid . You will need to apply using the FAFSA, which is used to determine your eligibility for aid. WGU’s FAFSA school code is 033394.

Are there scholarships available?

Scholarships are available for new WGU students and returning graduates.  This video shows more  about scholarship opportunities and how they can help you pay for school. Get information on:

• How to apply
• Eligibility requirements
• Examples of scholarships
• What happens after you apply
• Other financial aid options

How does tuition work at WGU?

WGU's tuition is a flat rate that is charged every six months. You can take as many courses as you are able in that six-month term—with no extra cost. You simply pay for the term and do as much work as you can or want to during that time. This means that finishing faster helps you save money—a major benefit you won't find at most other schools. 

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USM School of Education Ranked in U.S. News & World Report 2024 Best Education Schools

Thu, 04/18/2024 - 08:41am | By: Karelia Pitts

The University of Southern Mississippi’s (USM) School of Education has been ranked No. 99 among the 2024 Best Education Schools in the nation by U.S. News & World Report.

Designed for prospective students looking to advance their education, the Best Education Schools rankings evaluate programs on nine distinct factors that include indicators related to student selectivity, faculty resources, research activity and peer assessment. The rankings evaluate all public and private institutions across the country to empower prospective students to choose the best fit for their educational needs and career goals.

“The USM School of Education has been intentional in its efforts to increase the societal impact it makes in the state and region. This ranking is clear evidence of their daily dedication to our mission of transforming the human condition through exemplary teaching, excellence in research, and meaningful service,” said Dr. Trent Gould, dean of Southern Miss’ College of Education and Human Sciences. “I couldn’t be prouder of this group of faculty and their commitment to this community and our K-12 partners.”

By collecting education school data annually, U.S. News is able to present the latest enrollment numbers, job placement rates, faculty statistics and other essential quality indicators that help prospective students make informed decisions. In 2023, USM ranked No. 138. The year-over-year climb that allowed USM to break into the top 100 schools was achieved in part by other colleges of education across the nation taking notice of the impact Golden Eagles are making and commending those efforts through the peer evaluation process.

“I am tremendously proud of the work being done in the School of Education and its commitment to student success,” said University Provost and Senior Vice President for Academic Affairs Dr. Lance Nail. “Thanks to the dedication of our faculty and staff, Southern Miss graduates are ready for success in classrooms across our state and nation.”

The USM School of Education offers an undergraduate program in elementary education as well as graduate programs in educational administration, higher education, elementary curriculum and instruction, special education, alternate route licensure, dyslexia therapy and educational research.

“We were founded with the audacious goal of establishing a state teacher training college, and these rankings demonstrate our ongoing excellence and steadfast commitment to providing high-quality instruction,” said University President Dr. Joseph S. Paul. “We are honored to be recognized on the national level and proud to be one of only two schools in the state to make the top 100 list.”

Prospective students can see how USM compares to other institutions and how the rankings are calculated on USNews.com .

To learn more about the USM College of Education and Human Sciences, call 601.266.4568.

About U.S. News & World Report

U.S. News & World Report is the global leader in quality rankings that empower consumers, business leaders and policy officials to make better, more informed decisions about important issues affecting their lives and communities. A multifaceted digital media company with Education, Health, Money, Travel, Cars, News, Real Estate, Careers and 360 Reviews platforms, U.S. News provides rankings, independent reporting, data journalism, consumer advice and U.S. News Live events. More than 40 million people visit USNews.com each month for research and guidance. Founded in 1933, U.S. News is headquartered in Washington, D.C.

Categories: Education and Human Sciences

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Master in Public Administration in International Development

Join the next generation of global development leaders in this two-year, economics-centered program

Key Program Information

Program Length: Two years (varies for students pursuing joint or concurrent degrees)

Degree Awarded: Master in Public Administration in International Development

Admission Application Deadline: December 2024

Financial Aid Application Deadline: January 2025

Contact the MPA/ID Program

79 John F. Kennedy Street Rubenstein Building, Rooms 122, 124, and 126 Cambridge, Massachusetts 02138

Be a leader in global development

The Master in Public Administration in International Development Program combines rigorous training in economics and quantitative methods with an emphasis on policy and practice.

The Master in Public Administration in International Development (MPA/ID) Program offers unparalleled training for a professional career in development. The mix of theoretical rigor with practical approaches has proven to be a powerful combination. Our graduates hold influential policy, advocacy, and management positions at international organizations, national governments, non-governmental organizations, and private sector companies.

The right fit

The MPA/ID Program may be the right fit for you if you:

• Demonstrate commitment to solving the economic, social, or political problems facing low-income communities, regions, or nations 
• Work in the development field, whether in government, nonprofits, central or regional banks, international development institutions, research organizations, or the private sector
• Want to deepen and broaden your understanding of development problems and acquire the analytical tools and global perspectives to design and implement effective solutions

“The MPA/ID Program expanded my perspectives and equipped me with a set of analytical tools to make the impact I seek to have in the world.” — Jiawen Tang MPA/ID 2021

About the MPA/ID Program

Training for development practitioners.

The MPA/ID Program is a rigorous, economics-centered program designed to train the next generation of practitioners and leaders in the field of global development.

Within a multidisciplinary core curriculum,  you will take advanced economics and quantitative methods sequences  with an emphasis on key policy applications to development. You will also complete core courses in economic development, politics, political philosophy, and management—integrated with the theory and practice of development.

In your second year, you’ll choose from elective options at HKS, at the other graduate schools at Harvard—such as  Business ,  Design ,  Education ,  Law , and  Public Health  as well as the  Faculty of Arts and Sciences —and at Massachusetts Institute of Technology.

Core Curriculum

• Advanced Microeconomics ( API-109 ,  API-110 )
• Advanced Macroeconomics  ( API-119 ,  API-120 )
• Advanced Statistics and Econometrics ( API-209 ,  API-210 )
• Economic Development: Theory and Evidence ( DEV-101 ,  DEV-102 )
• Applications and Cases in International Development ( DEV-401 )
• The Politics of Development ( DPI-410 )
• Political Philosophy for Development ( DPI-411 )
• Getting Things Done: Management in a Development Context ( MLD-102 )
• Second Year Policy Analysis Seminar ( DEV-250 )

You will gain professional expertise through the case workshop and speaker series, a required summer internship , and an integrative capstone paper .

Second Year Policy Analysis : Using Your Toolkit 

The Second Year Policy Analysis (SYPA) serves as the capstone experience for the MPA/ID Program. You will choose a current development issue of interest to you; select your faculty advisor; and draw on the tools of economics, management, and political analysis to define the problem, analyze the evidence, develop alternatives, and provide specific policy recommendations for a concrete development problem.

Summer Internships : Out of the classroom, into the field

During the summer between your first and second year, you will engage in a development project, typically in a low- to middle-income country other than your own. This field experience allows you to apply the skills you’ve acquired during your first year and explore a new organization, substantive area of interest, or part of the world.

STEM Eligibility

The MPA/ID Program is a designated STEM-eligible program (Science, Technology, Engineering, and Mathematics). Students with F-1 visas may apply to work in the United States for two additional years  beyond the standard 12-month Optional Practical Training (OPT)  following graduation.

Degree Requirements

The MPA/ID Program consists of four semesters of full-time coursework in residence at HKS. The coursework includes the core curriculum, a minimum of six electives (24 credits), a development-related internship, and the Second-Year Policy Analysis.

To graduate, you must:

• Matriculate as a full-time, in-residence student and take 12-24 credits per semester
• Earn at least 76 credits, which must include the required courses, SYPA, and electives
• Finish with a GPA of B or better
• Earn a B- or higher in all required MPA/ID courses

Combined Degrees

You might consider  pursuing a second degree jointly or concurrently  if you’re interested in how the world’s challenges can be addressed at the intersection of international development and business, law, medicine, design, or other fields.

Pursuing a joint or concurrent degree reduces coursework and residency requirements and makes it possible to earn two degrees in a shorter amount of time.

Joint Degrees

As an MPA/ID student, you can pursue a  joint degree —either an MBA at  Harvard Business School  or a JD at  Harvard Law School —that involves carefully crafted and integrated coursework.

Concurrent Degrees

You can pursue a concurrent degree in business, law, medicine, design, or another field—as long as it is:

• A professional degree (for example, an MBA, MD, or JD; not a PhD or an academic master’s degree)
• At least a two-year program
• Completed at a partner school

The concurrent degree program allows you to pursue degrees at HKS and at a partner school; however, the coursework is not as closely integrated as the joint degree program. As a concurrent degree student, you are responsible for weaving together the two halves of your learning experience.

Faculty & Research

Where ideas meet practice.

Our faculty members are changing the ways in which poverty and underdevelopment are analyzed and approached.

MPA/ID faculty members are scholars  and  practitioners working with governments, international organizations, and NGOs. They are  diagnosing economic woes and helping develop cures , bringing  real-world development and political experience  to bear on complex challenges, and helping people  escape poverty  by understanding what hinders development progress.

MPA/ID Faculty Research

Why taxes are vital to development

Economist Anders Jensen has long been intrigued by differences in state capacity and the role of public finance in building and boosting capacity. 

Looking at the world through a wider lens

The thread running through Professor of Public Policy Eliana La Ferrara’s work is an unwillingness to limit herself to traditional microeconomic models.

Diagnosing economic woes and helping develop cures

Professor Ricardo Hausmann’s Growth Lab is training students and practitioners to develop prescriptions for economic growth.

Bringing real-world experience to bear

Juan Jimenez MPA/ID 2010 has returned to HKS to share valuable wisdom gained from high-level development policy positions in the government of the Dominican Republic.

MPA/ID Core Faculty Members

Dani Rodrik

MPA/ID Faculty Chair; Ford Foundation Professor of International Political Economy

Matthew Andrews

Edward S. Mason Senior Lecturer in International Development

Arthur Applbaum

Adams Professor of Political Leadership and Democratic Values

Luis Armona

Assistant Professor of Public Policy

Jeffrey Frankel

James W. Harpel Professor of Capital Formation and Growth

Jeffrey Cheah Professor of South-East Asia Studies

Ricardo Hausmann

Rafik Hariri Professor of the Practice of International Political Economy

Anders Jensen

Associate Professor of Public Policy

Juan Jimenez

Lecturer in Public Policy

Asim Khwaja

Director, Center for International Development;  Sumitomo-FASID Professor of International Finance and Development

Eliana La Ferrara

Professor of Public Policy

Senior Lecturer in Public Policy

Celestin Monga

Adjunct Professor of Public Policy

Gautam Nair

Carmen Reinhart

Minos A. Zombanakis Professor of the International Financial System

Federico Sturzenegger

Our alumni do development differently

Around the world, MPA/ID graduates are in pivotal roles, leading development.

Inside governments and traditional development organizations, and outside the box in startups and social enterprises, MPA/IDs are changing the way development is done.

Our graduates hold influential policy and management positions in a wide range of international organizations, national governments, central and regional banks, nonprofit and research organizations, and private sector companies. 

Where do MPA/ID graduates work?

Learn more about how MPA/ID alumni are shaping development.

Dalia Al Kadi MPA/ID 2011

Dalia Al Kadi MPA/ID 2011 is a Senior Economist in the Macroeconomics, Trade and Investment Global Practice at the World Bank in Washington, D.C. Prior to joining the World Bank, Dalia worked as a Project Manager at the Abu Dhabi General Secretariat of the Executive Council.

Abdulhamid Haidar MPA/ID 2021

Abdulhamid Haidar MPA/ID 2021 is the founder of  Darsel , a non-profit aimed at bridging the digital divide. In Haidar’s words, “The [MPA/ID] curriculum, faculty, and incredible student community all played an integral role in Darsel’s development and its positive impact on education in developing countries.”

Katherine Koh MPA/ID-MBA 2008

Katherine Koh MPA/ID-MBA 2008 is the Principal Investment Officer and Global Climate Lead for Infrastructure at the International Finance Corporation (IFC).  In  Putting Climate at the Heart of IFC Infrastructure Business , she describes “the transition to a low-carbon and resilient global economy—and the need for climate-smart infrastructure solutions—(as) among the most urgent and important issues of our time.”

Johannes Lohmann MPA/ID 2017

Johannes Lohmann MPA/ID 2017 is an Executive Director at Pollination.  Johannes advises a range of public and private sector clients on their transition to net zero, and on decarbonization and nature positive strategies. Previously, Johannes worked as Head of Work and Financial Behaviour at the Behavioural Insights Team, advising public and private sector partners on topics such as green jobs and sustainable pensions.

He “Charlie” Tian MPA/ID 2015

He “Charlie” Tian MPA/ID 2015 is a Senior Professional/Project Team Leader at New Development Bank in the Project Sector Department. He joined the New Development Bank a few weeks after its establishment in 2015. Since then, he has worked on projects in renewable energy, green transportation, and social infrastructure, totaling $5 billion of the Bank’s investments.

Information sessions

Mpa/id at a glance.

*Statistics are based on a five-year average.

Featured MPA/ID stories

A mission to develop equality.

Economist Ganchimeg Ganpurev MPA/ID 2021 was moved to shift her focus by the startling inequality she saw in her homeland.

Complementing economics with soft skills

Isidro Guardarucci MPA/ID 2018 adds soft skills to his economics toolkit.

Delving deeper into development

A desire for more grounding in economic theory led Zainab Raji MPA/ID 2022 to  the HKS/HBS joint degree program.

“Every day is an opportunity to weave together economic theory and development practice using the insights from my professors and classmates’ own professional and personal experiences.”

Miguel ventura mpa/id 2024 (philippines), applying to the mpa/id program, what we look for, career focus.

Most students admitted to the MPA/ID Program have at least two years of development-related work experience in government, nonprofits, central or regional banks, international development institutions, research organizations, or private businesses. Usually at least some of the work has been in developing countries.

Quantitative Analysis

We also look for applicants who are interested in applying quantitative analysis and economics to development policy design.

Prerequisites

To apply to the MPA/ID Program, y ou must have:

• A bachelor’s degree with a solid academic record, including strong grades in economics and mathematics courses
• Completion of at least one university-level course each in microeconomics, macroeconomics, and calculus through multivariable calculus (usually part of a three-course college sequence). Applicants may satisfy some of these prerequisites after submitting an application as long as they are completed before the program starts. Statistics and linear algebra courses are desirable, but not required. 

How to Apply

A complete application to the MPA/ID Program includes: 

• Online application
• Three letters of recommendation
• GRE or GMAT required; in general, you are most competitive for admission if your quantitative section score is 160 or above on the GRE, or 48 or above on the GMAT.
• Non-native English speakers who did not earn an undergraduate degree conducted in English must submit TOEFL, IELTS, or Cambridge English exam results. We recommend an overall TOEFL score of at least 100 on the iBT or an overall band score of 7 on the IELTS.
• Academic transcripts
• $100 application fee or waiver

Read more about how to apply .

The application for the 2025-2026 academic year will be available in September 2024. There is one admission application deadline and one start date for each degree program per year. You may apply to only one master’s degree program per admissions cycle. 

Tuition & Fees

The cost of attendance for the 2024-2025 academic year is outlined in  Funding Your Master’s Education  to help you plan financially for our master’s degree programs. Living expense costs are based on residence in Cambridge. The 2025-2026 academic year rates will be published in March 2025. HKS tuition and fees are subject to change without notice. 

Financing your education is a partnership—we are here to help guide you. You are strongly encouraged to explore all funding opportunities .

Joint Japan/World Bank Graduate Scholarship Program

The MPA/ID Program is a  participating program  of the  Joint Japan/World Bank Graduate Scholarship Program  (JJ/WBGSP). The scholarship provides tuition, a monthly living stipend, round-trip airfare, health insurance, and travel allowance. The JJ/WBGSP is open to citizens of certain  developing countries  with relevant professional experience and a history of supporting their countries’ development efforts.

Learn more about the HKS community

Center for international development (cid).

CID is the intellectual home of MPA/ID students and faculty members. It seeks to advance the understanding of development challenges and offer viable solutions to problems of global poverty.  Learn more from its director, Professor Asim Khwaja , and read about the work and perspectives of those in the CID community.

Student Life

Student stories, admissions & financial aid blog.

Calling all 'tortured poets': Colorado State University offers new Taylor Swift course

“Verano Cruel"?

Not for Taylor Swift fans.

It won’t be a “Cruel Summer” for them.

At least not for those taking “Spanish for Swiftie Purposes (Taylor’s Version),” an online course at Colorado State University tailored around the megastar’s success.

The class, “LSPA 380A5,” as it’s listed in the course catalog, is an introductory class in Spanish linguistics, designed and taught by self-professed “Swiftie” Alyssia Miller De Rutte, an associate professor at CSU.

“In language education now, we’re at a turning point, and we need to be offering courses that students are interested in that are relevant to the time we’re living in,” Miller De Rutte said Friday. “… It’s a great time to do it. (Swift) has traveled to several Spanish-speaking countries with her 'Eras Tour,' and she’s going to Spain this summer.

“The impact she’s had on those countries is enormous, the cultural phenomena that is Taylor Swift. It’s the perfect time to think about that in Spanish.”

Miller De Rutte teaches graduate-level Spanish courses in applied linguistics and specializes in medical Spanish. Students in this course, she said, will study corpus linguistics and perform thematic analysis, "which is where we will systematically track her word choice, the structure of her songs throughout time to see how it evolves, and how that all works in Spanish."

The course will touch on cultural and political differences between Spanish-speaking countries and the United States and the relevance of the messages in Swift’s lyrics to her audiences in those countries.

She hasn’t yet completed the course syllabus.

“Like any good Swiftie, I was waiting for the album that came out today to see how that can play a role,” Miller De Rutte said, noting the release of "The Tortured Poets Departments" on April 19. “I have some objectives, and I want to see how I can incorporate this new album and its 31 songs.”

Simple word-for-word translations from one language to another generally don’t work well in music, Miller De Rutte said. Sentence structures are different, as are idiomatic expressions. So, one of the challenges students will face, she said, is to choose words that fit both the message and melody of Swift’s songs.

“I don’t know if we’ll do a full song or a chorus or two of a couple songs,” she said. “But we’ll be kind of walking through that and see what we get. How students do that individually and see what choices people made and work through those."

Miller De Rutte said she also wants to incorporate "the different varieties of Spanish."

"In one dialect, you’re going to say it one way, and in another, you’re going to say it in another way, especially idiomatic expressions and colloquialisms," she said. "Who is your audience? And to think about your choices that you’re making then, too.”

Registration for the course has been open for about a month, she said. It’s an eight-week class, worth three college credits, that is open to anyone. Those not already enrolled at CSU will have to apply through the university's non-degree student admissions process. The course will be taught online asynchronously, beginning June 10. Students will be able to proceed at their own pace, for the most part, but there will be live online discussions at various points, Miller De Rutte said.

Right now, there’s just one section planned, for a maximum of 20 students. But if there’s enough demand, an additional section could be offered.

The idea for the course, Miller De Rutte said, came out of discussion over dinner with some other faculty members. Talking about Swift-themed courses being offered at other universities across the country, “we were joking that we should do a Taylor Swift course in our department,” she said. “And I was like, ‘No, we actually should.’ It just kind of grew from there.”

Miller De Rutte, who said she is a “little bit younger than Taylor,” has seen the megastar in concert twice. The first time was on her “Fearless Tour” in 2009 at Penn State, where Miller De Rutte was an undergraduate student. The second was last summer at one of the Denver shows of “The Eras Tour.”

“I’m a big fan,” she said.

Reporter Kelly Lyell covers education, breaking news, some sports and other topics of interest for the Coloradoan. Contact him at  [email protected] , x.com/KellyLyell and   facebook.com/KellyLyell.news . 

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Doctor of Psychology (PsyD) - Counseling Psychology

Develop exceptional  mental health counseling skills with a psyd in counseling psychology.

Expert mental health counselors are essential for a healthy society, but there often aren’t enough counselors to meet demand. With a Doctor of Psychology degree in Counseling Psychology from University of the Pacific, you can develop the skills required to fill this vital need.

Our PsyD degree helps you advance a career as a mental health practitioner by providing a deep knowledge base in psychology, clinical skills and research skills. Over the course of the four-year Counseling Psychology program, you’ll study counseling, assessment, ethics, psychopharmacology and more to become a well-rounded, effective counselor.

A flexible approach to earning your Doctor of Psychology degree

This PsyD program is taught through a flexible hybrid model that helps you fit your coursework into your busy schedule. Online you will find lectures, discussions, quizzes and more, so you can study new material when it’s most convenient to you.

Meanwhile, you’ll spend your valuable in-person class time on interactive learning. In-person learning takes up just one to two days a week, minimizing the time you have to spend commuting.

Stockton Campus Location

Hybrid course format, in-person 1-2 days/week.

Our PsyD in Counseling Psychology is crafted to give you in-depth knowledge in all the topics needed to be an effective counseling psychologist. What sets this Counseling Psychology program apart, though, is our commitment to giving you hands-on experiences and a flexible learning model.

Get In-Person Experience in the Field

Every PsyD candidate completes an internship before graduating, so you’re guaranteed to enter the workforce with practical experience on your resume. You’ll also have opportunities to practice your skills in practicum placements in various types of counseling settings.

Fit Your Studies Around Your Busy Schedule

We understand that you have a lot going on, from existing jobs to family obligations and more. So we’ve designed a hybrid PsyD program that mixes synchronous and asynchronous online learning with one to two days of face-to-face classes. Enjoy the flexibility of hybrid learning without sacrificing valuable in-person interaction.

Connect with Practioners and Researchers

The faculty of our counseling psychology program includes expert practitioners engaged in impactful research. You’ll also gain networking opportunities through practicums and your internship, so you’ll be able to establish a professional network while completing your PsyD degree.

Learn Alongside a Cohort of Peers

Courses for this Doctor of Psychology follow a predetermined sequence, so you’ll have no confusion about what to take next. More importantly, you’ll get to progress through the program alongside a cohort of fellow students, learning from and supporting each other as you take classes together.

“At University of the Pacific, we value and teach students to be reflective practitioners, collaborative leaders and lifelong learners. Students benefit from close working relationships with dedicated and passionate professors. Our distinguished faculty members are firmly engaged in the local community and provide students with exceptional opportunities for experiential learning.”

-Justin Low, Program Lead, University of the Pacific

What Can You Do With Your Doctor of Psychology Degree?

Once you’ve graduated with your PsyD degree, you’ll be able to help fill San Joaquin County’s pressing need for mental health professionals. Counseling jobs are available in mental health clinics, hospitals, private practices and schools — essentially, almost any setting you may be interested in

Mental health counseling is a growing field in high demand. The U.S. Bureau of Labor Statistics estimates that jobs for mental health counselors will grow by 22 percent by 2031, a rate that’s much higher than the national average. Earning a PsyD in Counseling Psychology positions you to take advantage of this growth.

Explore Courses for the Doctor of Psychology

We’re committed to providing a foundation in both theory and practical applications for every aspect of counseling psychology in our PsyD program. Topics you’ll study include:

• Development
• Ethical practice
• Psychopharmacology
• Neuropsychology
• Research methods

Specific courses for the PsyD degree include practicum-based classes dedicated to developing hands-on experience, a group counseling course that teaches the theories of group dynamics through participation in group learning, and more.

Take the Next Step to Your Doctor of Psychology Degree

We take a hands-on approach with our students. This means we want to get to know you throughout your discovery and application process. Help us connect with you by taking the next step toward earning your PsyD in Counseling Psychology

Graduate Degree Programs Related to Counseling Psychology

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StarTribune

University of st. thomas announces budget cuts, says academic programs won't be eliminated.

The University of St. Thomas is cutting 26 employees and leaving another 30 vacant positions unfilled as it joins a growing number of colleges that are facing budget gaps amid enrollment challenges.

University leaders told employees last week they hope the cuts will help close a roughly $10.5 million gap in the St. Paul's private school's budget for the upcoming year. The cuts represent just under 4% of the budget. The school employs about 1,500 people, including a mixture of professors, counselors, janitors and others.

In a statement Monday, the university acknowledged that it took "some difficult but necessary measures to address budget challenges for the upcoming fiscal year, due largely to headwinds affecting all of higher education."

Minnesota's public colleges and universities have announced cost-cutting measures in recent years, as have some other private schools , including Hamline University, also in St. Paul, and Bethel University in Arden Hills.

Colleges across the country are facing enrollment challenges . Birth rates dropped years ago, leaving them with a smaller pool of high school graduates to recruit from now. Many students are requesting more financial assistance after tough economic years during the COVID-19 pandemic. Many schools' leaders say they're also seeing a growing number of students earn college credits while they're in high school, meaning they have fewer courses to take and less tuition to pay once they arrive on campus.

The University of St. Thomas has in recent years enrolled about 9,000 students, about 6,000 of whom are undergraduates and about 3,000 of whom are graduate students. News of the cuts comes several years after the university transitioned to Division I athletics. Construction is underway for a new arena on campus .

The university statement said: "No academic programs or faculty positions were eliminated as part of these reductions. All changes were made with care to preserve St. Thomas' student experience, including its personalized approach to education – such as its small class sizes and opportunities for students to work alongside expert faculty members."

Liz Navratil covers higher education for the Star Tribune. She spent the previous three years covering Minneapolis City Hall as leaders responded to the coronavirus pandemic and George Floyd’s murder.

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• An Isanti wedding venue closed without warning. Now these couples have 'nowhere to go.'

University of Minnesota police arrest 9 after pro-Palestinian encampment set up on campus

'human error' behind robbinsdale shelter-in-place alert that was mistakenly sent countywide.

Going to Wolves or Twins tonight? How to get there (and maybe avoid traffic).

Focusing on bringing football film into frame

An Isanti wedding venue closed without warning. Now these couples have 'nowhere to go.'

• University of Minnesota police arrest 9 after pro-Palestinian encampment set up on campus • Local
• An Isanti wedding venue closed without warning. Now these couples have 'nowhere to go.' • Local
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Learning Design, Innovation, and Technology

Contact Information

Connect with program staff.

If you have program-specific questions, please contact LDIT Assistant Director Rilda Kissel .

• Connect with Admissions

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

Admissions Information

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

Gain the expertise you need to flourish at the frontiers of education — by creating innovations in education technology, leveraging the science of learning, and developing powerful pedagogies.

In our Learning Design, Innovation, and Technology (LDIT) Program, you will tackle promising and challenging frontiers of education — leveraging the science of learning, applying innovations in education technology, and developing powerful pedagogies to improve learning outcomes. You will experience a diverse, inclusive, and high-energy environment, while learning from leading HGSE faculty and top industry practitioners, as well as your fellow cohort members. Our LDIT Program will equip you to work in educational media and technology, instructional design, and curriculum development, to create new learning materials and experiences for preK–12 schools, colleges and universities, 21 st century workplaces, and informal settings.

"So much of young people’s learning today takes place out of school, and it impacts how we need to design learning experiences. In this program we study the evolution and science of learning — exploring the impact of innovations in pedagogy and technology, identifying ways these insights and tools can help us improve learning designs, and making progress toward generating better student outcomes." Joe Blatt  Faculty Co-Chair

After completing the LDIT Program, you will have gained a deeper understanding of core competencies that explore how to: 

• Determine learning needs and goals
• Create learning materials and experiences
• Assess impacts of a learning design
• Manage design processes, collaboratively and reflectively
• Foreground diversity, equity, inclusion, and belonging in design

Curriculum Information

The LDIT Program is designed to help you gain the knowledge and practice the skills essential to designing and implementing learning experiences. 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:

• This program commences 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, you must take a minimum of 12 credits specific to LDIT, including the following:  

• The LDIT Program Core Experience (4 credits in the fall semester), you will explore how to design learning across a wide variety of settings, from classrooms to conferences and online networks, in architecture, media, and emerging technologies. You will engage with outstanding design practitioners who are using design theory and strategies to make learning more appealing and more successful in a wide variety of settings. Across these different domains, faculty will highlight competencies that are critical tools for learning designers.
• LDIT-related course work (8 credits), you may choose from more than 30 courses taught by LDIT faculty members. Topics include deeper learning, innovation by design, learning through arts, entrepreneurship in education, learning analytics, universal design, creativity and curiosity, and many more.
• The remaining credits are taken via elective coursework , which includes the opportunity to specialize in a Concentration and to cross-register for complementary courses in other Harvard schools and at MIT.

Explore our  course catalog . Note, a ll information and courses are subject to change.

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

Joseph Blatt

Joe Blatt is an expert in children's media, interested in the effects of media content and technology on development, learning, and civic behavior.

Karen Brennan

Karen Brennan directs the Creative Computing Lab at HGSE and focuses on the design of learning experiences in K–12 computer science to cultivate agency.

Jose Blackorby

Elizabeth Bonawitz

Christopher Dede

David Dockterman

Catherine Elgin

Tina Grotzer

Elizabeth S. Hartmann

Michael B. Horn

Seiji Isotani

Angela Jackson

Raquel Lynne Jimenez

Meira Levinson

Susan Johnson McCabe

Matthew L. Miller

Nicole Mills

Louisa Penfold

Christine A. Reich

Fernando Reimers

John Richards

Louisa Druss Rosenheck

Bertrand Schneider

Eric Soto-Shed

Daniel Wilson

William Wisser

Career Pathways

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

• Instructional designer 
• Learning technologist 
• Learning media producer
• Curriculum designer 
• Product manager
• Digital-learning designer 
• User-experience designer 
• Museum educator 
• Project manager
• Learning-assessment developer 
• Professional and workplace learning manager 

Cohort & Community

Though LDIT, you will join a remarkable cohort of passionate educators and creative thinkers who represent diverse backgrounds, perspectives, and experience levels. Guest speakers, alumni networking, student-organized initiatives, and social events all contribute to the creation of a cohesive and supportive peer group. The LDIT community also is part of the larger HGSE family — preparing you and your cohort members for the opportunity to change the world through your impact on excellence and equity in education.

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 Learning Design, Innovation, and Technology experience and the impact its community is making on the field:

Filmmaking Becomes a Classroom

With "Hollow Tree," HGSE student and film director Kira Akerman makes filmmaking an education journey

What It Means to Look Like a Film Director

Master’s student breaks out in Hollywood as she breaks stereotypes