Doctoral / PHD Programs in Educational Leadership and Administration

119 universities offer graduate PHD program in Educational Leadership and Administration

University of Pennsylvania logo
Ranked as:  #7 in Best National University
Tuition:  $41,760 per year
Total Cost:  $83,520 * This tuition data is based on IPEDS. For the latest tuition amount, refer to the respective college websites.
State:  Pennsylvania
Acceptance:  8.98%

Senior and mid-career educational leaders from the United States and beyond look to our doctoral program in Educational and Organizational Leadership to deepen their understanding of educational organizations, instruction, and learning as they intersect with the rapidly changing demands of education leadership. We develop leaders to be stronger in their current organizations and prepared for future challenges.

Lifetime access to program supports, including writing and research coaches and professional mentors.

Courses occur in modules delivered in an executive-style format.

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

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

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

Educational leaders must perform as advocates, brokers, and catalysts in their communities in order to support educational success. their institutions. They need to model the public problem solving required to diagnose and engage the educational ecology affecting the educational development of those they serve.

The program is designed for working professionals, including those at senior levels of districts and organizations, as an intensive, cohort-based program that brings together a professional learning community. With the dissertation process and significant support embedded in the schedule, our students are able to complete their coursework and dissertation within 3 years.

Recognizing the time demands of our students as active leaders, we provide the support that frees you to focus on your coursework. We provide meals and arrange hotel accommodations while also taking care of course registration, technology access, books, materials, and assistance with administrative processes.

January 20-22, 2023 February 17-19, 2023 March 24-26, 2023 April 21-23, 2023 May 19-21, 2023 June 9-11, 2023.

The scholarship will provide financial aid for students in the Mid-Career Doctoral Program in Educational Leadership, with priority consideration for students who are either members of a historically underrepresented group or who demonstrate a longstanding commitment to the service of marginalized and underserved populations.

Julie King and Antonio VanceNetwork Lead, Penn Educational Leadership Simulations Project.

Mid-Career Doctoral Program in Educational Leadership Ed.D., 2012.

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

Open invitation to all monthly program weekends, including all Saturday Commons sessions and Saturday Soirees (in-person online).

Complementary access to in-person online network professional development activities.

Special access invitations to participation and leadership opportunities in Mid-Career Network Initiatives, including:.

Print online publications developed specifically within our network, including Repositioning Educational Leadership.

Potential future initiatives, such as Educators in the Public Square, Women in Leadership, and The Network Academy.

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

Leadership is largely a skill based on decision making. This is especially true in schools, where leaders have to balance the needs of diverse groups while making hundreds of decisions each week. Like all skills, leadership can be improved with practice and self-examination.

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

DVCEE Leadership Institutes encourage students to speak up.

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

Abbamont develops PDE course for all newly hired principals.

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

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

John Barnhardt, a May 2020 graduate of the Mid-Career program has been selected as the 4th president of Bishop McNamara High School effective June 1, 2020.

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

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

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

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

Mid-Career alumni Carol Kelley, Randy Ziegenfuss, and Bolgen Vargas were selected to present in the Focus Zone-Administration and Leadership with Repositioning Educational Leadership: Inquiry-Based Approaches to District Leadership.

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

The Jackson, MS School Board recently named Mid-Career alum Errick Greene as their next Superintendent. said Dr. Jeanne M. Hairston, President of the Jackson Public School Board of Trustees.

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

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

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

Several Mid-Career students will present at the upcoming annual conference of the National Association of Independent Schools (NAIS), March 7-9 in Atlanta, GA.

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

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

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

Recent graduate Dr. Tony Alleyne has been honored by the Delaware Business Times.

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

Three Mid-Career alums spoke at the National Conference on Education, presented by the AASA March 2-4 in New Orleans.

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

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Mid-Career Doctoral Program in Educational Leadership

  • GRE Required:  Yes
  • Research Assistantships:  -
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Vanderbilt University logo
Ranked as:  #13 in Best National University
Tuition:  $50,624 per year
Total Cost:  $101,248 * This tuition data is based on IPEDS. For the latest tuition amount, refer to the respective college websites.
State:  Tennessee
Acceptance:  11.62%

Bridge the divide between theory and practice while working closely with professionals from across the country through the Doctor of Education (Ed.D.) program at Vanderbilt University.

This model provides an academically rigorous approach that equips graduates with the skills and knowledge to make a positive influence in education policy and practice worldwide.

In addition to an on-campus doctoral program in K-12 and higher education leadership and policy, Peabody also offers an online doctoral program in learning and organizational leadership. For a description of the differences between our on-campus and online Ed.D. programs, please read our section.

Offered through Peabody College Leadership, Policy and Organizations, the Ed.D. program centers on the problems of educational practice and policy, and prepares you to enhance the performance of educational institutions and organizations. Our model of education assumes:.

Students explore K-12 and higher education through a variety of perspectives, including the social, economic, legal, and historical contexts that shape our current educational system and the ways the system may reinforce or disrupt patterns of inequality. The program provides a deep understanding of the relationship between schools and society democracy, local control, and education equal protection under the law systemic inequalities in the educational workforce and issues of equity in postsecondary access.

Selected Courses Related to Equity, Diversity, and Inclusion.

EHLP 8140: Social Context of Educational Leadership and Policy Explores contemporary social, philosophical, and political dimensions of education and their relationship to leadership, including issues related to social class and culture, democracy and diversity, and equality and choice.

HLP 8250: Advanced Postsecondary Access This course considers who has access to higher education in the United States, and how policies and interventions at the federal, state and institutional level affect who enrolls and persists in higher education.

The Ed.D. program culminates in a capstone during the third and final year of doctoral study. The capstone is a year-long independent research and analytic undertaking embedded within a group project.

As a student in the Ed.D. program you will begin your studies with a cohort of approximately 20-25 highly qualified students from around the country. Each year is divided into summer, fall, and spring semesters.

A full degree program comprises 54 credit hours, in addition to 30 transfer hours from an accepted master degree, for a total of 84 credit hours.

EHLP 8140 Social Context of Educational Leadership and Policy.

Our on-campus and online Ed.D. programs offer scholarships. Scholarships are awarded at the time of admission and are distributed based on academic merit and professional accomplishments and experience.

Although both of our Ed.D. programs are designed for working professionals, the two programs differ in terms of structure and curriculum.

In terms of structure, the on-campus program is a weekend-based program and students travel to campus 6 weekends each semester. Students drive or fly in to Nashville, TN from various locations across the country, including Boston, Chicago, Atlanta, New Mexico, Alabama, and Missouri. We also have several local students who are based here in Nashville.

The program offers asynchronous and synchronous activities and coursework.

In terms of curriculum, our on-campus program is focused specifically on K-12 and higher education, so the readings and examples are drawn almost exclusively from these two fields. Courses offered on-campus are exclusively related to K-12 and higher education, such as education law, social context of education, leadership for school improvement, and international and comparative education.

Courses, readings, and examples are focused on issues relevant to leading learning in organizations generally, such as psychological perspectives on learning, designing for learning in social organizations, human resources, and leading with equity and inclusion.

While many of our on-campus Ed.D. students tend to have experience in K-12 or higher education school administration, we also have students who come to us with other education-related experience. For example, some of our students work in non-profit organizations, foundations, local education agencies, or government offices that are in the education space. Further not all of our students have a background in curriculum and instruction. Some of our students possess a strong counseling background.

Classes are held on the Vanderbilt Peabody campus from Friday evening through Saturday evening. This weekend-based curriculum will allow you to pursue your doctorate while continuing full-time work.

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  • GRE Required:  No
  • Research Assistantships:  835
  • Teaching Assistantships:  440
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Ranked as:  #25 in Best National University
Tuition:  $96,492
Total Cost:  $97,430 * This tuition data is based on IPEDS. For the latest tuition amount, refer to the respective college websites.
State:  California
Acceptance:  16.11%

The University of Southern California offers an EdD in Educational Leadership. Tailored to suit the schedules of working professionals, the program is designed to cultivate critically conscious leaders equipped with the competencies necessary to tackle educational disparities. Prospective students seeking an online doctorate in education are required to hold a master's degree and possess a minimum of three years of pertinent full-time work experience, including leadership roles.

To fulfill the requirements of the EdD in Educational Leadership online program, a minimum of 43 units is mandatory. Typically, students can complete the program in three years by enrolling in two courses during most semesters. Within the EDL online program, students are presented with the opportunity to choose from four concentrations, each allowing them to cultivate specialized knowledge and proficiency within a particular domain:

  1. K-12 Leadership in Urban School Settings
  2. Leading Instructional Change
  3. Higher Education Administration
  4. Educational Psychology

The EdD in Educational Leadership online program equips individuals with the skills to:

  1. Engage in critical self-reflection concerning their societal position and worldview's impact on their leadership effectiveness.
  2. Examine institutional oppression and formulate strategies for promoting equity.
  3. Spearhead organizational enhancements and guarantee adherence to relevant laws, policies, and mandates.
  4. Apply evidence-based research to enhance educational practices for all students.
  5. Demonstrate exemplary ethical standards in their professional conduct.
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EdD in Educational Leadership

  • GRE Required:  No
  • Research Assistantships:  1324
  • Teaching Assistantships:  676
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New York University logo
Ranked as:  #25 in Best National University
Tuition:  $36,892 per year
Total Cost:  $73,784 * This tuition data is based on IPEDS. For the latest tuition amount, refer to the respective college websites.
State:  New York
Acceptance:  21.09%

Explore educational politics and policy, the role of educational organizations working with schools and communities, and research and policy analysis.

Examine conceptual, organizational, political, interpersonal, and technical aspects of educational institutions and prepare for senior leadership and policy roles.

Rooted in a rigorous academic experience, this doctorate is designed for cross-sector leaders who are motivated to create change in education and learning.

We prepare certified and independent teachers for school leadership positions such as teacher leaders and principals, and for cross-sector work.

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Educational Leadership

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University of Florida logo
Ranked as:  #29 in Best National University
Tuition:  $46,530
Total Cost:  $60,260 * This tuition data is based on IPEDS. For the latest tuition amount, refer to the respective college websites.
State:  Florida
Acceptance:  31.13%

The Leadership in Educational Administration Doctorate (LEAD) Ed.D. program is designed to prepare aspiring leaders for future roles in research, leadership, and policymaking within the education sector. The program can be completed in 4 years (part-time) and requires 90 units of coursework. It offers a distinctive opportunity for individuals seeking to advance their careers while maintaining their current employment.

Some unique features of the Leadership in Educational Administration Doctorate (LEAD) Ed.D. program are:

  • Normally, students in the program choose to enroll in two classes, equivalent to 6 credits, during each semester. To fulfill the graduation requirements, a total of 90 credits is necessary. This comprises 15 credit hours of transfer or elective courses, 36 hours of department-specific courses, 15 hours dedicated to research-related courses, and 24 hours dedicated to dissertation work.
  • The program's curriculum bridges the gap between research and practical application, ultimately equipping graduates with the skills necessary for leadership, research, and policymaking roles at various levels of the education system, including schools, districts, states, and the national arena.
  • This unique program format primarily offers online courses, supplemented by two Saturday meetings per semester through synchronous virtual sessions, complemented by asynchronous components in between.
  • Admission to the blended LEAD program is typically conducted annually, and students can typically complete the degree in four years through part-time study.
  • Importantly, it's worth noting that the LEAD EdD program does not serve as a principal preparation program. Individuals interested in Level 1 certification for school administration may explore MEd and EdS programs as alternative options.
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Boston College logo
Ranked as:  #36 in Best National University
Tuition:  $31,930 per year
Total Cost:  $63,860 * This tuition data is based on IPEDS. For the latest tuition amount, refer to the respective college websites.
State:  Massachusetts
Acceptance:  26.38%

Doctor of Education (Ed.D.) in Educational Leadership (PSAP).

This Professional School Administrator Program (PSAP) provides an opportunity for you to obtain superintendent licensure alongside a doctoral degree while exploring coursework focusing on leadership for social justice, school reform, community building, and leadership for learning. Our partnership with the Massachusetts Association of School Superintendents (MASS) and The Center for Behavioral Health, Equity, and Leadership in Schools (BHELS) at William James College will prepare you to become future superintendents and school leaders for public, Catholic, charter, and independent schools.

The program consists of 13 courses (39 credits).

Students must begin the program in the summer term. A new cohort is accepted every other year.

Through a cohort model that emphasizes collaborative learning and support, this program aims to create a powerful network of district-level leaders throughout the Commonwealth of Massachusetts and beyond.

The course explores how schools are used as a vehicle of the state to de-culturalize various communities of people throughout the country history. Students will explore how schools can appropriately promote respect for valuing diversity as a generative source of the country vitality and its relationship to the global village. The role of educators is not only to act ethically in the many individual situations of their daily professional lives, but importantly to see that the institutional structures and processes of the school system are themselves reflections of a system of justice and care.

This course addresses the political and legal aspects of the role of education in our democratic society. Provides an introductory survey of public policy issues and laws governing preschool, elementary, and secondary school with a specific focus on the role of school district leadership.

This course is an introduction to and survey of major historical and contemporary theories of educational leadership. Through this course, you will learn these different theories of leadership, each of which can be of use when researching or evaluating district-level dilemmas, problems, and critical incidents you will encounter in your sites of professional practice. have thought through the essential questions defining educational leadership as a field of study. The other overarching objective is to provide you the space to enhance your practical wisdom by thinking through enact a grounded theory of leadership in your site of professional practice.

This course introduces students to the theory and practice of leadership for social justice at the school and district level. Definitions, approaches, and controversies in this emerging field will be examined. Readings, films, class discussions, and case studies related to the topics of race, ethnicity, culture, language, gender, social class, religion, sexual orientation, and disability will focus on how these issues affect educators, students and their families in today K-12 schools. In particular, students will learn leadership which is culturally and linguistically responsive strengthens parent-community-school relationships and formulates diversity policies to promote educational equity for students from diverse groups.

This interdisciplinary seminar addresses the role of law in education reform and the relationship between law and social science in efforts to promote educational attainment in the nation elementary and secondary schools. The primary focus will be contemporary education reform issues, including educator quality, access to meaningful opportunity to learn, curriculum control, and student, teacher, administrator, and parental rights. The focus of the course will be inquiry on the role of law in school reform, the limits of law-based education reform, and the consequences of statutory requirements for scientific evidence-based approaches to education programs.

This course introduces students to the fundamentals of designing and reporting research. Our level of focus is the skills and knowledge necessary for conceptualizing and crafting research projects. This includes developing familiarity with a variety of methods and designs, selecting researchable problems, and prototyping study designs in accord with particular theoretical lenses.

This course builds on Research Design I to provide tools and training to support the dissertation-in-practice. understanding of key concepts in education research and use research in educational leadership to transform schools and systems of schools. As part of this specialized course for PSAP candidates, students will carefully examine the parts of a dissertation proposal, developing both their group and individual proposals. Students will critically examine the processes of empirical inquiry, including (a) formulating research questions from literature reviews, (b) articulating conceptual frameworks, and (c) formalizing methodology.

This course focuses on the skills of analyzing and reporting qualitative research findings. It is organized as a graduate seminar or workshop: students will learn by doing. By the end of this course, students should have: (a) conceptual knowledge data analysis (b) practical knowledge analyzing and reporting research and (c) a summary of findings for their independent research projects.

Dissertation seminar related course work for advanced doctoral students.

Dissertation related course work for advanced doctoral students.

In order to ensure that all students graduating from the program have a fundamental understanding of the field which they are to enter, they are required to complete a comprehensive examination covering the broad areas of the core courses.

Competence in instructional leadership (district level leadership, ethics and equity, culturally proficient leadership, needs of diverse learners, collaborative, reflective, open to feedback, strong oral and written communication, self-directed, confident).

Competence in family and community engagement (culturally proficient leadership, educational equity audit and diversity planning, professional development implementation, community relationships, crisis communication).

Competence in professional culture (self-awareness, culturally proficient leadership, team leadership, reflectiveness and self-assessment of leadership).

Competence in advanced level data collection, analysis, and interpretation of research in the field of educational leadership.

The Leadership Licensure Program for Superintendents (LLPS) is a Elementary and Secondary Education (DESE) approved path to fulfill the requirements for a Massachusetts initial license as a Superintendent Assistant Superintendent under the partnership of the Massachusetts Association of School Superintendents (MASS) and The Center for Behavioral Health, Equity, and Leadership in Schools (BHELS) at William James College. Successful completion of the associated LLPS curriculum modules are required for earning the Ed.D. from Boston College, regardless if a candidate is pursuing DESE licensure.

Prerequisite Information: To be eligible for the EdD program, applicants must already hold a Master degree.

Deadline: February 1 This program does not offer rolling admission after the deadline.

In addition to your academic history and relevant volunteer and or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.

PSAP students are outstanding administrators and have diverse backgrounds, experiences, and interests. Together, cohort members collaborate with and challenge each other intellectually. Your personal statement provides an opportunity to get to know you, your hopes for your doctoral experience, and what you might bring to the cohort. In 1,000-1,500 words, please tell us some of your aspirations, research interests, and any challenges or experiences that shed light on you as a leader or potential cohort member.

Three letters of recommendation are required in total. These letters help provide an overall picture of you as a leader, collaborator, and potential graduate student.

Applicants who have received degrees from institutions outside the United States should view the International Students section for additional credential evaluation requirements.

Please begin your online application before submitting your transcripts. Details on submit transcripts and international credential evaluations can be found within the application.

The EdD program does not require the GRE for admission. You may submit GRE scores, but applicants are not required to do so.

All applicants to this program are required to submit one writing sample demonstrating their ability to effectively communicate at the graduate level. Applicants should be the sole author of the sample, and it should reflect (a) critical thinking and or synthesis of ideas, and (b) effective organization, logic, and argumentation. However, other genres of writing (e.g., journal article, op-ed, district evaluation report) may also be appropriate.

Applicants who have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES). Submission of falsified documents is grounds for denial of admission or dismissal from the University.

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University of Wisconsin-Madison logo
Ranked as:  #38 in Best National University
Tuition:  $25,523 per year
Total Cost:  $51,046 * This tuition data is based on IPEDS. For the latest tuition amount, refer to the respective college websites.
State:  Wisconsin
Acceptance:  57.25%

The mission of the department is to create, evaluate, exchange, and apply knowledge leadership, learning, and organizational performance to prepare scholars and scholar practitioners who cultivate equity and educational opportunity in a diverse and changing world.

We believe effective educational leadership in any institution embodies three core values: inquiry, equity, and reflection.

Graduates and recipients of the department instruction are expected to reflect the knowledge, skills, and personal qualities that will be successful in promoting, producing, and improving learning and increasing public trust in educational institutions.

The Ph.D. degree in Educational Leadership and Policy Analysis can be pursued through one of its named options (formal sub-majors documented on the transcript):.

Higher Education (research), focused on the effective administration of postsecondary institutions, including higher education leadership, student affairs administration, and athletic administration.

Educational Policy Analysis and Evaluation (research), stressing effective formation and analysis of policies governing the administration of all educational institutions.

Students in each named option will focus their course work within the emphasis, although students are encouraged to learn other areas as well.

The department has long held a commitment to diversity and the strength it brings to a program. The department seeks to attract a very diverse student population. As one of its core values, the ELPA learning community celebrates wholeness, while, at the same time, values the richness of differences in life experiences, cultural backgrounds, ways of knowing, and perspectives of its individual members.

Students Ph.D. in Educational Leadership and Policy Analysis through one of the named options:.

Educational Leadership and Policy Analysis: Educational Policy Analysis Evaluation, Ph.D.

Educational Leadership and Policy Analysis: Higher Education, Ph.D.

Educational Leadership and Policy Analysis: K-12 Leadership, Ph.D.

Educational Leadership and Policy Analysis: Wisconsin Idea Executive Ph.D. Cohort, Ph.D.

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid. Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

51 out of 75 credits must be completed in graduate-level coursework courses with the Graduate Level Coursework attribute are identified and searchable in the university Course Guide.

The Graduate School requires that students maintain a graduate grade-point average (GPA) of 3.00 (on a 4.00 scale) for all graduate courses (excluding research) to receive a degree. Grades of Incomplete are considered to be unsatisfactory if they are not removed during the next enrolled semester.

Doctoral students are required to take a comprehensive preliminary oral examination after they have cleared their record of all Incomplete and Progress grades (other than research and thesis). Deposit of the doctoral dissertation in the Graduate School is required.

Doctoral students must complete a doctoral minor. Minor coursework is completed in areas that serve to enhance the major coursework.

A named option is a formally documented sub-major within an academic major program. Named options appear on the transcript with degree conferral. Students pursuing the Ph.D. in Educational Leadership and Policy Analysis must select one of the following named options:.

Take advantage of the Graduate School professional development resources to build skills, thrive academically, and launch your career.

Articulates research problems, potentials, and limits with respect to theory, knowledge, or practice within the field of study.

Formulates ideas, concepts, designs, and or techniques beyond the current boundaries of knowledge within the field of study.

Advances contributions to society in the field of study or field of practice.

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Educational Leadership and Policy Analysis, Ph.D. University of Wisconsin-Madison

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University of California-Davis logo
Ranked as:  #38 in Best National University
Tuition:  $28,700 per year
Total Cost:  $57,400 * This tuition data is based on IPEDS. For the latest tuition amount, refer to the respective college websites.
State:  California
Acceptance:  46.35%

The CANDEL program is designed to prepare exemplary educational leaders in schools, community colleges, and related educational capacities that reside in the greater Sacramento Valley, Bay Area and Northern California. Graduates of this program are prepared to lead for change in educational environments that promote learning, equity, and achievement for all students.

Launched in 2005, CANDEL is fully accredited by WASC and aims to cultivate educational leaders from public schools, community colleges, state and local educational agencies, and organizations serving education in northern California.

2023 UC Davis Grad Slam Finalist.

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Boston University logo
Ranked as:  #41 in Best National University
Tuition:  $57,666 per year
Total Cost:  $115,332 * This tuition data is based on IPEDS. For the latest tuition amount, refer to the respective college websites.
State:  Massachusetts
Acceptance:  20.09%

Wheelock College of Education Human DevelopmentProgramsEducational Leadership Policy Studies EdD in Educational Leadership Policy Studies.

The coursework takes place two weeks in early July in the summer and on weekends during the academic year so that students can continue to work while progressing through the program.

The EdD program supports leadership development using field mentorship for students throughout the program. Teams will address fundamental questions in our schools, such as the following:.

The following 10 measurable Learning Outcomes posit that educational leaders must demonstrate these capacities:.

Creative problem-solving around organizational issues. Graduates will be able to build strong collaborative and entrepreneurial cultures that feature formal, dynamic, and inclusive governance structures.

Knowledge of strategies for recruiting, nurturing, supervising, and retaining high-quality colleagues. This is a precursor to their leadership role as Chief Talent Developer.

Skills in performance-based instructional leadership. School leaders must be instructional leaders, not just managers.

Knowledge of theories and evidence-based practices regarding the education of students and school leadership.

Eleven (11) two and four-credit core courses (including two research courses), each focusing on one of the 2015 Standards for Educational Leaders:.

SED AP 765 Educational Politics: Local, State, and National (4 cr).

SED RS 615 Understanding and Applying Educational Research (4 cr).

Three (3) 4-credit courses focused on the development and implementation of the collaborative project, emerging from a significant problem of practice, and resulting in the writing of individual dissertations:.

Wheelock College of Education Human Development Graduate Programs.

Note that this information may change at any time. Read the full terms of use.

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Pepperdine University logo
Ranked as:  #55 in Best National University
Tuition:  $96,900
Total Cost:  $72,640 * This tuition data is based on IPEDS. For the latest tuition amount, refer to the respective college websites.
State:  California
Acceptance:  41.85%

The EdD in Educational Leadership Pre-K to 12 offered by Pepperdine University is a 51-credit program (+2 units per term for dissertation). It is designed to prepare leaders in PreK to 12 education roles, enabling them to establish and maintain robust learning communities. The EdD program is well-suited for educational leaders who aspire to assume dynamic leadership positions within public or private PreK to 12 school settings, as well as district or county education offices. The program length is 3 years.

Some unique attributes of the Doctor of Education in Educational Leadership program are:

  • Participants acquire the skills to blend, integrate, and apply theories and practices that contribute to the research and development of national and global policies. They also drive leadership and change initiatives within organizations.
  • Ideal for both full-time students and working professionals, this program structure includes 70% of coursework conducted in-person and the remaining 30% completed online. The online component offers flexibility, while the in-person classroom experience enhances the learning process, providing a personalized, hands-on approach, fostering relational interactions with peers, and ensuring a higher quality of education.
  • This cohort-based doctoral program follows the practitioner-scholar model, intertwining academic knowledge, practical experience, and research. Through rigorous coursework and hands-on learning experiences, students deepen their understanding of leadership, education, policy, and various other subjects. Emphasizing experiential learning, students engage in two trips—one international and one domestic. The program culminates in the completion of a doctoral dissertation.
  • Graduate School of Education and Psychology's core values of academic excellence, social purpose, and meaningful service empower students to create a lasting impact.

The program offers a curriculum designed to prepare professionals in educational and learning technology, encompassing comprehensive leadership theory and practice courses, advanced technology, learning theory, design principles, and a range of other subjects. Additionally, there is a strong emphasis on experiential learning, including domestic and international travel experiences. Research design, analysis methods, and their practical applications are covered through coursework and culminate in the completion of a final dissertation.

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EdD in Educational Leadership Pre-K to 12

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What kind of scholarships are available for Graduate Programs in Educational Leadership and Administration?

We have 17 scholarships awarding up to $105,296 for Masters program in for Educational Leadership and Administration, targeting diverse candidates and not restricted to state or school-based programs.

Scholarship nameAmountCredibility
BGSU Higher Education Assistantship at College of Education and Human Development $16,000High
George Washington Carver Program for Graduate Students in Higher Education$8,000High
Woodrow Wilson Higher Education Media Fellowship$5,000High
NYS Masters in Education Teacher Incentive Scholarship$4,239High
M.Ed. in Higher Education Graduate Assistantships$1,200High

Find scholarships and financial aid for Educational Leadership and Administration graduate programs

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How can I compare the Educational Leadership and Administration Graduate Programs?

Compare the GRE score requirements, admission details, credit requirements and tuition for the Master's Program, from 762 universities offering Graduate PHD/Doctoral Programs in Educational Leadership and Administration. Compare Graduate PHD/Doctoral Programs in Educational Leadership and Administration

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