phd in education policy and leadership

Doctor of Education Leadership

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

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

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

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

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

Curriculum Information

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

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

Sample HGSE Courses

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

View  all courses  in the Academic Catalog.

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

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

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

Paid Residency 

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

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

Strategic Project 

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

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

Sample Topics

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

Sample Summaries 

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

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

Program Faculty

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

Faculty Director

Frank D. Barnes

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

Kathryn Parker Boudett

Ebony N. Bridwell-Mitchell

Jennifer Perry Cheatham

Elizabeth City

Candice Crawford-Zakian

Marshall Ganz

Adria D. Goodson

Deborah helsing.

Monica C. Higgins

Deborah Jewell-Sherman

Lisa Laskow Lahey

Mary Grassa O'Neill

Irvin Leon Scott

Catherine Snow

Michael L. Tushman

Martin west.

Applications Are Now Open

The deadline to apply is December 15, 2024.

Program Highlights

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

Do We Need Happiness Teachers?

After a trip to meet with the Dalai Lama, an Ed.L.D. student says we do

Combatting Chronic Absenteeism with Family Engagement 

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

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Doctor of Philosophy Educational Leadership and Policy Studies

Prepare for a career as a professor or researcher of educational leadership and policy while interrogating multiple aspects of schools and other educational institutions. The curriculum emphasizes critical analysis of contemporary problems of practice in collaborative study environments with professors, school leaders, and doctoral students.

Degree Details

Official degree title.

PhD in Educational Leadership and Policy Studies

What You'll Learn

In this doctorate, you will critically examine the conceptual, organizational, political, social, managerial, interpersonal, and technical dimensions of schools and other educational institutions. Research agendas of the faculty and students center on the nexus between theory and practice and explore critical issues facing educational leaders and policymakers today. 

Alternate-Year Admissions

The Educational Leadership and Policy Studies PhD has an alternate year admissions process where candidates will be admitted every other year on the following timeline:

• Entrance in Fall 2024:  December 1, 2023 application deadline
• Entrance in Fall 2025:  no cohort
• Entrance in Fall 2026:  December 1, 2025 application deadline

Prospective applicants should apply beginning September 2023 for Fall 2024 matriculation.

Funding for Full-Time PhD Students

NYU Steinhardt offers a competitive funding package for PhD students who study full time.  Learn more about our funding opportunities .

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Educational Leadership and Policy Analysis, PhD

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

Many varied educational constituencies need to be able to analyze and to inform debate on educational issues, and to lead and develop learning communities that meet the diverse learning needs of students and society. We believe effective educational leadership in any institution embodies three core values: inquiry, equity, and reflection.

Graduates and recipients of the department's 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 PhD 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. 
• K–12 Leadership (research), emphasizing the effective administration of primary and secondary institutions. 
• Educational Polic y Analysis and Evaluation (research), stressing effective formation and analysis of policies governing the administration of all educational institutions.
• Wisconsin Idea Executive program.

Students in each named option will focus their course work within the emphasis, although students are encouraged to learn about 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. The department seeks to renew itself continually by attracting faculty and students who contribute to this diversity as well as enhance the larger community.

Students apply to the PhD in Educational Leadership and Policy Analysis through one of the named options: 

• Educational Leadership and Policy Analysis: Educational Policy Analysis & Evaluation, PhD
• Educational Leadership and Policy Analysis: Higher Education, PhD
• Educational Leadership and Policy Analysis: K-12 Leadership, PhD
• Educational Leadership and Policy Analysis: Wisconsin Idea Executive PhD Cohort, PhD

Graduate School Resources

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.

Program Resources

All newly admitted full-time students to the PhD program in Educational Leadership & Policy Analysis receive at least five academic years of funding from a combination of school or university fellowships, teaching assistantships, and/or project/research assistantships. Details on specific funding packages will be provided at the time of admission. Assistantships and fellowships generally include tuition remission, access to health insurance and other benefits, and a competitive living stipend. In consultation with one's advisor, students are encouraged to seek positions in other areas that are related to their own research and professional interests.

Part-time students are not eligible for department funding.  

Minimum Graduate School Requirements

Major requirements, named options.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

Curricular Requirements

Required courses.

Select a Named Option for courses required.

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 PhD in Educational Leadership and Policy Analysis must select one of the following named options:

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Students should refer to one of the named options for policy information:

• Professional Development

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

• Learning Outcomes
• 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.
• Creates research or scholarship that makes a substantive contribution.
• Demonstrates breadth within their learning experiences.
• Advances contributions to society in the field of study or field of practice.
• Communicates complex ideas in a clear and understandable manner.
• Fosters ethical and professional conduct.

Faculty: Professor Anjalé (AJ) Welton (chair); Professors Conrad, Eckes, Halverson, Kelley, Miller, Wang, Winkle-Wagner; Associate Professors Burt, Hillman; Assistant Professors Grooms, Henry, McQuillan, Saldana, Yu; Clinical Professors Crim, Li, Sramek, Salzman, Soffa-Jimenez 

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Contact Information

Educational Leadership and Policy Analysis School of Education 608-262-3106 elpa.education.wisc.edu

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Shari L. Smith, Graduate Program Manager [email protected] 608-263-2701 253b Education Building 1000 Bascom Mall, Madison, WI 53706

Anjalé (AJ) Welton, Department Chair and Director of Graduate Studies [email protected]

Master's Program Link

Doctoral Program Link

Certification Programs Link

Specialist Certificate Program Link

Graduate Program Handbook View Here

Graduate School grad.wisc.edu

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Education Policy and Leadership (Ph.D.)

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

(formerly Leadership and Policy Studies, Ph.D.)

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About the Ph.D. in Education Policy and Leadership

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

Education Policy and Leadership Program Overview

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

Explore education policy, leadership and administration, and the right path for you.

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Ph.D. Program Facts

Program Director: Sean Corcoran Admissions Coordinator: Kashiri Favors Admission Term: Fall Credit Hours: 72 Application Deadline: December 1

Ph.D. Program Curriculum

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

• Application Process

College of Education and Human Development

Department of Organizational Leadership, Policy, and Development

Education policy and leadership PhD

This Education Policy and Leadership (EPL) doctoral program establishes foundational understandings of educational systems, leadership dynamics and the realities of power and politics in schools, as well as the role of research in educational innovation and improvement. 

Doctoral students in Education Policy and Leadership gain the capacity to:

Conduct original research and provide expertise on how school systems work to serve all learners

Examine multiple dimensions of PK-12 educational systems, including their cultural and historical contexts, as well as policies and mandates that shape practice.

Build consensus among diverse stakeholders.

Help school systems and policymakers discover ways in which to support healthy and sustainable districts, design programs that enhance learning and development throughout the student lifecycle, and promote a deep understanding and connection between the education we receive and the individuals we become.

• Professor in educational leadership
• Research associate or fellow
• Director of research, curriculum, teaching and learning, or staff development
• Philanthropic of non-profit executive leader or education program officer
• Superintendent or assistant, associate, area, or deputy superintendent
• Chief of schools
• District administrator

Departmental core (16 credits)

Professional socialization seminar.

• OLPD 8011—Doctoral Research Seminar I (1 cr) [Take Fall term of first year]

Research courses

• OLPD 8015—Inquiry Strategies in Educational and Organizational Research (3 cr) [Take Spring term of first year]
• Quantitative course (3 cr inside or outside of department; with approval of advisor)
• Qualitative course (3 cr inside or outside of department; with approval of advisor)
• Additional methods course (6 cr; with approval of advisor)

Program core (18 credits)

• OLPD 5001—Formal Organizations in Education (3 cr) [Take OLPD 5001 if offered – if not offered take alternatives OLPD 5011 or OLPD 5607] OR OLPD 5011—Leading Organizational Change: Theory and Practice (3 cr) OR OLPD 5607—Organization Development (3 cr)
• OLPD 5346—Politics of Education (3 cr)
• OLPD 8020—Leadership: From Theory to Reflective Practice (3 cr)
• OLPD 8104—Innovative Systems Thinking in Education and Culture (3 cr)
• OLPD 8302—Educational Policy Perspectives (3 cr)
• Electives (3 cr minimum; with approval by advisor)

Additional coursework (12 credits minimum)

Minimum of 12 credits required. These credits can be used to meet the requirement that a minimum of 12 credits be taken outside the EPL track or for a minor. Courses not specifically listed should have advisor approval. Students who have successfully completed enrollment in the University of Minnesota's Principals Academy may use transfer credits to fulfill this requirement.

Thesis credits (24 credits)

All Ph.D. students are required to register for 24 semester thesis credits after completing the preliminary oral exam. The 24 credits must be taken over two or more terms.

• OLPD 8888—Thesis Credits: Doctoral

Total PhD credits required

46 credits of EPL coursework + 24 thesis credits = 70 total credits

How to apply

Admission deadline.

Application deadline: December 1 for a Fall semester start.

Fall semester start only.

Applicants may only apply to one OLPD track.

Applications are not complete until ALL required materials and fees have been received. If anything is missing, your application may not be considered. It is strongly recommended to apply at least two weeks before any submission deadlines.

Applications are processed by the Graduate School. A decision for admission notice will be emailed to you once your application is carefully reviewed by the department's admission committee and your transcripts and any credentials (test reports, diploma copies, etc.) are authenticated by Graduate School officials.

Admission Requirements

Degree : Master's degree or equivalent

GPA : Undergraduate 3.0; Graduate 3.5

GRE : Applicants should not submit GRE scores, as they will not be considered in the review process.

TOEFL/IELTS Scores (Not required for U.S. students): 

TOEFL: Internet based = 79 or above (21 writing/19 reading) IELTS = 6.5

Tuition and funding

Tuition information: CEHD | OneStop

Financial aid: CEHD | OneStop

Readmission

If a graduate student in an OLPD program has become inactive they must follow the readmission procedures .

Whether you seek reactivation after accidentally being discontinued this term or want to return after a long absence these are the steps needed to re-apply.

• Complete the proper online readmission application . If you have been away from the program less than five years use the Express Readmission Application and email it to [email protected] . All others must submit the Online Application for Readmission  
• Once received, the department will forward your application to the appropriate admissions committee. Readmission decisions are normally determined by the program’s admissions committee, not any one individual faculty member. Readmission is never guaranteed. Decisions for readmission are based on a review of previous progress toward degree completion, the proposed timeline for completion, the availability of faculty resources, and/or any additional application materials they may request from you. Individual programs/tracks reserve the right to readmit students under the current graduate program requirements, rules, and guidelines. They may also request an applicant to provide additional information prior to making a decision.  
• Once the committee makes their recommendation, the department’s DGS will sign off on the decision and forward the result to the central Graduate Admissions Office for processing. Once processed, you will be notified of the decision.

Individual department programs and tracks reserve the right to require readmitted students to retake coursework if they deem it appropriate. Readmitted students are also required to abide by current time-to-degree policies as determined by the University, which may differ from the policy in place when they first started the degree program.

Individuals seeking readmission to the Ph.D., Ed.D., and M.A. program tracks in the former EDPA, WHRE, and WCFE majors can only reapply to the appropriate program track under the Organizational Leadership, Policy, and Development (OLPD) major name.

Detailed application instructions

Click here to access the online application for admission.

Required fields in the application for admission are: Personal Information, Application Information, Educational Background, Languages, Awards & Activities, Employment/Residence Information, Financial Support, Applicant Statements #1 & #2, Recommendation Letters (limit 2), and  Resume or CV.  All other fields or application materials are optional , but will be taken into consideration if submitted.  

Fees:  Review information about application fees here. The University of Minnesota Graduate School does not offer application fee waivers, reductions, or refunds.

Transcripts : Unofficial transcripts or academic records should be uploaded directly to the online application. Please do not mail in paper copies of your transcripts, there is no need for official transcripts or academic records for initial review. If you are admitted, the University will then request official copies of this material. Click here for more information about transcripts and credentials.

GRE scores are not only not required, they are not considered for applications to this program.

Statement #1, Personal Statement (required): Please provide a statement outlining your immediate educational and long-range career objectives in relation to your chosen field. If there is a particular faculty member with whom you wish to study, please give that person’s name and explain why you want to study with that person. You may also wish to include other information, such as any undergraduate research experience, internships, or other experiences you may have had to document your preparation for advanced study in your chosen field. If you are applying for the Ph.D.—CIDE/Leadership for Intercultural and International Education (LIIE) or the Ph.D—EPL/Executive cohort programs, indicate this in your statement as well. [Please do not exceed two pages.]

Statement #2, Diversity Statement (required): Enrolling and graduating a diverse student body is central to the University of Minnesota’s mission. Please write a statement that identifies the distinctive qualities, characteristics, and life experiences you would contribute to your graduate program and to the education of fellow students at the University of Minnesota. You may wish to include examples that address your contribution to the diversity of the student body and illustrate your motivation to succeed by setting high standards for accomplishing intellectual and other goals, overcoming obstacles to achievement, and/or helping others to gain access to the resources necessary for success. [Please do not exceed one page.] 

Statement #3: Extenuating Circumstances (optional): If your grades and/or test scores are not strong, and you would like to provide an explanation, please do so. [Limit 1200 characters.]

Two letters of recommendation (required). The strongest recommendations typically come from current or former professors who can assess your potential for graduate work. Other recommenders, such as employers, are also acceptable.

English Language Test Scores (TOEFL, IELTS, etc.) Click here for more information about TOEFL Scores . 

Common Ground Consortium Fellowship: If you wish to be considered for a Common Ground Consortium fellowship for African-American students indicate this by uploading your statement in the "Program Supplementary Information -Upload #1" section. The statement should briefly address the following: Given that the UMN is a public land grant institution, it is imperative that CGC scholars can both benefit personally from their membership in the program as well as further the university’s founding mission to contribute to scholarship that benefits the local and greater communities. Please describe how your participation as a CGC scholar would do the following: (a) enhance your graduate student experience, (b) prepare you for your chosen career, and (c) benefit the public.

We’re here to help. Simply complete this form and a member of our department will be in touch.