Ph.D. in Educational Leadership and Policy Studies
GRADUATE STUDENTS
The K-12 Cohort Ph.D. program in Educational Leadership and Policy Studies at Purdue University develops leaders for the schools of Indiana and the nation. The graduate program at West Lafayette offers preparation in educational leadership for K-12 schools and school districts. The Cohort Doctoral Program concentrates on K-12 superintendent preparation and features the use of hybrid distance learning technologies. Although it utilizes distance learning technology such as interactive video (WebEX) and on-line conferencing such as Brightspace to supplement class discussions, it is not an on-line degree program.
Hybrid students enjoy the same rigorous academic programs as on-campus students, but with a much more flexible class schedule. Assignments, discussions, and other coursework are posted each week in the virtual classroom.
Cohort Format
Each year a select group of 8-10 students is admitted as a cohort. Students usually have two required on-campus Saturday class meetings for their core course each semester with weekly video-conferencing (WebEX) classes or on-line class discussions (Brightspace). Weekend on-campus summer courses are also required.
Request Information – Ph.D. Educational Leadership
This program leads to an Indiana District Level (Superintendent) license. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at licensure@purdue.edu before continuing with program application.
Please visit the Graduate Licensure Program page for information about license eligibility requirements.
Distinguish yourself in the education industry with a superior credential from an institution with worldwide recognition and impact.
Learn tools & highly relevant techniques for leading P-12 schools.
Advance and network with an experienced and motivated peer group for mutual support, team exercises, and enhanced learning.
Learn educational leadership practices and how to be applicable in working with individuals.
Why choose Purdue’s Ph.D. in Educational Studies with a concentration in Educational Leadership and Policy Studies?
Program Rational
As a performance-based preparation program, the curriculum focuses on the seven District Level National Educational Leadership Preparation (NELP) Program Standards for district administrators. Within that structure there is a heavy emphasis on visionary leadership, policy and planning, management, and operations, learning environments, school culture, community building and ethical behavior. The core curriculum explores contemporary educational issues as they play out in urban settings, in suburbia, and in rural America. The reforms associated with the Every Student Succeeds Act (2015) demand that schools educate all students. Developing these schools requires school leaders with competencies in systems analysis, planning, fostering change, and building consensus and collaboration. Above all, these school leaders must first be educators with a compelling vision of what education can mean for students. The Cohort Doctoral Program strives to develop leaders with those qualities.
Career Outlook
A degree in educational leadership can lead to many careers. Professionals can find jobs working predominantly with students or pursue roles where they interact primarily with staff members and teachers. Educational leaders can find employment at elementary schools, high schools, and colleges and universities, in addition to some non-school settings.
School leadership is difficult. With budget cuts, evaluations based on standardized assessments, and the developing social structure of today’s education. School leaders need to be creative and empathetic to find solutions to complex and sensitive issues in our schools.
School leaders can foster relationships with students, staff and parents that will last a lifetime. They help create a more engaging learning environment, and they get to work in one of the best professions. That is why educators become school leaders.
It is important to check with your states department of education office to find out what is needed for school administrator licensing. Additional requirements may be needed for leadership positions in schools
Job Titles
Superintendent
Principal
Assistant Principal
District Administrator
Building Administrator
Instructional Coordinator
Education Consultant
Education Researcher
Courses
The course structure is NOT the same as the Master’s/BLL. Courses run the traditional 16 weeks, with an accompanying 1 credit internship.
Students spend an average of 15 hours a week on homework. Most courses are hybrid and 16 weeks long requiring 2 trips to campus per semester.
The Ph.D. program requires a minimum of 90 credits (with 30 credits from a Master’s degree counted toward the 90 credits), preliminary examinations, and a dissertation. Applicants are expected to have earned a master’s degree in educational leadership and/or hold a principal’s license. Courses in the cohort program are coordinated with Indiana District Level Administrator (superintendent). The program consists of a set of seven core courses in educational leadership, six with an accompanying one credit internship. The program is designed so students will complete cohort doctoral core coursework in two and a half years, with an additional year or year and a half to complete the dissertation. Students are expected to attend all cohort courses in sequence throughout the program.
Cohort Doctoral Core Courses
EDST 51300 – Educational Facilities Planning (3 credits) Systems approach as a basis for planning, construction, and utilization of school facilities. Emphasis on providing facilities to enhance teaching /learning processes in meeting educational needs of diverse learners.
EDST 60800 – Business Management in Education (3 credits) Vision and ethics as components of transformational leadership. Understanding and developing the characteristics associated with transformational leadership.
EDST 61200 –Transformational Leadership (3 credits) An analysis of current research and theory related to selected topics in educational administration and curriculum.
EDST 61300 – Learning Environments (3 credits) Management of teaching and learning systems; diagnostic processes and evaluation.
EDST 61400 – Leadership for Community Collaboration and Development (3 credits) Place of the school district in the larger community. Emphases on building community relationships, communication to diverse audiences, and community development.
EDST 61500 – Educational Policy and Decision Making (3 credits) Legal, political, and economic relationships to education; policy issues and analysis.
EDST 61600 – Analytical Techniques in Educational Management (3 credits) Management functions and processes, including applications of technology; organizational change and development.
EDST 69500 – Internship – District Administrator (6 credits) The “practicum” in which theoretical and research-based work in the core courses is integrated with field-based work of the administrator by working with administrative mentors. A one-hour internship accompanies six of the core courses, for a total of 6 hours.
Supporting Courses
The program contains a sequence of 12 credits of research design and methods courses, 6 credits of related area courses, and 15 credits in dissertation research hours. Students will schedule on a case-by-case basis additional electives and courses that may be required to complete the degree and license.
Cost
The Ph.D. in Educational Leadership and Policy Studies program is affordable and competitive in cost.
In-State
Out-of-State
Total Cost Per Credit
$450
$563
Credit Hours
60
60
Total Costs
$27,000
$33,780
*Tuition and fees are charges on a per credit hour basis and are subject to annual increase. Annual increases may change the total program costs. *Textbooks and course materials are not included *Faculty and staff fee remissions are not valid with this program. *International Fee: $145/semester
Admissions
This program admits students for Fall semester starts.
You will need the following for your admissions application
Official transcripts
Personal History Statement – This may include relevant details on community service, leadership roles, participation in diverse teams, and significant barriers that you overcame to attend graduate school.
Academic Statement of Purpose – This is an opportunity for you to share information that will help reviewers understand your academic interests and objectives, assess your academic background, preparation, and training, and determine if you are a good match for the program to which you are applying.
This program is subject to our Licensure Disclosure
The U.S. Department of Education requires institutions to publicly disclose to prospective and currently enrolled students whether certain programs meet the education requirements for licensure or certification in the state or territory in which they reside. “Programs Leading to Professional Licensure” is defined as programs represented to prepare students for an occupation for which, at completion of the program, a local, state or federal license, or nongovernmental certification is required (i) as a precondition for employment, (ii) to perform certain functions, or (iii) to meet additional conditions that are generally needed to secure employment.
The Purdue University Teacher Education Program is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the State of Indiana. However, not all undergraduate and graduate programs lead to an educator licensure in the State of Indiana. If your Teacher Education program includes field experience(s) and a student teaching or internship component, it may lead to an educator license in the State of Indiana, if you meet the licensure requirements. Contact your academic/faculty advisor and/or the Office of Teacher and Licensure at licensure@purdue.edu to verify your program enrollment and whether or not it leads to a license in the State of Indiana.
The State of Indiana has reciprocity agreements with other states, the District of Columbia, and territories. For licensing information contact information for individual state departments of education or visit the National Association of State Directors of Teacher Education and Certification (NASDTEC) or email a Purdue University licensing officer/advisor at licensure@purdue.edu.
Visit this page to view the Licensure Program Agreement
Program Faculty
Our faculty are nationally recognized and have the ability to work personally with students to individualize their plan of study to meet personal career interests and goals. These faculty will oversee the intensive coursework required.
As I celebrate and reflect on this journey, I can only be so appreciative for this program giving me a chance. On paper, everything about my background had added to my insecuring in my leadership in education prior to this program. I didn’t have an undergrad degree in education, I had attended some sub par education programs, I had never worked in public education, but you all gave me a chance. The chance given to me provided invaluable practical mentorship from those with exceptional experience in the career that rebuilt my confidence in my own choices and empowered me to be a more informed and strategic leader for staff and students. Each professor’s guidance with balancing the practical policy with necessary theory was supplemented with exceptional expertise on frameworks for research practices that equipped me each step of the way. Thank you seems insufficient, but it’s the least I can say. I’m proud to be a Boilermaker and I’ll continue to be an advocate of this exceptional program that has equipped me with the knowledge, skills, EdS degree, Superintendent licenses in Indiana and Illinois, two career advancements, and now a PhD.
CHRISTOPHER BIDDIX Director of Equity and Inclusion Hinsdale Township High School District 86
The PhD in Educational Leadership and Policy Studies program was an amazing experience. The hybrid platform allowed me to pursue my PhD as a full-time school administrator. The professors were amazing, caring, and understanding. Dr. Alice Johnson was a huge part of my success in the program. Her delivery of instruction and content was relevant, practical, and applicable to the profession. Additionally, as my chair, she was extremely motivating and encouraging throughout the dissertation process.
ADAM BURTSFIELD Assistant Superintendent of Administrative Services Niles Community Schools
The Purdue Educational Leadership Ph.D. program provides an excellent opportunity for educators to be challenged intellectually and learn together in a cohort model that allows for meaningful collaboration and dialogue.
SEAN GALIHER Principal Penn Harris Madison School Corporation
I sit at my desk on a summer morning with the sun shining in my window and know that I have be able to have a wonderful career in education because it began at Purdue. My pride runs deep as I am also wearing a beautiful, gold Purdue shirt. My education at Purdue throughout the years has afforded me so many great opportunities. From my undergraduate to graduate and then my school administrative licensure work has helped me to understand the foundations of public education, its impact on our country, and the importance we have to maintaining a successful future. I take my work very seriously because Purdue taught me how critical it is to work each day for the students we serve. I think deeply about situations to make decisions because Purdue required critical thinking in its coursework and my instructors were always pushing me to analyze further. I have an understanding of our larger world because of my classmates, instructors, and studies at Purdue. I sit here much older and think back to my high school days and why I chose Purdue. If I had to do it all over again, I would do the same. And I am equally as happy that I live just down the road from the campus I love. I get to serve students with high needs in a district with a diverse population. Purdue equipped me with these skills, and I will be forever grateful.
DR. LESLIE MILLER Director of Student Achievement Frankfort Community Schools
I am a first-generation college graduate. I began my journey at Purdue (B.A. ’05) and have completed my journey as a Boilermaker (Ph.D. ’22).
For John Purdue “education was the flame that lit the world.” My life was transformed by my Purdue education. I am honored to call myself a Boilermaker and will use my education to keep the light shining bright. Boiler up!
PAMELA MOORE Principal Discovery Charter School
Jackson Scholars
Dr. LaWanda Mitchell, 2019-2021 Jackson Scholar Educational Leadership and Policy Studies Ph.D. 2021 Graduate
Dr. LaWanda D. Mitchell is a first generation college student who earned a Bachelor of Science degree from Auburn University, a Master of Arts in Teaching from the University of Indianapolis, and a Ph.D. in Educational Leadership & Policy Studies from Purdue University. With almost 15 years in education, Dr. Mitchell has received numerous honors and awards; however, the recognition that is nearest and dearest to her heart is receiving Congressional Recognition for Excellence in Education in honor of her dedication to academic excellence for the students she serves. Throughout her career, Dr. Mitchell has served in many capacities ranging from district leadership to building leadership, in which she not only transformed the climate and the culture of the schools under her guidance, but she has also founded numerous mentoring programs renowned for resulting in higher academic growth, higher academic achievement, and lowered discipline for all schools and students involved.
Dr. Mitchell is a proud member of the 2018 Harvard University’s Women in Education Leadership Cohort, a proud Jackson Scholars’ Recipient with The University Council for Educational Administration, and a 2012 Woodrow Wilson Teaching Fellowship Recipient. Because of her experiences and her passion for what she does, Dr. Mitchell considers herself an educational change agent, seeking to create educational environments in which ALL students can excel regardless of their background, SES, race, parental support, or zip code. She could not imagine a better future than helping to create schools and districts that reach new levels of academic, social, emotional, and behavioral competencies and success as they pursue educational freedom for disenfranchised students and staff through social justice, equity, cultural competency & responsiveness. Thanks to the support and the amazing people she has met in and through the Jackson Scholars’ Program, she is able to do just that. Whether she’s traveling across the country providing educational consulting to schools and school districts through VoicED, her Educational Consulting Firm, or simply serving as the principal or assistant principal for schools under her leadership, Dr. Mitchell considers it a privilege to be able to serve God’s people, one state, one district, one school, at a time.
Natalie Witherspoon, 2019-2021 Jackson Scholar Educational Leadership and Policy Studies Ph.D. Cohort #23
Natalie Witherspoon is a passionate, equity-focused, lifelong learner and educator. She loves teaching and learning and is committed to shaping schools that allow all children to thrive, receiving the tailored instruction, guidance, and love needed to reach their highest potential. As an activist educator, she believes that every student deserves a high quality, rigorous education and intentionally centers her practice in marginalized communities as an act of social justice. She realizes this mission as a classroom educator, school administrator, and educational consultant working in the US and abroad. While the majority of her service has been in the US, she is working to build an international, Pan-African, anti-colonial school system serving students in The Americas and West Africa.
Determined to be as prepared as possible for her role as an educational leader, she is currently pursuing a PhD in Educational Leadership and Policy Studies. Her studies have already broadened her capacity to lead at every level, including her experiences as a 2019-2021 UCEA Barbara Jackson Scholar. She has found this network of doctoral learners and leaders to function more like a family. It has provided the unusual opportunity to interact with academics who also understand the unique challenges and advantages of life and study as a member of an underrepresented ethnic group. The Jackson Scholars Network has provided incomparable opportunities to shape both her educational leadership and research endeavors, learn how to navigate the academy as a Black woman, and further develop her own trusted professional network. These experiences have been some of the most healing and impactful in her entire academic and professional career. The Jackson Scholars Network is an essential, invaluable, life-changing community, one that she is eternally grateful to have found.
Shawn Wooden, 2021-2023 Jackson Scholar Educational Leadership and Policy Studies Ph.D. Cohort #26
Being recognized as a Jackson Scholar was both humbling and rewarding! My experience at the University Council for Education Administration (UCEA) National Conference/Jackson Scholars Workshop in November 2021 was eye opening for both my research and by career beyond my doctoral matriculation at Purdue. My professional knowledge and by academic network have both been positively impacted by my professional development experiences at the conference. I strongly believe that this scholarship will have a significant impact on my development as a researcher and on my work as an educator.
As a second generation Purdue student, and life-long Boiler, I am so proud that the College of Education actively participates in UCEA activities including the Jackson Scholar program. My experiences as a Purdue Graduate student have been amazing. After graduation, I visualize to giving of my time and my treasure to the College of Education and specifically to the Jackson Scholars program.
My primary research interest is the personal and professional experiences of African-American Educators. Specifically, I would like to collect the pre-service and vocational successes and difficulties of Black and Brown teachers in Indiana. My focus will be to conduct a Qualitative Narrative Inquiry of their journey through the preparation as well as the execution of their careers. The research questions of this study will focus on the motivation and support that encouraged these professionals to become teachers. Queries will also put attention on the systemic hurdles they overcame to reach their professional objectives. My objective is that this research will be used by universities and school corporations as they work to recruit, support, and retain Black and Brown educators.
Frequently Asked Questions
How many credit hours to receive Ph.D. in Educational Leadership and Policy Studies? 90 credits (with 30 credits from a Master’s degree counting toward the 90 credits)
How long are the courses? Most courses are 16-week courses. The hybrid model includes Saturday campus meetings two times per semester
What is the difference between the hybrid, online, and a traditional on-campus courses? Just the delivery method. The hybrid courses consist of the same content of the Purdue courses and are taught by the same faculty as traditional on-campus programs.
How much time should I allow for doing homework and completing assignments? Plan on devoting 15 hours a week on coursework, depending on the course requirements and your study habits.
