Educational Leadership, EdD
Gain the leadership skills, research expertise and strategic insight needed to drive meaningful change in PK-12 or Higher Education—all through a flexible online format designed for working professionals.
Elevate Your Leadership Skills
UB’s online EdD in educational leadership prepares experienced educators and administrators to tackle pressing challenges in PK-12 and higher education. Through a rigorous curriculum, students develop leadership, research and change management skills while choosing a concentration in PK-12 Educational Administration or Higher Education. The fully online format allows professionals to advance their careers without stepping away from their current roles.
An Impactful Path in Education
Genelle Morris, EdD ’14, leveraged her education at the Graduate School of Education to become superintendent of the Olean City School District. Her journey showcases the importance of relationships, collaborative research and practical application of theoretical knowledge in educational leadership. From fostering community engagement to advocating for equity, her path is a testament to the transformative power of education.
Points of Distinction
Collaborative Cohort Experience—Build a strong network with fellow educators through a cohort-based model that emphasizes teamwork, applied research, and peer support.
Flexible Online Learning—Engage in a hybrid of asynchronous coursework and periodic synchronous sessions, providing balance for full-time professionals.
Career-Focused Leadership Development—Gain the knowledge, credentials, and practical skills needed to step into senior leadership roles and drive real change in education.
Program Overview
| Academic credential granted | Doctor of Education (EdD) |
|---|---|
| Credits required for completion | 42 (master’s or SBL/SDL certification are required) |
| Time to completion | 3 years |
| Course delivery | Online: combined asynchronous and synchronous |
| Concentrations |
|
| Application deadline | Summer: April 15 with rolling admission until cohort is filled |
PK-12 Educational Administration
- School Leadership and Management: Focus on the principles and practices of effective school leadership, including school climate, culture, and instructional leadership.
- Educational Policy: Study the policy frameworks governing PK-12 education, and their implications for school administration.
- Teacher Evaluation and Professional Development: Learn methods for assessing teacher performance and designing professional development programs that foster instructional excellence.
- Curriculum and Instructional Leadership: Understand the role of leaders in curriculum development, instructional practices, and assessment. Learn strategies to enhance teaching and learning outcomes across educational settings.
- Community and Family Engagement: Develop strategies to build strong partnerships with parents, communities, and stakeholders to support student success.
Higher Education
- Higher Education Governance and Policy: Explore the structures, policies, and governance models of higher education institutions.
- Student Affairs and Support Services: Focus on leadership in student services, including retention strategies, student engagement, and support systems.
- Academic Program Development and Assessment for Student Success: Learn to lead the development, implementation, and assessment of academic programs and curricula in higher education.
- Diversity, Equity, and Inclusion in Higher Education: Address issues of diversity and inclusion, and develop strategies to create equitable learning environments.
Key Components of the Program
- Problems of Practice: Students in this program will identify a problem of practice in their field and will conduct applied research to understand and address that problem in their professional setting.
- Equity, Diversity, Justice, & Inclusion: Delve into ethical considerations in educational leadership while promoting equity, diversity, and social justice within educational institutions through reflective practices.
- Foundations of Educational Leadership: Examine the historical, philosophical, and theoretical underpinnings of educational leadership. Understand various leadership models and their application in different educational settings.
- Organizational Theory and Change Management: Explore theories of organizational behavior and learn strategies for effective change management in educational settings. Develop skills to lead institutions through transitions and improvements.
- Research Methods and Data Analysis: Gain advanced competencies in qualitative and quantitative research methodologies. Learn to design, conduct, and analyze research that informs evidence-based decision-making in education to address problems of practice.
Program Sequence
Pk-12 Educational Administration Concentration
Summer 1
- ELP 500 - Nature of Inquiry
- ELP 630 - Leading & Managing People
Fall 1
- ELP 685 - Quantitative Methods
- ELP Elective
Spring 1
- ELP 640 - Teacher Leadership for School Improvement
- LAI 669 - Qualitative Techniques for Education
Summer 2
- LAI 515 - Action Research
- ELP 677 - Leading Curriculum & Instructional Improvement
Fall 2
- LAI 626 - Qualitative Data Analysis
- ELP 636 - Educational Organization Diagnosis
Spring 2
- ELP 624 - Paradigms & Problems in Educational Research
- ELP 637 - Strategies for Changing Educational Organizations
Summer 3
- ELP 599 - Writing Dissertation Proposals
Fall 3
- ELP 702 - Dissertation Guidance I
Spring 3
- ELP 702 - Dissertation Guidance II
Higher Education Concentration
Summer 1
- ELP 500 - Nature of Inquiry
- ELP 630 - Leading & Managing People
Fall 1
- ELP 685 - Quantitative Methods
- ELP 533 - College Student Success
Spring 1
- ELP 683 - Race & Racism in Higher Education
- LAI 669 - Qualitative Techniques for Education
Summer 2
- LAI 515 - Action Research
- ELP 620 - P20 Transitions
Fall 2
- ELP 528 - Law in Higher Education
- ELP 636 - Educational Organization Diagnosis
Spring 2
- ELP 624 - Paradigms & Problems in Educational Research
Summer 3
- ELP 599 - Writing Dissertation Proposals
Fall 3
- ELP 702 - Dissertation Guidance I
Spring 3
- ELP 702 - Dissertation Guidance II
Standardized Testing No Longer Required
In an effort to make the application process more equitable, the GRE/MAT is no longer required for admissions consideration. If you still plan to take the GRE/MAT exam, you can send your scores through the testing agency, and they will automatically be added to your application; however, they are not required for admission consideration to this program.
Specific PK-12 leadership concentration application requirements
- You must hold at least one of the following school administrator certificates from New York State: SBL, SDL, SDBL, SAS, SDA or SBA. (Administrator certificates from other U.S. or international jurisdictions will be considered on a case-by-case basis.)
- You must have completed an officially approved administrator preparation program leading to state certification, such as UB’s 36 credit hour Leadership Initiative For Tomorrow’s School’s (LIFTS) program.
- Experience as an administrator is preferred, but not required, although in the case where you have not served formally as an administrator or supervisor, evidence of having assumed informal leadership responsibilities will be requested (such as teacher team leader).
- Proof of administrator certification.
To be considered for admission to either concentration:
- You must hold a master's degree.
- All applicants will be scheduled for an admission interview.
Submit your completed online application, which includes:
- Application fee: A $50 non-refundable application fee, submitted electronically through UB's ePayment system.
- Contact information for at least three individuals* who will each be asked to provide an electronic recommendation letter. These letters should be from supervisors or equivalent and should address your teaching, leadership, writing and analytic skills, and other areas of educational work pertaining to diversity, equity and inclusion (DEI).
- Unofficial transcripts from all colleges attended. (UB transcripts are automatically submitted for current UB students and alumni.)
- Statement of interest: Statement of your career goals and objectives. In this statement, you should discuss your potential Problem of Practice (PoP)—the area of interest in your setting around which you might center your studies. A PoP is directly observable in your local setting and is both malleable and actionable. Examples include disproportionate suspension rates, disproportionate teacher retention rates, low understanding of the needs of emergent bilingual students, etc. This statement should be no more than 1000 words double spaced and should help the admissions committee to understand what drives your desire to pursue doctoral work at UB.
- DEI statement: In a personal statement of no more than 1000 words double spaced, please share how you, as an educator, respond to issues pertaining to DEI. Please include one or two specific examples from your current practice to support your beliefs.
- Resume that speaks to the following areas: professional experience; research experience (including assessment and evaluation experience, etc.); professional development (conducted and/or participated in); grants and other sources of funding acquired; and honors related to teaching and/or leadership.
* University at Buffalo LIFTS Program Alumni
Contact information for recommendation letters is waived for University at Buffalo LIFTS program alumni.
Former/Maiden Name: Please provide us with your former/maiden name if you have one. When requesting transcripts, please ask the sending institution to indicate your current name and former/maiden name.
Admission Decision: The admission decision will be communicated to you as soon as review is complete. The decision is based on a number of factors and is the result of a thorough and deliberate process. All decisions are final and cannot be appealed.
In-State Residency Tuition
In order to qualify for the in-state residency tuition rate, you must provide residency documentation indicating you have lived in New York State (NYS) 12 months before your semester start date.
If accepted, you will need to upload three documents to qualify for the in-state tuition rate. See Required Documents for Residency Application for more information.
International Applicant Additional Requirements
- Official original proof of your degree
- A copy of your passport biographical page
- Official test scores—dated within two years of submitting your application—for either the TOEFL (Test of English as a Foreign Language), the IELTS (International English Language Testing System) Academic Test, the PTE (Pearson Test of English) Academic, or DET (Duolingo English Test).
- TOEFL minimum score is 250 for computer-based test, 600 for paper-based test and 79 for internet-based test
- IELTS Academic Test minimum score is 6.5 overall
- PTE minimum score is 55 overall
- DET minimum score is 120 overall
- Financial documentation: International graduate applicants must document their ability to pay for all costs incurred while studying in the U.S.
- An official bank statement
All financial forms and supporting documentation with required signatures must be uploaded with your application and dated within one year of your intended enrollment date.
Graduates of this program are prepared for a variety of leadership roles, including:
- PK-12 Educational Administration:
- Superintendent
- School Principal
- Assistant Principal
- Curriculum Director
- Director of Student Services
- Higher Education:
- Dean
- Department Chair
- Director of Student Affairs
- Provost
- Vice President of Academic Affairs
Faculty Expertise
How can instructional leaders contribute to creating a more progressive, equitable and inclusive society? Associate Professor Ian Mette set out to answer that question in the recently published book, “Making a Difference: Instructional Leadership That Drives Self-Reflection and Values the Expertise of Teachers.” The book challenges traditional, deficit-oriented perspectives on learning and underscores the importance of recognizing and leveraging students' sociocultural identities, including race, ethnicity, language, religion, gender, orientation and class.