Loyola University Chicago

What you'll study

This programme combines advanced study in teacher education theory, curriculum and instruction with intensive training in research methods and professional development design. Core work typically includes seminars on the history and philosophy of teacher education, adult learning and professional development, curriculum theory, and issues of equity and social justice in schooling. Students engage in rigorous methodological coursework in both qualitative and quantitative approaches, including advanced statistics, programme evaluation, design-based research and ethnographic methods.

Study is organised around three interlocking components: coursework, supervised research and a dissertation. Coursework covers topics such as:

• Theories of teacher learning and professional development
• Curriculum, instruction and assessment across specific levels and subject methods
• Research design, statistics and qualitative methods
• Policy, leadership and systems thinking in education
• Design-based and practitioner research approaches

Students typically complete comprehensive/qualifying examinations after the coursework phase and then move into dissertation research focused on an original contribution to knowledge in teacher education or professional development. The programme emphasises site-based research and partnerships with Chicago-area schools, allowing students to design and study interventions, professional learning communities, coaching models and programme evaluations in real educational contexts. Teaching apprenticeships and opportunities for assistantships are commonly integrated into the programme to develop university-level teaching and mentoring skills.

Entry requirements

Applicants are normally expected to hold a recognised master’s degree in education or a closely related field and to demonstrate substantial professional experience in teaching, curriculum leadership or another relevant educational role. Typical application materials include academic transcripts, a statement of purpose outlining research interests, a writing sample such as a research paper, a curriculum vitae, and at least three letters of recommendation from academic and/or professional referees familiar with the applicant’s work.

Evidence of research potential and a clear alignment between the applicant’s interests and faculty expertise in teacher education and professional development are key. Some applicants may be asked to provide GRE scores depending on their academic background and the programme’s admissions guidance at the time of application. International applicants must meet Loyola’s requirements for English language proficiency and provide comparable documentation of academic preparation.

Career prospects

Graduates of this PhD pursue careers across higher education, K–12 systems and the broader educational sector. Common career paths include:

• University faculty and teacher-education programme directors — leading pre-service and in-service teacher preparation and conducting scholarship on pedagogy and professional learning.
• District-level leaders and curriculum specialists — designing and directing professional development, coaching programmes and curriculum initiatives.
• Instructional coaches and school leaders — implementing evidence-informed professional learning and teacher growth systems.
• Evaluation and policy roles — working for research organisations, NGOs or government agencies to evaluate teacher-preparation programmes and inform policy.
• Educational consultants and programme designers — developing scalable professional learning models, instructional materials and improvement initiatives.

The programme’s emphasis on applied research, partnerships with local schools and training in evaluation and design-based research prepares graduates to bridge research and practice and to take leadership roles in improving educator learning and student outcomes.

Why study at Loyola University Chicago

Loyola’s School of Education and Human Development is situated in a large, diverse urban setting, offering direct access to Chicago’s public, charter and Catholic school systems for research and partnership. The University’s Jesuit mission emphasises social justice and ethical leadership, which is reflected in the programme’s focus on equity, culturally responsive practice and community-engaged research.

Students benefit from personalised mentorship with faculty whose work spans teacher education, curriculum studies, and professional learning, as well as from interdisciplinary collaboration across the university. Research infrastructure and centre partnerships support applied projects and community-engaged scholarship, and assistantship opportunities provide experience in teaching and research. Together, these features create a supportive environment for scholars committed to improving teacher preparation and sustained professional learning in diverse educational contexts.