Superintendent's Office

The Superintendent’s Office serves as the primary connection between the elected 10-member Board of Education and the entire Milford Public Schools organization. 

Dr. Elizabeth Feser, our Superintendent of Schools, is the liaison between these two sectors.  She oversees all day-to-day operational activity, instructional programming, and staff management and communicates with the Board frequently to keep everyone informed of all district activity.

In addition, she frequently works with our city officials on a variety of issues and is an eager partner in the many community activities conducted in Milford.

Dr. Elizabeth E. Feser, Superintendent of Schools

Dr. Feser is the Superintendent of the Milford Public Schools; she began in Milford in April 2011.  Prior to coming to Milford, she served for nine years as the Superintendent of the Windsor Public Schools.

Her professional career has included serving in three states, working in both urban and suburban districts and in parochial and public schools.  Prior to being a Superintendent, Dr. Feser served as the Assistant Superintendent for Instruction in the New Canaan, CT Public Schools, and as Principal of Danbury High School in Danbury CT.  She held leadership positions in both Massachusetts and New York before coming to CT, and her teaching career began in Lowell, MA. 


Dr. Feser holds a Bachelor’s degree from St. Xavier College (Chicago) and Master’s degree from Boston College. She earned a second Master’s and her Doctorate in Educational Administration from Teachers College, Columbia University. 

Dr. Feser has been an active participant in many organizations over the years including substantial involvement with the Connecticut Association of Public School Superintendents (CAPSS).  She is currently the immediate Past President of CAPSS, and serves on the Assessment and Accountability and the Leadership Development Advisor Committee.  She is also a member of the Connecticut Superintendents’ Network, a clinical study group focused on improving instructional practice and creating the conditions that foster student achievement.