Ed.L.D. TimelineBy newseditor
Much time and planning went into the new Ed.L.D. Program. Here’s a brief look at how it all progressed.
McCartney submits academic plan to Harvard President Larry Summers. Plan includes proposal for a new degree and argues that top education leaders need a unique interdisciplinary skill set that integrates instructional leadership, management, and policy.
McCartney is named dean.
An anonymous donor endows the Herbert A. Simon Professorship in Education, Management, and Organizational Behavior at HGSE, which is later given to Professor Mark Moore in 2009.
McCartney recruits Professor Robert Schwartz to be her academic dean. Schwartz is charged with spearheading the planning for the new degree program.
Three schools meet. Faculty from the Ed School, to include Kennedy School, and Business School explore potential degree program elements.
Leadership Degree Work Group begins to plan degree. Chaired by Schwartz; other faculty members include Robert Kegan, Richard Elmore, Jerry Murphy, Richard Chait, Monica Higgins, Robert Peterkin, and Janice Jackson.
Market research begins with Boston-based Parthenon Group.
An anonymous donor endows the Henry Wyman Holmes Professorship of Education Leadership at HGSE.
Administrative groups at the school begin logistical planning. Teams from the offices of admissions, the registrar, finance, student affairs, and development begin planning for the launch of the new program.
Leadership Degree Work Group expanded to include HBS, HKS. Renamed Exploratory
Committee. Kegan becomes the chair. New faculty members include Stacey Childress (HBS), Mark Moore (HKS), and the Ed School’s Nonie Lesaux, Thomas Payzant,
Harry Spence, and Lee Teitel.
Parthenon submits final report. They find that the field is ripe for a new leadership degree program that combines selective recruitment; education, management, and policy content; robust internships; and in-field support.
Senior faculty approve full proposal.
HBS and HKS leadership agree to faculty collaboration.
Leadership Program Design Committee begins. Chaired by Spence. New faculty involved include Deborah Jewell-Sherman, Karen Mapp, and David Perkins.
Harvard Corporation votes to approve the Ed.L.D., a new credential within higher education. A month later, Harvard Board of Overseers also approves the degree.
Wallace Foundation pledges $10 million dollars for Ed.L.D. fellowships.
Ed.L.D. Program is officially announced. The announcement is covered by the Associated Press, The New York Times, The Boston Globe, the CBS Evening News, and The Chronicle of Higher Education. The AP story is picked up by more than 220 news organizations.
Student recruitment begins. More than 1,000 applications pour in for 25 slots.
New York Times columnist Bob Herbert writes about the degree. Two weeks later, the Times writes a second story about the program.
CBS News coverage. CBS story says that if the new program is successful, “school systems will end up with better leaders who hire better teachers, and American students may finally make the grade.”
Harvard President Drew Faust praises the new students and the degree. “I love the Ed.L.D. … because it’s about building human capital to build human capital. It’s about that line of inheritance where we bring together … extraordinary individuals. … And we say we’re going to invest in them because they are going to invest in others.”
Students visit three schools in Brockton, Mass. Students also visit the Met School i Providence, R.I., and Philips Exeter Academy to learn how high-performing schools operate.
Michelle Rhee, former chancellor of D.C. schools, meets with Ed.L.D. students. Other visitors include Joel Klein, former chancellor of New York City schools, and Randi Weingarten, president of the American Federation of Teachers.
Foregoing long breaks, students spend their J-term touring effective schools systems around the world.
As part of data curriculum, students consult with real-world education organizations to help them make strategic decisions with data. Organizations include district teams from San Antonio, Texas, and Evansville, Ind., as well as teams from SchoolNet and the Massachusetts Department of Education.
Cohort 2 is selected.
Harvard Graduate School of Design collaboration. Students from cohort 1 collaborate with GSD students to create proposals for ideal school buildings and learning environments for the 21st century.
Cohort 1 students work at high-level education summer jobs. Range of job sites include state and federal departments of education, school systems, and nonprofits. They open new schools, craft policy and curriculum, and shadow superintendents.
Cohort 2 arrives on campus. 32% men, 68% women, average age 32, average work experience 10 years.
Cohort 2 students create reform plans for New Orleans. Proposals address school effectiveness, teacher quality, fiscal accountability, and community involvement.
Students from cohort 2 do field work in Detroit. As part of their Workplace Lab core course, students collaborate with Detroit’s Education Achievement Authority to help underperforming schools.
Placements for cohort 1’s third-year residencies, which begin in July, are announced. During their third and final year, students will return to Harvard periodically for intensive workshops.
Prizes and awards start coming in. Students from cohort 1 and 2 are starting to be recognized for their Ed.L.D.-connected work, including a first-place award from the Yale Business Plan Competition and a $50,000 grant from the Harvard Initiative on Learning and Teaching.