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Certificate in Advanced Education Leadership

2/15/16


Modules begin September 2016, January 2017, and May 2017

This is an online certificate program with significant job-embedded learning.

Individual Tuition$2,250 per module

Teams of three or more$1,995 per team member per module

About the Certificate Program

The CAEL certificate is comprised of four online modules. All participants must complete the Leading Learning module, and can select three of the remaining four offerings. Leading Learning can be taken at any point within the certificate timeline. CAEL is designed to help current and aspiring preK-12 system-level leaders develop a robust understanding of the complexities within educational systems, while honing the leadership skills to create transformational change.

Overview

Dramatic improvement in the education sector is needed to ensure all children — regardless of race, gender, socioeconomic status, or creed — have the opportunity and support necessary to fulfill their potential as students and citizens. The Certificate in Advanced Education Leadership (CAEL), based upon the ground-breaking Doctor of Education Leadership (Ed.L.D.) Program at HGSE, provides education leaders with the skills and approaches to improve their own leadership and to help make that vision a reality.

CAEL is an ideal course of study for those looking to become preK-12 system-level leaders as well as those currently in leadership roles who wish to advance their current professional knowledge. Educators are encouraged to apply as teams. Those who participate as a team are able to increase the impact of their learning across their organization, system, or district. The certificate comprises four 12-week modules, each of which is led by an HGSE faculty member with content that draws from the curriculum of the Ed.L.D. Program. 

The certificate program brings together education professionals from around the world to create a dynamic community of practice. Leveraging the resources of the Harvard Graduate School of Education and the collective wisdom and expertise of program colleagues, participants will develop strategies for system-level change that can be implemented both immediately and over the long term.

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Certificate in Advanced Education Leadership FAQs

HGSE Announces Certificate in Advanced Education Leadership

Upcoming Modules

Next Modules:
Leading Learning | September 12–December 3, 2016* (Required Module)
Developing Myself | September 12 - December 3, 2016

Upcoming Modules:
Leading for Excellence and Equity | January 29 - April 22, 2017
Driving Change | May 1 - July 22, 2017
Managing Evidence | May 1 - July 22, 2017

Additional dates will be announced soon. 

Once you have completed four of the five modules, Professional Education will send you the Certificate in Advanced Education Leadership. The four modules must be completed within 24 months of beginning the certificate program and can be taken in any order. All participants must complete the Leading Learning module, and can select three of the remaining four offerings. A review of records is completed within three weeks after the close of each module. 

Format and Delivery

Each module takes place over 12 weeks, moving through a cycle of learning, application, performance, and demonstration. Throughout the program, you will engage in a range of activities online, plus exercises carried out in your professional context.

Online activities include:

  • Reading
  • Watching videos
  • Taking short assessments
  • Participating in small-group virtual discussion, virtual discussion sections, and/or smaller self-organized breakout groups
  • Submitting a final project which demonstrates applied learning

The experience is designed to be both rigorous and flexible. The activities are asynchronous, meaning you can choose when within a given week you do them. Each week will require five to seven hours of work, with more guided work during the “learning” weeks (2, 3, 4, and 8) and more job-embedded practice and application during the other weeks of the module. Each participant will have a designated online learning facilitator whom he or she can contact directly for support.

Who Should Attend

CAEL is intended for current preK-12 leaders in school systems, including districts, charter management organizations, and state agencies; experienced principals and teachers who aspire to system-level roles; and teams of education leaders seeking to strengthen their skills and collaborative capabilities. 

Developing Myself Module

In Developing Myself, you will learn the importance of intentional self-development and use a variety of tools to support that development. Practices like deep listening, the ladder of inference, and testing big assumptions will help you leverage both relationships you will form with others in the course, and existing relationships within your current contexts, as invaluable resources for your growth. You will identify and make progress toward a high-level leadership goal with the support of your peers using the Immunity to Change Process. The concepts and tools offered in this module will help you develop your capacity to diagnose and respond successfully to the complex demands inherent in systems level education leadership.

Faculty Co-Chairs

Lisa Lahey is a lecturer on education at the Harvard Graduate School of Education. She was most recently the associate director of the Change Leadership Group at HGSE, a national project funded by the Bill and Melinda Gates Foundation to develop greater internal capacity for leading organizational improvement in our nation’s public school districts. She is also founder and co-founder and co-director of Minds at Work, a consulting group that works with senior leaders and teams in corporations, government, and nonprofits. Lahey is the author of Immunity to Change: How to Overcome It and Unlock the Potential in Yourself and Your Organization with Robert Kegan (2009), and How The Way We Talk Can Change the Way We Work with Robert Kegan (2001). She is also co-author of Change Leadership: A Practical Guide to Transforming Our Schools (2006). Her most recent publication, co-authored with Robert Kegan and Deb Helsing, is entitled An Everyone Culture: Becoming a Deliberately Developmental Organization (2016).

Deb Helsing is a researcher and author at Way To Grow and is the Director of Coach Learning Programs at Minds at Work. Her primary role is to provide training and supervision to coaches (and other people-development professionals) working to incorporate the Immunity-to-Change approach into their practice and their organizations. At HGSE, Deborah co-teaches a course in personal mastery and provides individualized executive coaching to high potential educational leaders as part of the Doctor of Educational Leadership (Ed.L.D.) program. In her former role as Senior Program Associate at Harvard's Change Leadership Group, Deborah worked with her colleagues to better understand school transformation and to design high-quality professional development programs for educational leaders. She holds a B.A. in English from Grinnell College, a masters degree from the University of Michigan, and a doctorate from the Harvard Graduate School of Education. Helsing is co-author of An Everyone Culture: Becoming a Deliberately Developmental Organization (2016).

Driving Change Module

In Driving Change, you will examine what we know about the change process in school organizations, and learn how to manage the constraints and exploit the opportunities in both internal and external elements in the context of schools. You will focus on how people experience disruption and change, and will learn how effective change management targets and develops leaders at all levels of the organization, as well as authorizers and constituents outside it, so new practices emerge purposefully and with support from the entire organization. You will learn how to communicate effectively and build consensus around the organization’s vision and mission and change agendas, to align espoused and enacted beliefs and actions, and to benchmark for excellence and continuously evaluate effectiveness.

Faculty Chair

Andrés Alonso is professor of practice at HGSE. A graduate of the Ed School’s Urban Superintendents Program, and former deputy chancellor for teaching and learning in New York City, Alonso served as CEO of Baltimore City Public Schools for six years. While in Baltimore, he led a reform effort that yielded marked improvement in achievement and climate data across all levels, and the first increases in enrollment in 40 years. A native of Cuba, Alonso graduated from Harvard Law School and practiced law before changing course and spending 12 years as a teacher of English language learners and students with disabilities in Newark, N.J., an experience that is at the core to his approach to leadership.

Leading for Excellence and Equity Module

Transformational leadership in education advances equity for all learners. For system-level leaders, a commitment to both excellence and equity is an essential step in a personal and professional journey that will continue throughout your life. Learning to develop and sustain standards of excellence with genuinely inclusive, equity-focused schools and systems requires leaders to understand the intersection of race, identity, power, and privilege in society and, as a result, in schools. In Leading for Excellence and Equity, you will embark on a journey of self-examination about your mindset and your beliefs about different students and their achievement, learn to have courageous conversations about differences, and gain a deeper understanding of the blind spots we all hold. Most important, you will learn best practices and develop leadership strategies that build the capacity of teachers and principals to recognize the potential and ability in all children and to promote their success at high levels.

Faculty Chair

Deborah Jewell-Sherman is professor of practice at HGSE. Jewell-Sherman is a graduate of the Ed School’s Urban Superintendents Program and has built a reputation over the past decade as one of the most successful urban district superintendents in the country. She served as superintendent of the Richmond, Virginia, schools from 2002 to 2008. During her tenure, 95 percent of Richmond's lowest performing schools achieved full accreditation under Virginia's Standards of Learning legislation, and the district as a whole improved from 18 to 91.7 percent. Jewell-Sherman was named Virginia Superintendent of the Year 2009 by the Virginia Association of School Superintendents.

Leading Learning Module

In Leading Learning, you will explore what it means to focus a system and one’s own leadership activities on learning as the core business of the system. You will analyze learning at multiple layers of the system, beginning with tasks in classrooms and then considering what adult learning needs to look like to support the learning of all children. You will develop concrete skills in observing learning and teaching, planning effective meetings, discussing the intersection of race and learning, and using design thinking approaches to think more imaginatively and purposefully about learning throughout the system.

Upon completion of this module, you will be able to:

  • Analyze tasks in the classroom and describe the relationship between tasks and intended outcomes
  • Use effective principles of adult learning to assess and (re)design opportunities for professional learning
  • Identify and evaluate the intersectionality of race and the learning system
  • Innovate by (re)defining sharp, user-centered problems

Faculty Chair

Elizabeth City is lecturer on education and the faculty director of the Doctor of Education Leadership Program at HGSE. City has served as a teacher, instructional coach, principal, and consultant. In each role, she focused on helping all children, and the educators who work with them, realize their full potential. She is author of many publications, including Strategy in Action: How School Systems Can Support Powerful Learning and TeachingInstructional Rounds in Education: A Network Approach to Improving Teaching and Learning and Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning.

Managing Evidence Module

In Managing Evidence, you will develop your ability to draw on multiple sources of evidence to inform policy and programmatic decisions. You will gain an understanding of key concepts in performance measurement, research design, and data analysis needed to become skilled consumers of education research and of qualitative and quantitative data generated within your own organizations.

Upon completion of this module, you will be able to:

  • Evaluate studies of education interventions and their implications for system-level decisions
  • Identify opportunities for your system to participate in the production of rigorous evidence
  • Strengthen the capacity of your system to base decisions on high-quality evidence

Faculty Chair

Martin West is associate professor of education at the Harvard Graduate School of Education and a faculty research fellow at the National Bureau of Economic Research. He is also deputy director of the Harvard Kennedy School's Program on Education Policy and Governance and executive editor of Education Next, a journal of opinion and research on education policy.

Faculty Chair

Elizabeth City is lecturer on education and the faculty director of the Doctor of Education Leadership Program at HGSE. City has served as a teacher, instructional coach, principal, and consultant. In each role, she focused on helping all children, and the educators who work with them, realize their full potential. She is author of many publications, including Strategy in Action: How School Systems Can Support Powerful Learning and TeachingInstructional Rounds in Education: A Network Approach to Improving Teaching and Learning, and Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning.

Enrollment for Individuals

Enrollment Instructions

Step One
You will be asked to provide your personal profile and organizational information.

Step Two
You will be asked to respond to the following questions:

  1. Explain how participation in the program will benefit your work, and describe one or more significant challenges you would like to explore during the program. (250 word limit)
  2. In what ways do you expect your particular skills, experience, and perspective to contribute to group discussions? (250 word limit)
Enrollment for Teams

Enrollment Instructions

Identify Your Team Coordinator

  • Before beginning the application process, you will need to identify a team coordinator.
  • The coordinator will be the primary point of contact during the application process and preparation for the program.
  • The coordinator must participate in the program.

The Application Process

  1. A team application to be completed once by the coordinator.
  2. A team member application to be completed by each member of your team.
  • In order for your team to be considered for review by the admissions committee, each team member will need to complete the team member application. The coordinator will receive a link to the team member application once the team application is complete.
  • Once started, the team application must be completed in a single session. It should take 15–20 minutes to complete.
  • A list of required questions will be provided at the beginning of the team application.
  • When your coordinator is ready to complete the team application, it can be accessed by continuing to the next page.

 

Fees and Policies

Tuition includes all instructional materials. Participants receive a certificate of competency as well as a letter confirming the amount of clock hours awarded per module (60 hours). CAEL does not provide course hour equivalents. 

Payment or a purchase order must be received within thirty days of program acceptance and prior to the program start. Participants are responsible for their own travel expenses. While a purchase order confirms a reservation, an outstanding balance is maintained until payment is rendered. If funds are unable to be processed within these guidelines, a documented payment plan is to be sent via mail, e-mail, or fax, and received two weeks prior to the program start date.

Please click here for more information on our on-campus and online refund and withdrawal policies. If you have any additional questions or concerns about your ability to participate, please contact our admissions team at ppe@gse.harvard.edu or 1-800-545-1849.

The Harvard Graduate School of Education reserves the right to change faculty or cancel programs at its discretion. In the unlikely event of program changes, the school is not responsible for non-refundable travel arrangements or other planning expenses incurred.

FAQs

Planning Questions

What is the format and work involved in this certificate program?
Each module takes place over 12 weeks, moving through a cycle of learning, application, performance, and demonstration. Throughout the program, you will engage in a range of activities online, plus exercises carried out in your professional context.

Online activities include:

  • Reading
  • Watching videos
  • Taking short assessments
  • Participating in small-group virtual discussion, virtual discussion sections, and/or smaller self-organized breakout groups
  • Submitting a final project which demonstrates applied learning

The experience is designed to be both rigorous and flexible. The activities are asynchronous, meaning you can choose when within a given week you do them. Each week will require five to seven hours of work, with more guided work during the “learning” weeks (2, 3, 4, and 8) and more job-embedded practice and application during the other weeks of the module. Each participant will have a designated online learning facilitator whom he or she can contact directly for support. 

Do I need to take the five modules in a specific sequence? Which module should I start with?
CAEL is designed to support flexibility; you can begin with any module and complete them in any sequence. Participants pursuing the full certificate must complete four of the five CAEL modules, including Leading Learning, within 24 months of beginning the program. Leading Learning, the required module, is the core for certification and can be taken at any point within the certificate timeline. 

I see that multiple modules are scheduled during the same or overlapping dates. Can I take more than one module at a time?
With consideration for the estimated weekly commitment of 5-7 hours and that most CAEL participants are simultaneously working as new or aspiring district/system leaders, we strongly discourage participation in more than one module at the same time.  

Are there on-campus or in-residence opportunities for participants enrolled in CAEL?
CAEL is offered as an exclusively online program and currently does not involve any on-campus participation.

If I am already enrolled in one of the CAEL modules, do I need to apply again in order to enroll in the next module?
Participants will not be required to apply again for subsequent modules and instead will be sent, about a month in advance of the next module, an invitation to be automatically enrolled. The invitation email will include instructions to confirm participation.

Is it possible to participate in these modules from a different country? And from a different system and context?
Participants are not required to to be working in U.S. contexts. CAEL is designed to be inclusive of diverse and international education leaders, and participation across time zones should not impact the learning experience. CAEL is asynchronous; within an agreed-upon time period, learners choose when to access content (video and readings), complete assignments, and report out on job-embedded practice. 

Certificate in Advanced Education Leadership (CAEL) Credential Questions

What is the certificate that I will receive upon completion of all four modules?
Upon completion of four modules, including Leading Learning, within a 24-month time period, participants will receive via email a PDF certificate with the HGSE shield and signed by the faculty chair.  The certificate will include the participant name and module names and appear similar to a diploma.

Do participants have the option to earn academic credit through CAEL? Can course hour equivalents be provided?
CAEL does not provide academic credit and instead provides a certificate of competency as well as a letter confirming the amount of clock hours awarded per module (60 hours). CAEL does not provide course hour equivalents. 

Could I eventually apply credit that I earn in CAEL toward the Doctor of Education Leadership (Ed.L.D.) Program at HGSE?
While the content of the Certificate in Advanced Education Leadership (CAEL) is based on the curriculum of the Doctor of Education Leadership (Ed.L.D.) Program at HGSE, it is not considered a replacement for the Ed.L.D. Program and it does not provide academic credit.

Does the CAEL Certificate lead to administrative certification? Does CAEL qualify for my state specific licensure program?

Participants should inquire with the accrediting board/organization of the certification/licensure that they are seeking in order to determine whether participation in CAEL would meet their criteria. CAEL has not currently sought approval from specific certification and licensure programs.

Does completion of this program grant alumni status?
Participants in professional education programs are not considered alumni of the Harvard Graduate School of Education.  

Non-Discrimination Policy

The Harvard Graduate School of Education affirms the right of all individuals to equal treatment in education without regard to age, race, religion, sex, sexual orientation, gender identity, marital status, handicap, national origin, or any other factors that are extraneous to effective performance. The Harvard Graduate School of Education will accommodate anyone with disabilities.


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