What You Will Learn

The Leadership Institute for Superintendents will help you develop essential skills and strategies to implement standards-based, systemic reform.

Program Overview

Superintendents today are faced with the challenge of developing quality school systems that create opportunities for success for all of their students. In the complicated environment of standards-based reform, superintendents need to be able to improve their district as a whole. To do this, they must understand how to work with leaders in their district to improve the entire system—and refuse to settle for just a few good schools.

The Institute focuses on the practice of leadership and the development and implementation of policies that drive and sustain reform at the school system level. You will analyze topics from developing and leading high-performance learning organizations to implementing sustainable change. The Institute begins by outlining the standards-based framework: clear expectations for what students should know; curricula that align with learning standards and provide teachers and students with rigorous content to develop knowledge and skills; professional development for administrators and teachers that improves the quality of instruction and leadership; and assessment for use in both reflecting on practice and in systems of accountability. Throughout the Institute, the elements of the framework are aligned, making the whole greater than the sum of its parts and leading to systemic reform with a focus on improving the quality of instruction and leadership.

Program Objectives

• Develop and implement policies that drive and sustain reform
• Lead high-performance learning organizations
• Acquire a more entrepreneurial approach in leading your district
• Foster effective leadership teams
• Manage your human resources more strategically
• Develop the local capacity to sustain change
• Create budgets and spending plans to maximize financial resources
• Recruit, support and retain a strong teaching force through the next decade
• Understand the characteristics of quality work and the elements of the future of learning
• Learn strategies to support data-driven decision making
• Lead effectively in an era of public accountability

Who Should Attend

• Superintendents and assistant superintendents
• Central office administrators responsible for developing quality school systems

Faculty Chair

Thomas Payzant is Professor of Practice at HGSE. Previously Payzant was superintendent of the Boston Public Schools from 1995 until his retirement in 2006. During this time, he led significant systemic reform efforts that narrowed the achievement gap and increased student performance on both state and national assessment exams. Before coming to Boston, he was appointed by President Clinton to serve as assistant secretary for elementary and secondary education with the United States Department of Education. In addition to his tenure in Boston, Payzant has served as Superintendent of Schools in San Diego, CA, Oklahoma City, OK, Eugene, OR and Springfield, PA.

2011 Additional Faculty Included

Melinda Boone, Superintendent, Worcester Public Schools

Richard Elmore, Gregory R. Anrig Professor of Educational Leadership, HGSE

Deborah Helsing, Senior Associate, Minds at Work

Monica Higgins, Professor of Education, HGSE

James Honan, Senior Lecturer on Education, HGSE

Alan Ingram, Superintendent, Worcester Public Schools

Carol Johnson, Superintendent, Boston Public Schools

Robert Kegan, William and Miriam Meehan Professor in Adult Learning and Professional Development, HGSE

Karen L. Mapp, Senior Lecturer on Education; Director, Education Policy and Management Master's Program, HGSE

Katherine K. Merseth, Senior Lecturer on Education; Director, Teacher Education Master's Program, HGSE

Susan Moore Johnson, Jerome T. Murphy Professor in Education, HGSE

Kathryn Parker Boudett, Lecturer on Education, HGSE

David Perkins, Carl H. Pforzheimer, Jr. Professor of Teaching and Learning, HGSE

Robert Peterkin, Professor of Practice, Emeritus and former Director of the Urban Superintendents Program, HGSE.

Tony Wagner, Innovation Education Fellow, Technology & Etrepreneurship Center at Harvard

Richard Weissbourd, Lecturer on Education, HGSE

Enrollment Instructions

Applications are accepted on a rolling basis. Applications are reviewed by the admissions committee and decisions are returned within five working days.

Payment is due within 30 days of acceptance into the program. If acceptance into the program falls less than 30 days prior to program start date, payment is due upon acceptance.

Fees

The comprehensive program fee includes tuition, instructional materials and refreshments. Payment or a purchase order is due 30 days after acceptance. Participants are responsible for their own travel expenses.

Cancellation Policy

Cancellations must be submitted via fax or email. Full refunds will be given up to 30 days prior to the start of the program. Due to program demand and pre-institute preparations, cancellations received 29–14 days prior to the start of the program are subject to a fee of 10% of the program tuition. Cancellations received within 13 days prior to the start of the program and no-shows are subject to the full program tuition. Please note: cancellation fees are based upon the date the written request is received.

Since the Harvard Graduate School of Education is not responsible for non-refundable travel arrangements or other expenses incurred, it is recommended that you not make lodging and travel arrangements until you are admitted to the program. 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.