Improving Schools: The Art of Leadership
June 22-28, 2014Apply
1-5 Years of Leadership Experience
Early Decision Deadline: March 3, 2014
Notification: March 21, 2014
After the Early Decision Deadline
Applications are accepted on a first-come, first-served basis. As programs tend to fill quickly, early application is encouraged.
What You Will Learn
Expand your leadership skills, explore new ways to enhance student learning and create success for yourself and your school.
Today’s school leaders struggle to balance their roles as instructional leaders with the many other demands of the job. Through Improving Schools: The Art of Leadership, participants will develop their leadership skills, efficacy and ability to support teacher development and student achievement. Participants will also expand their understanding of leadership and explore multiple approaches for addressing leadership challenges.
The program will help you identify areas of school improvement, establish priorities, develop strategies and build a base of support around a change initiative. You will explore successful models for school improvement, learn how to lead and manage change, and understand how to implement curriculum innovation.
Through a research-based curriculum, you will focus on effective supervision and evaluation, approaches to solving leadership challenges with an emphasis on U.S. settings, and proven strategies that support teaching and learning. Upon completion of the program, you will have examined your own leadership challenges in the context of instructional improvement and learned how to lead and manage your school more effectively.
- Apply research and best practices in developing school improvement efforts focused on increasing student achievement
- Develop an understanding of how adult learning and teacher development contribute to school improvement
- Shape a school culture that supports learning for all
- Implement an effective process for supervision and evaluation of teachers and other instructional staff
- Learn techniques for managing change
Who Should Attend
- School leaders in the early years of their careers who are seeking improved leadership skills and a more focused approach to classroom practice
- New principals or educators in leadership positions with five or fewer years of experience in their roles, including assistant principals, teacher-leaders, instructional leaders and curriculum specialists
Testimonials: What People Are Saying
“Overall, this program was a life changing moment for me. It will resonate in my heart for infinity.” —2013 participant
“The instruction was top notch! I very much appreciated the chance to connect with new colleagues. The opportunity was awesome and I look forward to the conversation continuing for many years.” —2013 participant
“This is the best experience I have had since I became a principal. Great program!” —2013 participant
Read more testimonials here.
Pamela Mason is Lecturer on Education, the Director of the Language and Literacy Master's Program and the Director of the Jeanne Chall Reading Lab at HGSE. Mason served for 10 years as a reading/language arts curriculum director and for 19 years as an elementary school principal in the Boston area. She is president of the Massachusetts Association of College and University Reading Educators (MACURE) and was past president of the Massachusetts Reading Association. She collaborates with colleagues nationally and internationally on preparing reading specialist teachers, implementing literacy coaching developing school leaders and evaluating school-wide literacy programs.
2013 Faculty Included
Samuel Betances, Senior Diversity Consultant, Souder, Betances & Associates
John Collins, Founder, Collins Education Associates
Hunter Gehlbach, Assistant Professor of Education, HGSE. Gehlbach is an educational psychologist with an affinity for social psychology. His interests lie in improving educational settings through enhancing the social interactions of teachers and students.
William Henderson, Former Principal, Boston Public Schools
Jeff Howard, Founder and President, Efficacy Institute
Robert Kegan, William and Miriam Meehan Professor in Adult Learning and Professional Development, HGSE. Kegan is a psychologist who teaches, researches, writes, and consults about adult development, adult learning, and professional development. His work explores the possibility and necessity of ongoing psychological transformation in adulthood; the fit between adult capacities and the hidden demands of modern life; and the evolution of consciousness in adulthood and its implications for supporting adult learning, professional development, and adult education.
Susan Moore Johnson, Jerome T. Murphy Professor in Education, HGSE. Johnson studies and teaches about teacher policy, organizational change, and administrative practice. A former high-school teacher and administrator, she has a continuing research interest in the work of teachers and the reform of schools.
David Rease, Jr., Co-founder and President, Pursue Excellence & Doctoral Candidate, HGSE Doctor of Education Leadership Program
Irma Tyler-Wood, Partner, Ki ThoughtBridge
Admission to program name here is competitive; we regret that we are unable to accommodate all applicants. To maximize the learning experience, the program aims to bring together as diverse a group as possible. Both individuals and teams are welcome to apply. As the program fills quickly, early application is encouraged.
Team application instructions, click here.
Individual application instructions, click here.
The comprehensive tuition includes all instructional materials and refreshments. Participants receive a certificate of participation and a letter confirming clock hours of instruction.
Payment or a purchase order is due 30 days after registration. If acceptance into the program falls less than 30 days prior to program start date, payment is due upon acceptance. Participants are responsible for their own travel expenses.
Hotel accommodations are made available to participants at a reduced rate. Detailed program information and accommodation options will be provided to all admitted participants. The Harvard Graduate School of Education is not responsible for non-refundable travel arrangements or other planning expenses incurred. We recommend that you not make lodging and travel arrangements until you are admitted to the program.
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-program 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.
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.
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.