About The Institute
In an environment of standards-based reform, pressing state and federal
mandates, and high stakes accountability, it is essential for school
leaders to manage, and leverage proven strategies that promote
excellence
in both teaching and learning. To guide large-scale school improvement
efforts, today’s educators must be able to show gains in student achievement—for
all students—in the short term, as well as prioritize, set goals,
and take action for longer-term innovation and change.
The Harvard Institute for School Leadership helps individuals and teams develop the leadership skills and strategies necessary to build capacity and significantly improve instruction.
This intensive program offers participants a multi-level professional
development experience. Intellectually, it draws on the expertise and research
of Harvard faculty and leading educators in framing the challenges
faced by schools and
school communities undergoing transformational change to improve academic
achievement. Practically, it highlights the successful accomplishments
of exemplary school leaders and school districts. Personally, it offers
participants
time and opportunity to reflect on lessons learned and to design action
steps for use back home.
Providing A Flexible Framework for Change
The Harvard Institute for School Leadership provides the information,
tools, models, and framework needed to lead school improvement efforts in the
dual contexts of external
pressure and internal commitments to progress.
Through a highly interactive
and integrated curriculum, participants explore the challenges faced by educators
working to achieve instructional improvement and cultural shifts in their schools
and districts.
Four overarching goals provide the foundation for this intensive week:
•
Improving instructional practice
• Building internal capacity
• Using assessments more effectively
• Enhancing student outcomes
Through large-group presentations, small-group discussions,
and brainstorming sessions, participants work together to solve difficult
problems, examine real challenges, and confront long-held expectations
as they collaborate to create more successful schools.
As a leader, this unique curriculum
will enable you to:
-
Develop a framework to build a consensus on what constitutes high quality
teaching and promote a culture of excellence throughout your district
-
Explore a system of standards and accountability that supports real learning for all students
-
Address topics of internal accountability in ways that school leaders
commit to supporting and sustaining a capable and talented teaching staff
-
Utilize professional development, supervision and evaluation
as tools for improvement
-
Use and analyze data to advance achievement goals and drive educational
decision-making
-
Promote excellence and equity simultaneously so that all children can
achieve
-
Set priorities and allocate resources to build
organizational capacity
-
Strengthen the teaching and learning for underserved student populations
-
Create school-based education opportunities that offer faculty and administrators
the potential for professional development and personal growth
-
Devise a new theory of action and initial implementation steps for your senior team and district
Throughout the institute you will critically examine and revise your
own theory of action for your school or district based upon constructive
feedback and support from Harvard faculty and leading practitioners from around
the world.
Your action steps will be informed by a guiding framework
for large-scale improvement and a wealth of best practices from schools
and districts that have successfully implemented major instructional enhancements.
Who Should Attend
The institute is designed for teams of school leaders, usually led by
their superintendent. Individual applications are also invited to apply.
Typical candidates for a district team are the superintendent, central
office administrators, principals, lead teachers, classroom teachers,
board members, department heads, or system-wide
coordinators
of curriculum, evaluation, and testing.
Format
The institute uses large group meetings, facilitated small-group discussions,
and case studies. A full schedule of class sessions and activities will
be held most days. The program begins with registration on July 5 and concludes
on July 12.
Because the workload is substantial, full-time participation
and preparation are expected throughout the institute.
Participants are expected to free
themselves from all work obligations during the program.
2008 Faculty
 |
Robert Peterkin, Institute Chair, Francis Keppel Professor of Educational Policy and Administration;
Director, Urban Superintendents Program, Harvard Graduate School of Education. |
| Peterkin is currently working with the South African Department of Education in leadership development. |
| |
• • • |
Almudena Abeyta, Principal, Donald McKay K-8 School, Boston Public Schools |
| |
• • • |
| Eileen De los Reyes, Assistant Professor of Education, Harvard Graduate School of Education. Her current research focuses on the creation of democratic classrooms where students are educated in the practice of social and political change. |
| |
• • • |
|
Ron Ferguson, Lecturer in Public Policy, Kennedy School of Government, Harvard University. |
| |
• • • |
 |
Richard Elmore, Gregory P. Anrig Professor of Educational Leadership; Co-Director, Consortium for Policy Research in Education, Harvard Graduate School of Education. |
| |
• • • |
 |
James Honan, Senior Lecturer on Education, Harvard Graduate School of Education. |
| |
• • • |
Janice Jackson, Lecturer on Education, Senior Associate for the Executive Education Leadership Program, HGSE |
| |
• • • |
Barry Jentz, Lecturer on Education, Harvard Graduate School of Education. |
| |
• • • |
Karen Mapp, Lecturer on Education, Harvard Graduate School of Education. |
| |
• • • |
 |
Thomas Payzant, Senior Lecturer, Harvard Graduate School of Education; former Superintendent, Boston Public Schools. |
General Information
Program Fee
The comprehensive program fee of $4250 includes tuition, all instructional
materials, dormitory accommodations in a single bedroom, breakfast and most
dinners at the dormitory, special events, a certificate of participation, and a letter indicating
clock hours of instruction.
Application Process
Preference will be given to school district teams comprised of three to six
participants and those in which the superintendent is a member. Smaller teams and individual
representatives from districts are invited to apply.
Applications must include your current theory of action—describing how
district practices and resources for long-term, large-scale improvement
are aligned. Districts will be asked to bring their strategic plans,
budgets, and other planning documents for use during the institute.
If applying as a team, a single response for to the application essay
questions should be submitted. Each team member must complete the contact
information section of the application.
Applications will be reviewed and decisions made on a rolling basis. The final deadline for receipt of applications is April 18, 2008.
Accommodations
Interaction between faculty and participants outside of the classroom is an integral part if the institute. To foster this total immersion learning environment, participants are encouraged to reside
at a Harvard Undergraduate Dormitory.
Participants
are assigned a single room with a shared bath. While facilities are air-conditioned and comfortable, they are spartan. Linens and daily housekeeping are provided. Harvard dorm residents have numerous opportunities to interact interact informally with program colleagues.
Participants also have the option to stay at a local hotel at their own expense. Further information regarding lodging options will be provided to all admitted participants.
Payment and Cancellation Policies
Payment or a purchase order
is due thirty days after acceptance. Cancellations must be made in writing.
Full refunds will be granted up to June 6, 2008.
Due to program demand and
the
amount of pre-program preparation, cancellations received June 7 and June 20 will be subject to a $450 cancellation fee. Cancellations made after June 20 and no-shows are subject to full payment.
The Harvard Graduate School of Education reserves the right to change faculty
or cancel the program at its discretion. In the unlikely case of program
changes, the school is not responsible for non-refundable travel
arrangements or
other planning costs incurred.
Further Information
800-545-1849 • ppe@gse.harvard.edu
The Harvard Graduate School of Education affirms the right of all individuals to equal treatment in education without regard to race, age, religion, sex, marital status, sexual orientation, handicap, national origin, or any other considerations that are extraneous to effective performance. The Harvard Graduate School of Education will accommodate anyone with disabilities.
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