Ready Yourself for the Challenges Ahead
Educational leadership is both art and science. Research on effective schools points to the crucial role leaders play in establishing and maintaining quality schools for all students.
Expected to hit the ground running, new school leaders confront demands that are many and immediate. They must be ready and able to assume the role of instructional champion—working on many fronts to improve and sustain student achievement. At the same time, leaders must address the academic development of a changing school population and an accelerated retirement rate of teachers. These changes require leaders to attend to the induction of new teachers as well as the renewal of school culture.
Learn from Experts in the Field
Harvard faculty and leading educators in the field provide examples and practical applications of how school leaders have met a variety of challenges in public, charter, and independent school settings. Highlights include:
• Richard Elmore: Making instruction a priority—setting the tone
• Robert Peterkin: Effectively utilizing time and resources to maximize student achievement
• Kim Marshall: Rethinking teacher supervision and evaluation—rubrics, mini-observations, and data meetings
• Karen Mapp: School, parent, and community partnerships
• Janice Jackson: Leading for learning, now is the time
• Tom Hehir: Toward Universal Design—the principal's role
• Loraine Monroe: What it takes to be a great principal
The institute includes presentations, workshops, panels, and small group activities designed to familiarize participants with the theories, research, and policies that support effective practice.
Become an Instructional Champion
New and Aspiring School Leaders equips participants with the strategies and tools to make instruction a priority in their schools. The institute
will enable participants to:
• Improve instruction through effective supervision: What techniques are effective in providing teachers with formal and informal feedback? How does feedback become part of the instructional improvement process?
• Foster curriculum collaboration among the faculty: How do principals support collaboration among the faculty?
How can peer observations foster collegiality and curriculum integration?
• Utilize time and resources to maximize student achievement:
How can the school day be organized to support student achievement?
What resources are available to principals over and above the school budget to meet the needs of students?
• Achieve community support for the school's mission:
In a time of shifting enrollments how do principals involve the wider community in the work of the school?
How can schools become the educational and social center of the community?
• Assume leadership positions with an entry plan for success:
How do new principals take advantage of only having one opportunity to make a first impression?
What are the aspects of the principalship which should be established at the outset of one’s tenure?
Who
Should Attend
Assistant principals, assistant heads, department heads, lead teachers, division heads, curriculum coordinators, and other school leaders interested in expanding their leadership skills should attend. The institute is also beneficial to newly-appointed school leaders.
Hands-On, Interactive Format
Class sessions use a number of interactive formats: large group presentations, small group discussions, success stories from practitioners in the field, case studies, and panels. A full schedule of sessions is held each day. Since full-time participation and preparation are required throughout the institute, participants are expected to free themselves of all work obligations during the program. The program begins at 1:00 p.m. of March 12 and ends mid-day on March 15.
Faculty
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Pamela Mason, Educational Chair, Lecturer on Education;
Director, Language and Literacy Program Director, Jeanne Chall Reading Lab,
Harvard Graduate School of Education |
Mason is the Director of the Master’s Program in Language and Literacy and the Jeanne Chall Reading Lab at the Harvard Graduate School of Education. Her professional and research interests include the effects of text structure on comprehension, issues of literacy learning for diverse student populations, and the process of developing effective school-wide literacy programs.
Mason has extensive experience as a curriculum coordinator and principal for a variety of school districts. Mason has led successful professional development efforts for teachers, principals, and administrators. |
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Richard Elmore, Professor of Educational Leadership; Co-Director, Consortium for Policy Research in Education, Harvard Graduate School of Education |
Elmore is currently exploring how schools of different types and in different policy contexts develop a sense of accountability and a capacity to deliver high quality instruction. |
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Thomas Hehir, Professor of Practice in Education: Director of School Leadership Program, HGSE. |
Hehir is the former Director of the Office of Special Education Programs, U.S. Department of Education, Washington, D.C. He has held senior leadership positions in the Boston and Chicago school systems. |
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| Janice Jackson, Lecturer on Education; Senior Associate for the Executive Education Leadership Program, HGSE |
Previously, Jackson served as deputy superintendent for the Boston Public Schools and deputy assistant secretary for elementary and secondary education for the U.S. Department of Education under the Clinton administration. |
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Nonnie Lesaux, Assistant Professor in Human Development and Urban Education Advancement, HGSE |
Lesaux’s research focuses on the reading development and developmental health of children who are at risk for learning difficulties, including children from low socioeconomic backgrounds and with language difficulties. |
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Karen Mapp, Lecturer on Education, HGSE |
Mapp's research and practice expertise is in the areas of educational leadership and educational partnerships among schools, families, and community members. |
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| Kim Marshall, Leadership Coach, New Leaders for New Schools |
Marshall has extensive experience working with new leaders to ensure their success during their early years in a leadership role. Previously, he worked in Boston Public Schools for more than 30 years in a variety of leadership roles. |
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Robert Peterkin, Francis Keppel Professor of Educational Policy and Administration; Director, Urban Special Education Program, HGSE |
Peterkin's current work focuses on leadership development for the restructuring of urban schools for educational equity and higher student achievement. |
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General
Information
Program Fee
The comprehensive program fee of $1750 covers tuition, all instructional materials,
and refreshments. Registration is on a first-come, first-served basis. Payment or a purchase order is due 30 days after registration. Participants are responsible for their own travel expenses.
Cancellation
Policy
The Harvard Graduate School of Education reserves the right to cancel
the program at its discretion. In the unlikely case of program cancellation,
the school is not responsible for non-refundable travel arrangements
or other planning costs incurred.
Accommodations
Room reservations are the responsibility of individual conference participants.
Sheraton Commander Hotel
$185/night plus tax
Reservations: 888-627-7121
Reservation Deadline:
February 18
Reference: New & Aspiring School Leaders
Further
Information
If you have any questions please contact us at 617-495-1825 or principals@gse.harvard.edu.
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