How can educators use the vast amount of student assessment data available
in their schools to improve teaching and learning? This institute guides
educators through a systematic process for using school assessment
data—from annual standardized tests to daily class work—as
a catalyst for improving the quality of education in their schools.
In a hands-on and interactive format, participants analyze assessment
data, examine instruction, plan instructional improvements, and design
strategies for measuring progress.
Participants use their own school data while learning both the technical
skills of analyzing data and the leadership skills of using data in collaborative
conversations with faculty. Additionally, through case studies, large group
presentations, and small group discussions, participants will explore best
practices as well as the challenges and rewards of using data wisely.
Who
Should Attend
This institute is designed for school leaders who want to learn how to use
multiple kinds of data to improve teaching and learning in their schools.
Participants’ experience with data and using technology to support
data analysis will vary from beginning to intermediate. Participants should
be principals and educators in leadership roles. Schools are encouraged to
bring teams of 2-3 people.
Benefits
of Attending
By participating in this institute, you will:
-
Master a step-by-step process for using data as a lever for school
improvement
-
Experience ten protocols to engage your faculty in
the collaborative use of data
-
Better understand how to use Excel® and PowerPoint® to analyze, display and tell your data story
-
Build internal accountability
in the context of high-pressure external accountability
-
Use
data to surface underlying assumptions and conduct difficult
conversations
-
Learn how to successfully lead faculty in examining
instruction
2008 Faculty
Kathryn Boudett, Adjunct Lecturer on Education, Harvard Graduate
School of Education
Elizabeth City, Director of Instructional Strategy, Executive Leader for Educational Excellence, Harvard Graduate School
of Education
Richard Elmore, Gregory R. Anrig Professor of Educational
Leadership, Harvard Graduate School of Education
Ronald Ferguson, Faculty Co-Chair and Director of the Achievement Gap Initiative, Harvard University
Richard Murnane, Juliana W. and William Foss Thompson Professor
of Education and Society and Acting Academic Dean, Harvard Graduate
School of Education
Steve Seidel, Patricia Bauman and John Landrum Bryant Lecturer
on Arts in Education, Harvard Graduate School of Education
General Information
Application Deadline
Participants are selected based upon the match between their stated
objectives and the goals of the Institute. To maximize the learning
experience, the Institute aims to bring together as diverse a group
as possible.
Admission decisions are mailed within three weeks from the receipt of the application.
Program Fee
The comprehensive program fee of $2,695 includes all sessions, instructional
materials, refreshments, a social event, 48 professional development
points and a one-year membership to The Principals' Center. Payment
(or a purchase order) must be received within
30 days of admission.
Cancellation
Policy
Cancellations must be made in writing. Full refunds will be
granted up to 30 days prior to the start of the program.
Cancellations postmarked or faxed 15-30 days before the the start of
the program will be subject to a cancellation fee.
Cancellations postmarked or faxed less than 14 days before the start
of the program and no-shows are subject to full payment.
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.
Further
Information
If you have any questions about your application please contact Michael Hammitt at 617-495-1825 or principals@gse.harvard.edu. |
