About the Institute
This institute is designed for school leaders and teams charged with
creating more effective urban schools. Participants examine schools
in relation to the community—exploring race, culture, equity, special
education, and social justice in today’s diverse urban classrooms.
The institute focuses on strategies for improving teaching and learning,
and how to engender commitment from the community to support the work
of schools.
Throughout the institute, participants work with leading researchers,
practitioners, and colleagues to refine their leadership skills, examine
successful practices from urban settings, set expectations for high
achievement, and explore strategies to promote high student achievement
school-wide.
Benefits
of Attending
-
Learn how the politics of schools impact instructional leadership
and change
-
Consider the effects of race, class, and culture
on the learning community
-
Learn about the importance of school,
family, and community partnerships in supporting the development
of students
-
Develop a deeper understanding of how instructional
leadership is distributed across the educational contexts
of the school
-
Learn more about effective, research-based practices
of an inclusive school
-
Examine the beliefs, cultural changes,
and teaching and learning strategies required to promote
high student achievement
Who
Should Attend
The institute is designed for school leaders and teams charged with
the challenge of creating effective urban schools.
Format
USL is a challenging six days of study,
exchange and practice. Participants should be ready to work cooperatively
with peers and instructors and be prepared to dedicate time in
the evenings to session preparation. Moreover, because the intent of
this Institute is to strengthen leadership skills, principals should
be willing to participate openly in learning activities and share respectfully
in evaluation and feedback.
Time is dedicated to explore the challenges and
rewards of the urban school environment. Readings are selected
that are essential to the success of the urban educator.
Community Building Activities
School leaders have much to learn from each other, therefore the social and
cultural activities planned throughout the institute allow participants to
engage outside of the lecture hall and develop
supportive
relationships. Daily small-group
interaction enables participants to develop long-lasting relationships of support
and
information sharing networks—critical to successful practice.
Independent Reading
Prior to arrival in Cambridge, participants will receive a book list and a
pre-institute reading packet that will include required readings for the
first few days of the Institute. At registration the remainder of assigned
readings
will be handed out. The readings will address specific institute themes
from the perspectives of researchers
and practitioners. It is expected that all assigned articles will be read
prior to each day’s session.
Reflective Writing
Reflective practice is the cornerstone of professional growth and is an essential
part of USL. You will keep a journal
responding to each day’s issues and discussions—reflecting your
thinking, experience, beliefs, and expectations. Through writing, you will
develop the self-knowledge that supports able leadership.
Large and Small Group Interaction
Activities are designed to help participants refine those skills essential
to successful school leadership. Therefore, activities and feedback are
integral to the Urban School Leaders’ experience. Many of these
learning activities take place in small groups. At the same time,
the large group sessions are tailored to foster a dynamic and interactive
classroom environment.
2008 Faculty Included
John Collins
CEO, Collins Education Associates
Ronald Ferguson
Faculty Co-Chair and Director of the Achievement Gap Initiative, Harvard University
James Honan
Senior Lecturer on Education, HGSE
Jeffrey Howard
Founder and President, The Efficacy Institute
Robert Howard
Senior Vice President, Key3 Media Events
Norman Kunc & Emma Van der Klift
Consultants, Axis Consultation
Wendy Luttrell
Nancy Pfortzheimer Aronson Associate Professor
in Human Development and Education, HGSE
Malachi Pancoast
President, Breakthrough Coach
Ruby Payne
Founder, aha! Process
Irma Tyler-Wood
Managing Partner and Founding Member, ThoughtBridge
General
Information
Application
Process
Participants will be 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 covers tuition, 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
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 us at 617-495-1825 or principals@gse.harvard.edu.
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