Announcing CAEL for Graduate Credit
We are pleased to share that there will be an option to complete CAEL modules for HGSE graduate credit beginning the February 2021 Term. The tuition is $2,995 per person/module. Please submit an inquiry form to learn more and be notified when the application for this option is available.
Please note that the application, as well as acceptance specifications, differ from the non-credit CAEL requirements. Should you not ultimately be admitted as a Graduate Credit Participant in CAEL, you can always re-enroll in CAEL as a Professional Education participant.
Promote success for every learner by fostering principles of equity and excellence.
This module is designed to help leaders get their attention back on the part of their job that matters most: leading the learning of adults and children. In Leading Learning, you will analyze learning at multiple layers of the system, beginning with tasks in classrooms and then considering what adult learning needs to look like to support the learning of all children. You will develop concrete skills in observing learning and teaching, planning effective meetings, discussing the intersection of race and learning, and using design thinking approaches to think more imaginatively and purposefully about learning throughout the system.
Leading Learning takes place over 12 weeks, moving through a cycle of learning, application, performance, and demonstration. Throughout, you will engage in a range of activities online, plus exercises carried out in your professional context. The experience is designed to be both rigorous and flexible. The activities are asynchronous, meaning you can choose when within a given week you do them. Each week will require five to seven hours of work, with more guided, paced work during the “learning” weeks (2, 3, 4, and 8) and more job-associated practice and application during the other weeks of the module (5-7 and 9-12).
By the end of this module, you will be able to:
- Analyze tasks in the classroom and describe the relationship between tasks and intended outcomes
- Use effective principles of adult learning to assess and (re)design opportunities for professional learning
- Identify and discuss the intersectionality of race and learning
- Innovate by (re)defining sharper and more user‐centered problems