Priority Application Deadline: May 11, 2017
Early application, in advance of the priority deadline, is strongly recommended. Applications will be reviewed on a rolling basis.
The decisions and actions of leaders are the linchpin of the early learning environment. Each day, early education leaders are designing and driving the policies, processes, and interactions that shape teaching and learning. Participants in The Science of Early Learning and Adversity: Daily Leadership to Promote Development and Buffer Stress will return to their settings with enhanced knowledge, and leadership and organizational strategies that support the design and implementation of strong early learning environments — those that buffer stress, reduce challenging behaviors, and promote development. This new program, featuring keynote speaker Walter Gilliam and offered as part of the Saul Zaentz Professional Learning Academy, is squarely aligned with the Academy’s mission to equip leaders with the cutting-edge knowledge, strategic tactics, and collaborative networks needed to design and implement approaches and policies that improve young children's learning environments.
This two-day on-campus program will be guided by the question: How can early education leaders support the design and implementation of strong early learning environments, particularly in settings serving children facing adversity?
The institute will be led and facilitated by Nonie Lesaux and Stephanie Jones, Faculty Directors of the Saul Zaentz Early Education Initiative at the Harvard Graduate School of Education. Participants in this two-day on-campus program will work with renowned thought leaders, Walter Gilliam, Director of The Edward Zigler Center in Child Development and Social Policy at Yale University, and expert in creating learning environments that support children with behavioral and mental health needs; Amanda Williford, Associate Professor at the University of Virginia, and one of the creators of the innovative Banking Time program; and Tom Hehir, an expert on supporting children with special needs and Silvana and Christopher Pascucci Professor of Practice in Learning Differences at the Harvard Graduate School of Education.
This knowledge will then be put into action: working with expert facilitators and colleagues, participants will develop a strategic plan for leadership related to stress and classroom management in the early learning environments they lead. Following this two-day engagement, attendees will have the opportunity to participate in remote, follow-up coaching sessions to debrief the program and support the implementation of their strategic plans.
Nonie Lesaux is the Juliana W. and William Foss Thompson Professor of Education and Society. Her research focuses on promoting the language and literacy skills of children from diverse linguistic, cultural and economic backgrounds. Her research formed the basis for a reading proficiency bill passed in Massachusetts and informs her work across the country leading teams of district and state leaders, center directors, administrators, and teachers focused on strengthening their Pre-K to 3rd initiatives. Lesaux recently served on the Institute of Medicine and National Research Council's Committee on the Science of Children Birth to Age 8 and is the chair of the Massachusetts' Board of Early Education and Care.
Stephanie Jones is the Marie and Max Kargman Associate Professor in Human Development and Urban Education. Her research focuses on the long-term effects of poverty and exposure to violence on children’s social and emotional development, as well as the impact of education interventions focused on promoting social-emotional and academic skills. Jones was awarded the Grawemeyer Award in Education for her work with Edward Zigler and Walter Gilliam on A Vision for Universal Preschool Education. Jones serves on numerous national advisory boards and expert consultant groups related to social-emotional development and child and family anti-poverty policies, including the National Boards of Parents as Teachers and Engaging Schools.
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Payment or a purchase order must be received within thirty days of program acceptance and prior to the program start. Participants are responsible for their own travel expenses. While a purchase order confirms a reservation, an outstanding balance is maintained until payment is rendered.
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The Harvard Graduate School of Education reserves the right to change faculty or cancel programs at its discretion. In the unlikely event of program changes, the school is not responsible for non-refundable travel arrangements or other planning expenses incurred.